Author Description

The Teacher Peer Support Program (Toronto, Ontario, Canada) described in this report was monitored for 2 years, from its inception in the 1990-1991 school year. The main objective of the research was to ascertain the degree of success of a formal induction program. Sources of information included questionnaire data from two cohorts of novice and mentor teachers and their principals. A group of non-mentored novices was also surveyed to provide a basis for comparison. Data were collected using journal entries in year 1 and focus group interviews in year 2. Data for both groups of beginning teachers are presented in terms of self-identity as a teacher, perceived competence, and evaluation of the project. Mentors evaluated the project and their own personal growth. Obstacles that could limit the potential of the program were identified, and ideas for change offered by teacher participants and principals. Appendices provide program structure and process; a summary of topics discussed between beginning teachers and mentors; activities that mentors and novices did together; strengths and benefits of the pilot project; concerns about the project; principals' responses to questionnaire items; changes recommended by beginning teachers, support teachers, and principals; and sample research instruments. (LL).