Chapter 19: From Good To Great—What New Teachers Need: Supportive Mentors and School-Based Teams in PDS

This study explores the impact of mentoring on new teachers’ development of teacher competency skills. Using a mixed method methodology, the study was implemented into 2 phases. The first phase consisted of analyzing survey results from a census of California’s secondary teachers (n = 1,604) who completed the 2006-2007 new teacher, 2-year induction program. After findings were gathered, the authors compared them to the support often found in professional development sites (PDSs) for teacher candidates, arguing that PDSs can and should provide strong induction programs, as well as those for preservice preparation.