Resources

Induction Program Web Resources

1.     Minnesota Teacher Support Partnership (TSP).

http://teachersupportpartnershipmn.org/

The Teacher Support Partnership (TSP) currently has representation from Education Minnesota, the Minnesota Department of Education, Minnesota State Colleges and Universities, and the College of Education and Human Development at the University of Minnesota – Twin Cities. Members of this partnership believe that all initial educators and educators in transition should have access to comprehensive induction supports that will help them be more effective educators for Minnesota’s children.

2.      Minnesota Educator Induction Guidelines.

http://teachersupportpartnershipmn.org/pdf/TSP%20guidelines%20final%203%2031%2009.pdf

The Minnesota Educator Induction Guidelines provides framework for developing a comprehensive induction system for all educators in Minnesota. 

3.      Minnesota Department of Education – Induction Resources.

http://education.state.mn.us/MDE/Accountability_Programs/School_Improvement/Professional_Development/Teach_Induction/index.html

  • MDE Brief: High Quality Induction Programs.  This brief lists the components of a comprehensive new teacher induction program
  • New Teacher Induction Resources. This document provides induction resources for program planning and implementation.

4.      Minnesota Statute 122A.40. subd. 6.  Mentoring for probationary teachers.

https://www.revisor.mn.gov/statutes/?id=122a.40

A school board and an exclusive representative of the teachers in the district must develop a probationary teacher peer review process through joint agreement. The process may include having trained observers serve as mentors or coaches or having teachers participate in professional learning communities.

5.      Centering for Mentoring and Induction – Minnesota State University, Mankato

http://ed.mnsu.edu/cmi/

A provider of quality professional development experiences that support new teachers, veteran teachers, and school leaders.  Training is customized with the unique needs of the participants in mind.

6.      New Teacher Center.

http://www.newteachercenter.org/index.php

The center is dedicated to improving student learning by accelerating the effectiveness of teachers and school leaders.  Access the Center’s web page to view research, products and services.

7.      The Center for Strengthening the Teaching Profession.

http://cstp-wa.org/teacher-development/new-teacher-alliance-partnership

The Center’s New Teacher Alliance Partnership provides a variety of induction program resources and tools including mentoring development and a teacher leadership skills framework.

8.      National Comprehensive Center for Teacher Quality.

http://www.tqsource.org/

This national resource center provides tools and guidance to build teacher effectiveness—from novice teacher to veteran educator.

Induction Program Text Resources

Achinstein, B., & Athanases, S. Z. (2006). Mentors in the making: Developing new leaders for new teachers. New York: Teachers College Press.

Alliance for Excellent Education (Aug., 2005). Teacher attrition: A costly loss to the nation and to the states.(Issue Brief), Retrieved March 3, 2008 from: http://www.all4ed.org/publications/TeacherAttrition.pdf

American Association of State Colleges and Universities (October, 2006). Teacher Induction Programs: Trends and Opportunities, 10 (3).

Bartell, C. A. (2005). Cultivating high-quality teaching through induction and mentoring. Thousand Oaks, CA: Corwin Press.

Britton, E., & Raizen, S. (2003). Comprehensive teacher induction in five countries: Implications for supporting US science teachers. In J. Rhoton & P. Bowers (Eds.) Science teacher retention: Mentoring and renewal. Arlington, VA: National Science Education Leadership Association and NSTA Press.

Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York: Russell Sage Foundation.

Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–55.

Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38 (4), 915-945.

Lopez, A., Lash, A., Schaffner, M., Shields, P., Wagner, M., (2004). Review of research on the impact of beginning teacher induction on teacher quality and retention. City: Menlo Park, CA: SRI International.

Minnesota Department of Education (2007). Teacher Supply and Demand: FY 2006 Report to the Legislature. Roseville, MN: Minnesota Department of Education.

National Staff Development Council. (2001). Retrieved June 24, 2008 from http://www.nsdc.org/standards/index.cfm

New Teacher Excellence: The Impact of State Policy on Induction Program Implementation. Policy Brief.  (November 2010).  New Teacher Center, Santa Cruz, CA.                                                                      http://www.newteachercenter.org/pdfs/NTC_Policy_Brief-NewTeacherExcellence.pdf

Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681-714.

Sweeny, B. W. (2008). Leading the teacher induction and mentoring program. Reston, VA: National Association of Secondary School Principals.

Teachers Are the Center of Education: Mentoring, Teaching and Improving Student Learning. Report. (2010). College Board, New Teacher Center and Phi Delta Kappa International. http://advocacy.collegeboard.org/sites/default/files/10b_1532_Teachers_and_Mentors_Report_WEB_101117.pdf

Villar, A. & Strong, M. (2007). Is mentoring worth the money? A benefit-cost analysis and five year rate of return of a comprehensive mentoring program for beginning teachers. Santa Cruz, CA: The New Teacher Center.

Virginia Department of Education. (2000). Guidelines for mentor teacher programs for beginning and experienced teachers. Richmond, VA: Division of Teacher Education and Licensure. Retrieved June 21, 2008 from http://www.doe.virginia.gov/VDOE/newvdoe/legislat.PDF

Wang, J., Odell, S., & Schwill, S. A. (2008). Effects of teacher induction on beginning teachers’ teaching: A critical review of the literature. Journal of Teacher Education, 59(2), 132-152.

Wildman, T. M., Magliaro, S. G., Niles, R.A., & Niles, J. A. (1992). Teacher mentoring: An analysis of roles, activities, and conditions. Journal of Teacher Education, 43(3). 205-213.

Wong, H. K. (2003). Induction programs that keep working. In M. Scherer (Ed.), Keeping good teachers (pp. 42-49). Alexandria, VA: Association for Supervision and Curriculum Development.