Herein, we review the extant literature on mentoring and retention since the
seminal review by Ingersoll and Kralik (2004). Like Ingersoll and Kralik
(2004), we used the term mentoring program to refer to induction programs
that include a mentoring component. We define new teachers or novices as
those who have had less than three years of teaching experience, and we
specifically address their retention rates rather than those of all teachers.
Unlike Ingersoll and Kralik (2004), however, we reviewed the mentoring literature
through a different conceptual lens.