Induction
Induction Programs for the Support and Development of Beginning Teachers of Science — NSTA Position Statement
The New Teacher Center at the University of California, Santa Cruz — a national resource focused on teacher and administrator induction.
Alliance for Excellent Education, Tapping the Potential, 2007. Retaining and Developing High-Quality New Teachers
A. Wayne, P. Youngs, S. Fleischman, “Research Matters: Improving Teacher Induction.” In Educational Leadership Supporting New Educators, 62 (8), May 2005, pp 76-78.
R.M. Ingersoll. “A Different Approach to Solving the Teacher Shortage Problem (Teaching Quality Policy Brief No. 3).” Seattle: University of Washington, Center for the Study of Teaching and Policy, 2001.
D. Kauffman, S.M. Johnson, S.M. Kardos, E. Liu, and H.G. Peske. “‘Lost at Sea’: New Teachers’ Experiences with Curriculum and Assessment.” Teachers College Record 104 (2), March 2002: 273-300.
H.G. Peske, E. Liu, S.M. Johnson, D. Kauffman, and S.M. Kardos. "The Next Generation of Teachers: Changing Conceptions of a Career in Teaching." Phi Delta Kappan 83 (4), December 2001: 304-311.
Mentoring
Center for Science, Mathematics, and Engineering Education, Educating Teachers of Science, Mathematics, and Technology: New Practices for the New Millennium, National Academies Press, 2000.
D. Freeland and J. Olsen, Reducing Teacher Isolation, 2006 PTEC Conference: Written by TIRs and discusses of mentoring new physics teachers.
Resources: Creating a Mentoring Program, The NEA Foundation, 1999: outlines issues and questions related to developing a mentoring program.
R. Ingersoll and J. Kralik, The Impact of Mentoring on Teacher Retention: What the Research Says, Education Commission of the States, 2004.
T. Niesz, “Why Teacher Networks (Can) Work,” Kappan, April 2007: professional development through teacher networks.
S. Feiman-Nemser, “Teacher Mentoring: A Critical Review.”
