ABSTRACT
During a period of transition, “new teachers need supervision and support to adjust to their new roles” (Blair-Larsen & Bercik, 1992, p. 25). Huling-Austin (1990) asserts that for a beginning teacher program, regardless of its intents, to be considered an induction program, it “must contain some degree of systematic and sustained assistance, and not merely be a series of orientation meetings” (p. 536).
