It's a natural part of the day. In addition to observing and being observed, in these school systems interaction is facilitated by other structural components of induction programs. In Japan, new teachers are provided with at least two periods per week to be observed or to observe other teachers' classes and at least three periods for consultations with guidance teachers. In the United States, by contrast, teachers are left to sink or swim . The APEC study found that attrition rates among new U.S. teachers are often five times higher than those of more experienced teachers.
Teacher induction is a purposive and valued activity.
New teachers receive information and support when they need it, rather than in lengthy pre-term orientations. For example, in Chiba City, Japan, time is set aside throughout the year for first-year teachers to come together, learn, and reflect on topics that are likely to become important to them at about that time in the academic cycle. Teachers attend a workshop on preparing for teacher-parent consultations at a time just before the first consultations occur. In New Zealand, the Advice and Guidance program provides release time equal to one day per week to spend on induction activities. In Australia's Northern Territory, the induction program promotes teacher retention in a difficult and remote environment.