The implementation of school-wide positive behavior support (PBS) initiatives has experienced considerable success. Student behaviors have improved, and teachers' attitudes about the remediation of misbehavior have become more positive when PBS is used. When teacher practice results in a positive outcome, there is a corresponding increase in personal teaching efficacy (PTE). Teachers with lower PTE may be under-prepared to adopt PBS initiatives as a suitable replacement for how they have formerly dealt with misbehaving students. The skill and disposition required to conduct Functional Behavioral Assessments and to implement a Behavioral Intervention Plans may be beyond the level of these teachers. In this current article, the case is made for intensifying the technical assistance offered to these teachers.

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This chapter investigates first-year teachers' development and how participating in a teacher education faculty-led mentoring program accelerated their transition from student to teacher. Traditional teacher induction involves pairing a veteran teacher with a first-year teacher and completing activities, mainly at the start of the school year. High teacher turnover indicates this approach to induction is insufficient and fails to mirror theories of teacher development. Authors use a case study approach to understand how faculty and graduates' relationships bridge the transition to the teaching profession. Field notes and interviews with teachers now in their second year inform the study. Data reveal that teachers used meetings to reflect and be vulnerable with facilitators, which allowed them time to find their allies in the schools. Authors propose solutions including developing PK-12 and teacher education partnerships and future research further investigating the long-term influence relationships-based mentoring has on teacher retention.

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