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Effective Teacher Induction and Mentoring: Assessing the Evidence


reviewed by Sarah V. Mackenzie May 29, 2009

coverTitle: Effective Teacher Induction and Mentoring: Assessing the Evidence
Author(s): Michael Strong
Publisher: Teachers College Press, New York
ISBN: 0807749338, Pages: 152, Year: 2009
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Like so many initiatives schools have implemented in the last few years, induction and mentoring of new teachers seem like no-brainers. Of course they are necessary because such programs help new teachers become better faster, stay longer, and be assured of a firm foundation on which to build a successful career. Those of us who came of age as teachers in the sink-or-swim era dream about what it might have been like had we learned earlier where the supply closet was, what we should or should not say to parents, and how to complete grade sheets, not to mention how to deal with the anxiety of feeling we were barely hanging on. And we can only imagine what we might have accomplished with moral support, collegial feedback, and modeling by a colleague instead of the loneliness we experienced during the first few years of teaching. Michael Strong is not out to... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: May 29, 2009
http://www.tcrecord.org ID Number: 15646, Date Accessed: 10/24/2017 7:04:43 AM

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About the Author
  • Sarah Mackenzie
    University of Maine
    E-mail Author
    SARAH MACKENZIE is an assistant professor of Educational Leadership at the University of Maine. Her areas of interest are leadership development and teacher leadership. She published an edited book with Richard Ackerman, Uncovering Teacher Leadership: Essays and Voices in the Field (Corwin) in 2007. She is presently working on a book on ethical decision making for teachers.
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