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Abstract
This paper reviews the research literature on new teacher mentoring, focusing on issues of definition, why teachers quit, and the effects of mentoring on retention. Conclusions call for more scientific studies on the relationship between mentoring and retention, more research on the relation between mentoring and other educational outcomes, and a suggestion that we might rethink career goals for teachers under the present social climate.
Acknowledgements
This paper was written with the support of the members of the Association of Teacher Educator’s Commission on Mentoring and Induction. These members are: Commission Chair, Sandra Odell, with: Renee Tipton Clift, Katharine Cummings, Pearl Mack, Ed Pultorak, Virginia Resta, Sharon Schwille, Randi Stanulis, Michael Strong, Jian Wang, and Ann Wood. Also acknowledged is Ellen Moir of the New Teacher Center at UC Santa Cruz. This paper evolved from work funded by the Payne Family Foundation, and the Hewlett Foundation.
Notes
Spencer, C. (2000). 1999–2000 RIMS/BTSA retention study, Technical Report. University of California, Riverside: Graduate School of Education.
