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Teacher Induction Programs and the Mentoring Process: The CADRE Project
Unformatted Document Text:  Teacher Induction Programs and the Mentoring Process: The CADRE Project Section I: Content Introduction The CADRE Project is a collaborative effort between higher education and K-12 practitioners. The Metropolitan Omaha Educational Consortium (MOEC), comprised of seven metropolitan Omaha public school districts and the University of Nebraska at Omaha College of Education, coordinates this project. This project is a true collaborative effort involving public school superintendents, university administrators and faculty and staff from both entities. The acronym CADRE refers to the overriding goal of Career Advancement and Development for Recruits and Experienced Teachers, and the project creates a framework of growth and development within the teaching profession; thus building a cadre of outstanding teachers. The project, which began in 1994, provides a yearlong teaching experience for newly certified teachers who are also completing a specially designed master's degree program. The structured first year teaching experience includes a broad variety of professional learning experiences designed to assist CADRE Teachers in reaching a level of professional skill and judgment that characterizes a well-qualified teacher. This experience provides practical teaching techniques and strategies with feedback of application through the extensive use of mentoring, as well as graduate work focusing on the synthesis of various learning theories. In addition, the project provides opportunities for veteran classroom teachers, CADRE Associates. The CADRE Associates are master teachers selected by their respective districts to serve in this role for two to three year period. They assume alternative responsibilities, which include mentoring two of the CADRE Teachers, district-designated roles, and university related work. Linking beginning teachers to veteran master teachers while incorporating university coursework specifically targeted to first year teachers' needs, collaborative inquiry, conversation and reflection about teaching experience, has proved to be a powerful combination. However, it is not enough just to bring a novice and experienced teacher together, effective induction of beginning teachers must be linked to a vision of good teaching, guided by an understanding of teacher learning, and supported by a professional culture that favors collaboration and inquiry. The focus of the research presented and discussed is research conducted on beginning teachers (1-5 years of experience). Half of the teachers studied completed the CADRE project and half were selected by researchers in order to achieve a matched pair design to control for years of teaching experience, subjects taught, grade levels taught and school context. The combined data set for both CADRE I and II now represent 224 teachers studied over a six year period. A. Statement of the Problem From the beginning, the CADRE project was designed to make a difference in the induction experience of beginning teachers. The problem the CADRE project was designed to address was the needs of beginning teachers for a comprehensive induction program that would offer concrete support for the novice teacher. The research described here is an effort to evaluate the effectiveness of the CADRE Project and offer educators additional insight into issues of teacher induction and mentoring.

Authors: McGlamery, Sheryl. and Edick, Nancy.
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Teacher Induction Programs and the Mentoring Process: The CADRE Project
Section I: Content
Introduction
The CADRE Project is a collaborative effort between higher education and K-12
practitioners. The Metropolitan Omaha Educational Consortium (MOEC), comprised of
seven metropolitan Omaha public school districts and the University of Nebraska at
Omaha College of Education, coordinates this project. This project is a true collaborative
effort involving public school superintendents, university administrators and faculty and
staff from both entities. The acronym CADRE refers to the overriding goal of Career
Advancement and Development for Recruits and Experienced Teachers, and the project
creates a framework of growth and development within the teaching profession; thus
building a cadre of outstanding teachers.
The project, which began in 1994, provides a yearlong teaching experience for newly
certified teachers who are also completing a specially designed master's degree program.
The structured first year teaching experience includes a broad variety of professional
learning experiences designed to assist CADRE Teachers in reaching a level of
professional skill and judgment that characterizes a well-qualified teacher. This
experience provides practical teaching techniques and strategies with feedback of
application through the extensive use of mentoring, as well as graduate work focusing on
the synthesis of various learning theories. In addition, the project provides opportunities
for veteran classroom teachers, CADRE Associates. The CADRE Associates are master
teachers selected by their respective districts to serve in this role for two to three year
period. They assume alternative responsibilities, which include mentoring two of the
CADRE Teachers, district-designated roles, and university related work.
Linking beginning teachers to veteran master teachers while incorporating university
coursework specifically targeted to first year teachers' needs, collaborative inquiry,
conversation and reflection about teaching experience, has proved to be a powerful
combination. However, it is not enough just to bring a novice and experienced teacher
together, effective induction of beginning teachers must be linked to a vision of good
teaching, guided by an understanding of teacher learning, and supported by a professional
culture that favors collaboration and inquiry.
The focus of the research presented and discussed is research conducted on beginning
teachers (1-5 years of experience). Half of the teachers studied completed the CADRE
project and half were selected by researchers in order to achieve a matched pair design to
control for years of teaching experience, subjects taught, grade levels taught and school
context. The combined data set for both CADRE I and II now represent 224 teachers
studied over a six year period.
A. Statement of the Problem
From the beginning, the CADRE project was designed to make a difference in the
induction experience of beginning teachers. The problem the CADRE project was
designed to address was the needs of beginning teachers for a comprehensive induction
program that would offer concrete support for the novice teacher. The research described
here is an effort to evaluate the effectiveness of the CADRE Project and offer educators
additional insight into issues of teacher induction and mentoring.


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