Still, nearly 50 percent of beginning teachers do not participate in anything more than school orientations. They do this through mentoring, modeling good teacher practice, orientations, and in-service training. Unlike the programs in other countries that participated in the study, programs in the United States tend to emphasize assessment. Mentor teachers, for example, help beginning teachers prepare specifically for state certification requirements rather than focus on feedback and professional support. Professional development schools are a tool of such programs, creating cross-school professional responsibility for beginning teachers.
Experienced teachers are intimately involved in designing and implementing the induction programs.
According to the study, the financing of induction programs largely depends upon whether or not participation is mandated by the state. If so, states may supplement local support. Districts may provide compensation for mentor teachers if induction programs are part of teacher accountability policies worked out between districts and teachers' unions. My mentor took a lot of doubt and fear out of teaching. The experience was confidence building with positive feedback.