| Abstract: | New teachers have a structured induction programme when they first begin teaching and there are systems in place for new headteachers, but for those teachers who are moving to a new post there is often little support. This article looks at mid-career induction. It explores the formal and informal induction acculturation processes that operate and a model of mentoring new staff in a behaviour support unit where staff are working with several agencies. It identifies that opportunities for development to facilitate growth within a learning organisation can occur when the potential of newcomers is recognised. |
