Is Mentoring Enough? An Examination of the Mentoring Relationship in the Pilot Two-Year Kentucky Teacher Internship Program

This article examines a pilot program's mentoring component involving first-year interns and veteran teachers in relation to new teachers' needs and effects regarding support and professional development. Mentoring along with delayed work requirements and evaluation increased interns'...

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Bibliographic Details
Published in:The New educator 2006-12, Vol.2 (4), p.289-309
Main Authors: Evans-Andris, Melissa, Kyle, Diane W., Carini, Robert M.
Format: Article
Language:English
Subjects:
Evaluation
Experienced Teachers
Internship Programs
Interviews
Kentucky
Mentors
Pilot Projects
Professional Development
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Summary:This article examines a pilot program's mentoring component involving first-year interns and veteran teachers in relation to new teachers' needs and effects regarding support and professional development. Mentoring along with delayed work requirements and evaluation increased interns' adjustment to teaching. However, emotional and technical support through mentoring proved inadequate in meeting needs. Interns wanted structured professional development including information sharing, peer networking, and evidence of professional growth. The article increases our understanding of mentoring and has policy implications to promote effective induction for new teachers.
ISSN:1547-688X
1549-9243
DOI:10.1080/15476880600974867