No abstract

This mixed-methods study analyzes the induction programs for alternate route beginning teachers in low socioeconomic, urban schools. The researcher surveyed 53 teachers at the end of their first year and conducted six in-depth follow-up interviews. The study found that half the teachers did not receive an induction program congruent with state guidelines. Further analysis showed that having an inconsistently implemented program had more negative effects than having no program at all for survey respondents and had no effect for those interviewed. The study found that teachers want mentors who respond quickly, care about their success, are flexible, and engender trust. Almost half of survey respondents and all of the interviewed teachers reported that their induction program had no effect on their decision to continue teaching. Finally, the data suggest that teachers may be staying in teaching even if they are unhappy with their jobs and the profession.

No abstract

Observers cite growing state control over the criteria and process utilized for assisting and assessing teachers in local school districts. This control is exerted through legislation, financial assistance for program implementation, and regulations. A number of writers lament that such state-mandated assisting and assessing of teaching has created teacher-proof teaching and supervisor-proof supervision (Hazi, 1989;Holdzkom, 1987;Wise, 1988). These laments are often focused on practices that reflect adherence to a rigid model of supervision with primary emphasis on assessment. Tracy and MacNaughton (1993) suggest that although state mandates pose certain threats, they also offer opportunities. For example, when mandating a specific assessment model, states often first engage a wide range of scholars and practitioners in dialogue and research on evaluation. In addition, state mandates sometimes provide support to teachers who, prior to their advent, gained little assistance from their local districts.However, these perceived threats and opportunities posed by state mandates are based more on anecdotal reports than on a systematic analysis of state practices. In their study of mandated teacher evaluation in 12 states, French, Holdzkom, and Kuligowski (1990) cite the need to assemble information about current state supervisory practice so that states can learn from the successes and failures of others. This study attempts such a systematic approach through a content analysis of state documents related to assisting and assessing teachers. The documents were analyzed to determine the major areas for assisting and assessing teaching included in state mandates and the levels of state control represented within these areas.