Teacher induction programs seek to promote the skill development and proficiency of beginning teachers, increase the retention of qualified teachers, and screen new teachers for full licensing and entry into the profession. This report evaluates Indiana's Beginning Teacher Internship Program, a mentor program implemented in the 1988-1989 school year. It aims to determine the effects of the program on the teaching experiences of new teachers and their plans to remain in teaching. The findings indicate that program participants were more satisfied with their first-year experience than nonparticipants, and the program appears successful at influencing new teachers' plans for teaching in the following year.
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