The research shows that induction and mentoring programs are effective. While many schools have instituted induction and/or mentoring programmes, we know little about what actually works in these types of programmes. Carol A Bartell bridges the gap between knowledge and practice with this book. Through her extensive research on induction and mentoring programs, she has identified the elements of successful programmes. Induction programmes are systematic, organized plans for the support and development of new teachers in the initial 1-3 years of service. Because teachers begin with different levels of preparation, the author addresses how to differentiate programmes to meet differing needs, from teachers who have completed a traditional university programme to those who have entered teaching through alternative certification. It also looks at how various school environments (urban, suburban, and rural) affect the first three years of teaching. Rather than focusing on survival skills, Induction and Mentoring in Urban Schools emphasizes high-quality teaching through the use of standards-based teaching, teacher assessments, and reflective practice.
The book also contains a special emphasis on under-prepared teachers and urban schools-those most in need of effective induction and mentoring and also the group that benefits the most from these types of programmes
"All beginning teachers face significant challenges during their induction into the teaching profession. This book provides a cogent, thoughtful, and practical guide to working in the areas of teacher induction and mentoring, and is a must read for academics, program developers, and practitioners alike." -- Sandra Odell, Professor
"Carol Bartell offers us an eminently practical and comprehensive roadmap to coach and assist our beginning teachers away from an unhappy ending." -- Alan D. Bersin, Superintendent of Public Education
"Bartell argues that induction is about more than retaining teachers. It is about helping all teachers become more professional and better at what they do . . . and, most important, it is about improving student learning." -- From the Foreword by Linda Darling-Hammond, Charles E. Ducommun Professor of Education
"Bartell has done an excellent job of pulling together the research on induction and mentoring. She uses examples drawn from a variety of studies, and provides guidance for those who wish to develop or improve an existing induction program. State and district leaders would be well advised to read this book." -- Teachers College Record, November 2005 * Vol. 107, No. 11, 2005 *
"A practical, no-nonsense and principled guide condensing decades of expertise into plain terms advice." -- Wisconsin Bookwatch
Foreword - Linda Darling-HammondPreface1. The Challenges Facing Beginning Teachers2. Understanding the Stages of Teacher Development3. The Characteristics of Effective Induction Programs4. Mentoring Strategies and Best Practices5. Urban Schools and Induction6. Standards-Based Teaching and Reflective Practice7. Teacher Assessment8. Developing Induction Policies to Shape Induction PracticesReferencesIndex