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The ordeals and stresses of the first year of teaching have often been cited as reasons why many new teachers become discouraged and even abandon their teaching careers. One strategy that has proven successful in providing support to novice teachers is to match them with experienced classroom teachers, or mentors, in order to ease their induction into teaching. Mentoring also provides a meaningful challenge for experienced successful teachers.
As more districts begin to implement mentoring and induction programs, they will need information and models to answer basic questions regarding how mentors are selected and how schools can provide training and support to all personnel involved in such programs. This book provides an overview of the induction into teaching and mentoring processes, describes five effective school-based models, and reports the results of a large-scale study of those elements found to be most helpful by experienced mentor teachers.
Preface
Foreword
GRETA MORINE-DERSHIMER
Part I: Theoretical Basis
1. The Place of Induction in Becoming a Teacher
GERALD M. MAGER
2. Mentoring as Part of Induction
GARY P. DEBOLT
Part II: School-Based Collaborative Programs
3. Collaborative Teacher Induction
SANDRA J. ODELL and DOUGLAS P. FERRARO
4. The North Country Mentor/Intern Teacher Program: A Rural Consortium
NICHOLAS G. STUPIANSKY and MICHAEL P. WOLFE
5. The Arizona Teacher Residency Program: Commitment, Collaboration, and Collegiality
BILLIE ENZ, GARY W. ANDERSON, BARBARA WEBER, and DON LAWHEAD
6. Collaborative Relationships In a Mentoring Program in East Harlem Schools
CHRISTINA TAHARALLY, MAE GAMBLE, and SUSAN MARSA
7. Mentoring As a University/Public School Partnership
MERNA JACOBSEN
Part III: Lessons and Questions Evolving from Research and Practice
8. Mentor Suggestions for Establishing Mentor Programs
GARY P. DEBOLT
9. Lessons and Questions from School-Based Collaborative Programs
GARY P. DEBOLT
Index