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"Whether they enter teaching through an emergency-certification route or after university coursework and student teaching, all new teachers have a lot to learn," begins this summary of some of the latest research on effective teacher induction programs. "Unfortunately, schools do not operate like hospital emergency rooms, where experienced personnel routinely watch novices work, spot their mistakes, give advice, and model new techniques. New teachers learn mostly through trial and error." One finding: "State and district policymakers are providing resources to make induction programs more comprehensive, but research shows that much depends on the principal. Principals and other school leaders must extend their roles beyond performance evaluation to include instructional support--and not just help with classroom management." (Educational Leadership, May 2005)

Fleischman, S.; Waye, A.J.; & Youngs, P. Research matters/improving teacher induction. Educational leadership (May 2005, Vol. 62 No. 8). Retrieved from ASCD 21 Apr 2008. Link: http://www.ascd.org/portal/site/ascd/template.MAXIMIZE/menuitem.459dee00...

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