ABSTRACT
It is clear that induction is meant to be a bridge from initial teacher education and training to the profession, leading into continuing professional development and fitting into the processes and procedures of performance management in schools. This chapter will consider the extent to which this is successfully taking place and provide a framework for educators to work together to improve the potential of induction to dovetail with wider continuing professional development initiatives. The contours of best practice will be portrayed in such a way as to give all those involved in induction a point of reference from which to judge, in their own context, how new entrants can be given the best possible start to their professional lives and teaching career. In order to do this we shall be considering the points of view of head teachers, induction tutors and NQTs themselves as well as drawing on wider perspectives.
