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This paper looks at six mentoring programs in Wisconsin for beginning teachers. Four of the programs (Beloit, Kenosha, Plattesville, and West Allis-West Milwaukee) are district programs in which teachers assume mentoring responsibilities in addition to teaching. In the Milwaukee School District program, veteran teachers serve as full-time mentors, and the University of Wisconsin-Whitewater program is offered as a service to area school districts and mentors in the program to take on mentoring as an additional responsibility. The programs are described, including staffing, course content, selection process and criteria, participation requirements, incentives, training and support, and mentoring activities. Although the programs are different one from the other and present various advantages and disadvantages, each manifests a clear commitment to easing the transition of beginning teachers from prospective teacher to professional teacher. Contact information for each program is provided. (Contains 22 references.) (ND)

This study explored student teacher, intern, and beginning teacher journals for themes that might inform inservice and preservice teacher education programs. The journals of 58 teacher candidates and beginning teachers were read to identify themes. Then common themes were organized into categories and frequencies for each category were determined. Two groups comprised the population: (1) 14 teacher candidates enrolled in teacher preparation programs who were followed as student teachers or interns; and (2) 44 beginning teachers in Illinois and Wisconsin. Completing open-ended or semi-structured journal or log entries were requirements of both groups. Student teachers' and beginning teachers' themes were organized and information was reported based on several focusing categories. Among the student teachers' emerging themes included a personal sense of accomplishment, development, and excitement; steady construction of confidence; and a feeling of self sufficiency. A second theme of school interactions and relationships with staff also emerged. Beginning teacher entries were grouped by period of the academic year showing common concerns. Overall the journal entries revealed several common themes for both the student teacher and beginning teacher groups that may shed light on how best to design teacher education programs, field experiences, and support programs for beginning teachers. (JB)