Meeting the Needs of New Teachers Through Mentoring, Induction, and Teacher Support
Academic Leadership - Online Journal,
Vol. 7 No. 4 (2006): Vol-7-Issue-4-April-2006
Providing new teacher induction is an important practice that is common in schools around the world
(Wong, Britton, and Ganser 2005). Teacher induction and mentoring programs have been found to
reduce the rate of new teacher attrition, increase job satisfaction, and efficacy (Ingersoll and Smith
2004). Mentoring has been the main form of teacher induction used in the United States since the early
1980′s (Fideler and Haselkorn1999).
Many people think of teacher induction and mentoring as the same things. The terms are often used
interchangeably. However, teacher induction is a comprehensive process that provides professional
development that trains, supports, and helps retain new teachers. Mentoring is only a component of a
full induction program. It focuses on one-on-one help between a veteran and new teacher often focusing
more on new teacher’s “survival” than teacher development (Wong 2004).