| Teacher attrition rates in the U.S. continue to rise and an estimated 2.5 million new teachers will be needed over the next ten years (Villani, 2002). Meanwhile, the No Child Left Behind Act (2001) calls for a "highly qualified" teacher in every classroom by 2006. In an attempt to increase retention, many school districts are implementing induction programs for new teachers.; This qualitative study examined a mentor program that was implemented in a school district located in a metropolitan city in the South and addressed the following research questions: (1) What characteristics of a mentor program contribute to teacher retention, self-efficacy, and professional development? (2) What type of training and support do mentors receive that allow them to effectively impact the first year teachers whom they work with in the program? (3) How do mentor programs alter or influence the experiences of first year teachers?; Results of the study are based on questionnaire responses, interviews with former mentors and first-year teachers, and other documents describing mentors' interactions with the first-year teachers.; Data analysis yielded the following conclusions: (1) Mentees and mentors experienced meaningful professional growth through shared experiences that created communities of practice. (2) The support provided to beginning teachers through this program accelerated their movement through the stages of teacher development. (3) School districts can retain larger numbers of beginning teachers by offering a program of intensive support. |
