 Cultivating High-Quality Teaching Through Induction and Mentoringreviewed by Naida C. Tushnet — 2005  Title: Cultivating High-Quality Teaching Through Induction and MentoringAuthor(s): Carol A. Bartell Publisher: Corwin Press, Thousand Oaks ISBN: 0761938583, Pages: 188, Year: 2005 Search for book at Amazon.com Questions related to teacher recruitment, performance, and retention are critical to our current emphasis on school accountability. Without well-prepared teachers who remain in the profession, schools will have difficulty in meeting the demands of the current environment of accountability. Not only does No Child Left Behind contain language related to teacher credentialing, but it also requires teachers to deliver high-quality, demanding instruction. As many have pointed out (Berliner, 1986; Feiman-Nemser, 2001; Grossman & Thompson, 2004), even fully credentialed teachers enter the classroom still in a learning mode. If they do not master their work, they either leave the profession or fail to serve their students well. Consequently, support in the induction years (up to 5 years from entry into the profession) offers promise for improving schools. Carol Bartell brings to Cultivating High-Quality Teaching through Induction and Mentoring experiences covering key arenas for new teacher support. She has been on the staff... (preview truncated at 150 words.) To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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