Discusses the need for more formalized orientation procedures for beginning teachers in Ontario, Canada. Reviews the literature on the goals of induction programs, provision of financial and human resources, program content and management, and commitments required of participants, manager, and policymakers. Contains 32 references. (SV)

Presents a case study in which an experienced teacher was terminated for incompetence following a forced transfer, assignment to a class with serious behavior problems, and conflicts with colleagues and superiors. Suggests that the development of teacher incompetence is a process exacerbated by organizational conditions. (SV)

Describes collaborative teacher and administrator training in cognitive coaching, a form of teacher supervision in which the administrator acts as a facilitator of teacher reflection on teacher's own teaching practices and the thinking behind them. Includes one principal's thoughts on his own professional development as he proceeded through the…

Views the first-year teacher induction program as a logical extension of the student teaching experience and the next step in long-term teacher development. Outlines the goals of pre-service practica in Ontario universities and suggests related goals for induction programs. Contains 17 references. (SV)

In four years, the Medicine Hat Teacher Supervision and Evaluation Project has evolved from centrally planned innovation into an integral part of the district's internal organization, enabling teachers and administrators to pursue educational change and professional development and receive recognition in a climate of rising expectations, trust,…