No abstract

No abstract

The role of interdisciplinary teaming in the induction of new teachers was examined at two middle level schools through the perceptions of three par ticipant groups: new teachers, mentors, and principals. Data collected through a mixed-method design indicated that participants perceived inter disciplinary teams as an integral part of the induction process of new teach ers that supported their personal and professional needs. Teaming was most helpful in meeting new teachers' professional needs chiefly through sup porting the management practices of new teachers.

This study explored the personal and professional needs of novice school counselors and the ways in which they feel mattered through qualitative methodology. Findings revealed that mattering manifested through interactions with administrators, positive student connections and student success, and collaborations with others. Factors that reduced feelings of mattering included lack of formal interaction with administrators, ineffective transition processes, and lack of an assigned, formal mentor.

As part of a larger study of two middle-grade schools, we interviewed novice teachers, their mentors, and administrators to determine their perceptions of various aspects of a multifaceted induction program. During the initial analysis, stories repeatedly surfaced about the administrator's role in the induction process. Reanalysis of the data revealed a higher frequency of stories about the administrator in relationship to other elements of induction. The narratives of novice teachers revealed the importance of the school administrator in the induction process. The principal positively contributed to teachers’ personal needs through interactions and orchestration of a healthy school climate.