Interdisciplinary Teaming as an Induction Practice
The role of interdisciplinary teaming in the induction of new teachers was examined at two middle level schools through the perceptions of three participant groups: new teachers, mentors, and principals. Data collected through a mixed-method design indicated that participants perceived interdisciplinary teams as an integral part of the induction process of new teachers that supported their personal and professional needs. Teaming was most helpful in meeting new teachers’ professional needs

Findings and Implications of the NASSP National Study of Leadership in Middle Level Schools, Volumes I and II: Teachers in Middle Level Schools
This article examines and compares teachers in a national sample of middle level schools to those in a selected group of highly successful middle level schools. The context within which they work, their preparation, their level of implementation of middle level best practices, and their involvement as teacher leaders are discussed. Results show some similarities as well as some distinct and important differences in the two sets of teachers. Recommendations are made for teacher preparation progra

Making or Breaking New Teachers
Novice middle level teachers gain far more in a full year of on-the-job training than even the most proficient learner could carry away from a semester of student teaching. (ML edition)
By Linda Kramer Schlosser and Betsy Balzano