Search

States have enacted a variety of far-reaching educational reforms in recent years which have focused on a mix of standards for improved programs and greater accountability for both students and teachers. In California, teacher professionalism reforms, including induction reform, have been introduced. Research, now in its third and final year, has yielded a good deal of information with respect to new teacher assessment and support issues and has recognized the complexity of teaching as well as a variety of appropriate approaches to prepare teachers better to meet classroom responsibilities. Some initial policy directions have already been established by the California New Teacher Project: general agreement that new teachers need support; when given the opportunity to develop unique approaches to new teacher support, most plans employ remarkably similar delivery models; new teacher support makes a difference in inner city and urban settings; the learning that occurs is reciprocal; universities can play an important role; and resources of both time and money are required. In the third and final year of research, there is a great deal more knowledge about new teacher assessment and support issues, but more uncertainty regarding the political will and capacity for change. (LL)

The California Mentor Teacher Program, brought into being by California Senate Bill 813, is designed to retain and recognize excellent teachers and to improve the profession by enabling expert teachers to assist others. Four major issues to consider in developing mentor teacher programs are discussed. First is the importance of collaboration with appropriate groups in planning, including teachers, governing boards, and administrators. Second, program design should reflect local needs and priorities. Design possibilities include (1) a master teacher to provide staff development; (2) a mentor as a trainer of new teachers; (3) a mentor teacher as a "fellow" in a teacher training academy; or (4) a mentor teacher as a curriculum developer. Third, the criteria for the selection of mentor teachers in the California Mentor Teacher Program are set by the California Education Code, but they allow considerable flexibility to local districts. The Code stipulates only that mentor teachers should have credentials and permanent status, substantial classroom experience, and demonstrated teaching ability. Finally, mentor teachers in their new role may require training and support from site administrators and teachers. Partial state funding has been provided for stipends to mentors. (TE)