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Many beginning teachers leave the profession after only 2 years. In an effort to help beginning teachers succeed, the Beginning Teacher Assistance Program (BTAP) was created to combat unforseen difficulties. The main difficulties are environmental in nature: (1) difficult work assignments; (2) unclear expectations; (3) inadequate resources; (4) isolation; (5) role conflict; and (6) reality shock. The Beginning Teacher Assistance Program is a formal, systematic effort to provide ongoing assistance to the new teacher during the induction period (usually 3 years). The program relies on the use of mentors and direct needs assessments. Many types of assistance cannot be planned ahead of time, and each program is individualized with the help of the mentor and support group. Initial assistance may include providing helpful information about specific responsibilities, the school, the community, school district policies and procedures, and the curriculum. Celebrating the beginner's arrival, establishing rapport, and providing an orientation are also very helpful. The program also provides for ongoing assistance, ranging from providing moral support to conducting seminars. To assess the overall value of the program and to make necessary changes, an evaluation is suggested. (72 references) (LAP)

This book explores the reasons that beginning teachers struggle and provides research-based plans for helping them make the most of their initial teaching years. It proposes Beginning Teacher Assistance Programs (BTAPs) as a practical strategy for success. BTAPs draw on the knowledge and expertise of teachers, principals, central office administrators, and school-based staff. They act as a formal, systematic effort to provide ongoing assistance to new teachers during the induction period. The eight chapters focus on: (1) "The Problem: Unforeseen Difficulties" (difficult work assignments, inadequate resources, unclear expectations, isolation, role conflict, and reality shock); (2) "The Solution: A Beginning Teacher Assistance Program"; (3) "Developing an Assistance Program" (organizing a team, conducting a needs assessment, identifying available resources, developing a written plan, and implementing the program); (4) "Mentors" (recruiting, selecting, preparing, and matching mentors); (5) "Needs Assessment"; (6) "Forms of Initial Assistance" (celebrating new arrivals and establishing rapport and trust); (7) "Forms of Ongoing Assistance" (e.g., moral support, system information, socialization, team meetings, co-teaching, and collaborating); and (8) "Summative Program Evaluation." Resources for practitioners are included. (Contains 100 references.) (SM)

Describes the results from a recent study of school professional-development programs nationwide, which found that schools with effective programs consistently devoted time and energy to ensuring readiness among staff members by fostering five types of readiness: cultural, conceptual, personal, political, and resource readiness. A sidebar presents 20 strategies for fostering readiness. (SM)