Mentoring and New Teacher Induction in the United States: A Review and Analysis of Current Practices

Abstract

In this article, current practices were reviewed in mentoring and induction across three large states—New York, Texas, and California—and one small state, Utah. Patterns and trends are described in the United States, program results and evolving views of mentoring are discussed, gaps in the research literature are identified, and the future of mentoring is pondered.

Keywords:

• mentoring
• beginning teacher induction
• mentoring models
• current practices and trends
• needed research
• professional learning communities
• social learning theory.