Abstract
Unlike other professions, such as medicine and law, newly qualified teachers (NQTs) are required to assume full professional responsibilities from the 1st day they enter a classroom. A lack of support for beginning teachers has been linked with widespread attrition from the profession in the United Kingdom and the United States. This article presents a rationale for induction programs as a bridge between initial teacher education and continuing professional development, followed by a synthesis of the needs of NQTs and a brief summary of mandated induction programs in England, Wales, and Scotland. The article advocates induction as a collective professional issue and emphasizes a whole school approach to professional development. It also explores the possibility for an induction process for principals. The article concludes with the suggestion that a 3-step process of collaborative learning could be applied to induction for NQTs and novice principals.
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