Professional Development

In many schools and educational jurisdictions in the United States, newly inducted teachers have traditionally been required to fend for themselves in adjusting to their new responsibilities and tasks, and in seeking further professional development (Howley, 1985). Two results of this approach to professional development for new teachers are (1) a high turnover among newly inducted teachers (Clayton, & Wilson, 1984), and (2) a deteriorating quality of delivered education (HulingAustin, Barnes, & Smith, 1985).

This project examined the professional development experiences, requirements, and preferences of newly inducted teachers. The threefold purpose of the project was to (1) assess the types and modes of professional development experiences of newly inducted teachers within the contexts of

preferences and requirements, (2) assess the adequacy of processes in place to accomodate the professional development preferences and requirements of newly indicted teachers, and (3) assess the implications for improvements in the in place processes for the professional development of newly inducted teachers.

The data required for this study were obtained throu

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They must be accepting of their proteges, and they must be willing to relate to them (Anderson, & Shannon, 1988). Mentor Roles In professional education, a mentor is a teacher teaching a teacher (Coughlin, 1986). As important as this role is, however, it is not the only role of the mentor. A mentor is also an advisor and a counselor for the protege (Anderson, & Shannon, 1988). Each of these roles requires of the mentor exper tise in conferencing. Conferencing skills are particularly relevant in the men tor's role as a teacher. This special relevance results from the very nature of the mentorprotege relationship. In such a relationship, it is quite easy for a mentor to overlook the fact that the protege is another adult, as opposed to a child 17 or a preadult in one of the mentor's classes (Beder, & Carrea, 1988). Mentoring has been described as one "of the most complex and developmentally important" than an individual "can have in early adulthood" (Levinson, Darrow, Klein, Levinson, and McKee, 1978, 97). The basis of adult development derives from learning concepts in behaviorism, as expressed by B. F. Skinner, and others (ThiesSprinthall, & Sprinthall, 1987). In conferencing, protege
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Approximate Word count = 8859
Approximate Pages = 35 (250 words per page)

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