How Have Schools and Districts Planned and Implemented Mentoring Programs to Respond to State Policy on Teacher Induction?
Mentoring of beginning teachers in Texas is marked by considerable variation in terms of planning and implementation strategies and priorities. The Texas state policy on teacher induction provides minimal direction as to the scope of programming expected of schools and districts, and the policy is not backed by state funding or other support except for the recent time-limited TxBESS program funded by the federal government. It appears that compliance with state policy is not a major driving force for districts to develop mentoring activities for beginning teachers. Instead, other more enduring motivations, such as the desire to enhance teacher quality and the assumption that job satisfaction will lead to greater retention, are providing the impetus for the rise of teacher mentoring in the state since 1990. As outlined below, schools and districts recognize a number of expected and actual benefits from providing teacher mentoring. Program planners at the district level and educators at
Related Questions
- Is the master teacher function required in districts with targeted programs and a small universe? If so, how can it be fulfilled?
- How Have Schools and Districts Planned and Implemented Mentoring Programs to Respond to State Policy on Teacher Induction?
- How is Colorado State Universitys program different from programs at other schools?
