Induction Support of New Teachers: A Functional Approach

Abstract

Odell completed a functional analysis of the needs of teachers by recording the forms of actual assistance given to first year and "new to system" teachers in a teacher induction program. Eighty-six first year and 79 new to system teachers were involved in the study. The two pri mary needs of both groups of teachers included (a) obtaining information about the school district and (b) obtain ing resources and materials pertinant to the curriculum to be taught. Of particu lar interest is Odell's fnding that experi enced teachers who are new to a school system do not have remarkably different needs from those of first year teachers.