Riordan, KimDamme, SusanScissons, Kellie2012-12-102017-04-142012-12-102017-04-1420092009https://hdl.handle.net/11299/187524REFEREED JOURNAL ARTICLE Presented in Partial Fulfillment of the Requirements for the Master of Education Degree in the College of Education and Human Service Professions, University of Minnesota Duluth, 2009Committee names: Kim Riordan (Chair), Sue Damme. This item has been modified from the original to redact the signatures present.With renewed focus on teacher mentorship programs as a way to combat teacher attrition, over thirty states have now developed some form of mandated mentoring or induction program to help beginning teachers succeed (American, 2006). Unfortunately, not all mentorship programs are created equal. Simply requiring mentoring does not assure that programs are effective or that funding is provided. Despite strong evidence supporting induction programs for new teachers, it remains apparent that not all novice teachers are receiving the critical support needed. Oftentimes, induction programs for new teachers turn out to be more of a welcoming party than an ongoing support system. Feelings of isolation and detachment still permeate the first year teaching experience for many new educators. Personal experience with two very different mentorship programs in two school districts within the same state led me to investigate this trend further.enTeacher attritionMentorship programsMaster of EducationDepartment of EducationCollege of Education and Human Service ProfessionsUniversity of Minnesota DuluthPlan Cs (coursework-based master's degrees)Mentoring in educationTeacher turnoverScholarly Text or Essay