The three sites finally selected were Australia's Northern Territory, Japan, and New Zealand. These sites were chosen because each has a well-implemented program of some duration that can inform other members on successful models of teacher induction. There were features of specific interest in each of the sites, as well. The Northern Territory of Australia's system of teacher induction focuses on improving support and teacher retention, especially in the more isolated areas and in those areas with predominantly Aboriginal schools. Features of the program include a series of in-services and orientations at the regional and school level, an extensive peer probation system that both evaluates new teacher progress and provides emotional and professional support, and extensive central office support.
Japan demonstrates a strong commitment to the professional development of teachers.
Its induction program is marked by close contact with new teachers, a strong mentoring system, and support time for planning, collaboration, and the general sharing of ideas. Japan was chosen for its strong national ethic regarding professional development and induction. New Zealand provides an interesting case study, for its teacher induction program is ongoing and part of a two-year period of provisional teaching. New Zealand uses an advice and guidance program, which relies heavily on release-time for the support and development of beginning teachers. There is a national framework for teacher induction, with programs implemented and tailored at the individual school level.