The induction process is divided into progressive stages of achievement. The program cultivates mutual support within peer groups. The training is oriented toward long-term career goals. Administratively-set expectations and norms of teacher conduct are clearly articulated and disseminated. Teachers must assimilate a professional vocabulary.
New teachers receive supervision, coaching, demonstration, and assessment.
The responsibility for supervision should be distributed throughout the faculty in a tightly organized, consistent, and continuous program. Griffin further cautions program developers on the inappropriate use of research results as definitions for expected teacher behavior. Program objectives should be concretely stated expectations of teacher behavior which reflect specific school standards. Topics of importance are usually taken from surveys of senior teachers and administrators experienced in the evaluation of shortcomings of first-year teachers. To vastly varying degrees, all programs contain elements of faculty and facility introduction, classroom management, student discipline, professional conduct, school and school district expectations, and professional obligations.