CATHERINE, a 22-year-old first-year teacher in an inner-city high school, faces on a daily basis what many would consider an impossible situation. Her students, all economically disadvantaged, are products of the city's poorest neighborhoods. Many come from the area's large immigrant communities and struggle with English. Others are years behind in their reading and computational skills; several have severe behavior problems. became a teacher so that she could be a role model for such students, and she believed herself to be prepared to teach them. But the complexities of addressing her students' needs far exceed what she learned in her teacher education program. More frustrating still is her belief that she has neither the resources nor the supports necessary to help her in her task. feel like I've been thrown into deep water without a life preserver, she admits. She is reluctant to ask for help, citing the school's individualistic culture. We are the ones responsible for our own classrooms, and we are supposed to be able to handle this ourselves. No one ever asks me if I need help. No one ever comes into my classroom. I had no idea could be such a lonely job. confesses that she is thinking of quitting or at least trying to get into a better school. Catherine is not real. But the challenges and frustrations faced by new are. New often find themselves in similarly dire situations--in the most troubled schools, working with the most difficult students--and without the requisite supports. Too often, these frustrations quickly drive out of the schools that need them the most--or out of the profession altogether. One-third of America's new leave sometime during their first three years, and almost half depart after the first five years (see Figure 1). These high rates of teacher turnover diminish quality; drive a cycle of constant teacher shortages; and undermine the community, cohesiveness, and continuity essential for school effectiveness, with the ultimate losers. Tragically, the problem of turnover is greatest in schools with high populations of at-risk students, for whom high-quality is even more critical. [FIGURE 1 OMITTED] CURRENT MODELS OF SUPPORTING NEW TEACHERS AREN'T ENOUGH In its report No Dream Denied, the National Commission on Teaching and America's Future (NCTAF) found that strong induction and mentoring programs that support during their early years can make a significant difference in helping new be successful and thus remain in the profession. (1) But many induction programs are limited in their effectiveness. Constraints of funding, time, and distance restrict face-to-face interaction, thwarting communication, collaboration, and access to resources. Reliance on one-onone, face-to-face interactions limits opportunities: confronted with so many demands on their time, new find it difficult to spend adequate time with mentors. Similarly, the most experienced and willing experts are often already overburdened and overextended in the support roles they play. Furthermore, most school- and district-based induction programs are self-contained and fail to provide new with access to external resources, such as faculty members from schools of education. Small schools, rural schools, and urban schools frequently lack the capacity to offer new the skilled collegial support they need to make the critical transition from students of teaching to effective teachers of students. The overall result is that even in schools that make an effort to support new teachers, solo practice and new teacher isolation still prevail. WORKING TOWARD CHANGE: TEACHERS LEARNING IN NETWORKED COMMUNITIES (TLINC) These concerns--the link between student achievement and high-quality teaching, the isolation and challenges facing novice teachers, and the limitations of current mentoring and induction programs--prompted NCTAF to create Teachers Learning in Networked Communities (TLINC). …