http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Dimensions of the mentor teacher in teacher induction programs
The dimensions of the mentor teacher in teacher induction programs which are state-mandated have been neglected in the research literature. The purpose of this study was to determine the degree to which research findings had influenced state-mandated program development and to what extent states are actively involved in teacher induction programs at the present time. Additionally, the researcher intended to provide policymakers with data upon which to build their programs so that regions of the nation might be consistent in their approaches. The study was a survey research project based on the review of selected research literature related to the selection, training, roles, and responsibilities of mentors in public schools, business, concerns of new teachers, and the perceived goals of induction programs. A survey was developed which was sent to all of the chief state school officers of the fifty states, Washington, D.C., Puerto Rico, and Guam. The data were analyzed with an emphasis on its relation to previous research and the clustering of criteria among various regions of the country. Findings included: 1) the major requirements for mentor teachers in state-mandated programs were self-application, experience (2-5 years), and subject area related to that of the inductee, which were also reported in research literature; 2) state-mandated programs also appeared to use research-related information in the preparation of teacher induction programs; 3) the primary focus of mentoring was assistance, again supported by research, and 4) regional patterns were not evident when viewing dimensions of the mentor teacher in clusters of states. It was concluded that while states appear to utilize research information in the development and design of their teacher induction programs, much is left to individual local districts which allows for wide discrepancies. It is recommended that national associations and interests become more active in providing guidelines for determining criteria for mentor teachers in state-mandated programs.
"Major subject: Curriculum and instruction."