ibly the most important (Matus, 1999).
New teachers are the most susceptible to the trap of losing control over the classroom by focusing specific aspects of the curriculum or specific teaching approaches, as opposed to managing the classroom with a focus on student learning. New teachers require support to develop effective classroom management skills. One approach to providing such support is the implementation of effective teacher induction programs (TIPs). TIPs are, by definition, support programs for new teachers. The terms "new teacher" and "beginning teacher" typically refer to teachers with less than five-years in service as a teacher. This definition, however, is not set in stone. The federal education bill enacted during the second Clinton Administration defined the term "beginning teacher" as a teacher with less than three-years in-service as a teacher (Feiman-Nemser, 2001).
TIPs vary in structure; however, most TIPs include either or both a mentoring program and an in-service teach
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