In this paper, we describe the observations made of first year teachers in a collaborative induction program sponsored by a college of education and a school district. The novice special and elementary educators were observed to pass through five microphases of development during their first year. These included (a) order/time filling, (b) timing, planning, and management, (c) experimentation, (d) long range planning, and (e) focus on students. Each of these micro-phases is described as they apply to special education teachers, and implications for induction year programs are discussed.
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