Abstract
The purpose of this study was to investigate the type of information that new music teachers in Florida receive through their induction processes, whether these teachers found the information they received and their overall induction experiences helpful in preparing them for non-instructional duties of their jobs. Results from a web-based survey indicated teachers (n=78) believed the most extensively addressed topics were “school rules, regulations, and policy,” “organizational norms, school culture, mission and vision,” and “realistic job requirements & expectations related to teaching.” The least were “realistic job requirements unrelated to teaching” and “information related to being a music teacher.” Participants also indicated the least addressed processes of their induction experience included opportunities to work with other teachers and mentors, particularly mentors that are also music teachers, while most indicated that they had adequate or better opportunities for professional development. Other than being observed and evaluated, participants indicated that they felt inadequately prepared for all other aspects of traditional classroom duties presented in the survey, as well as inadequately prepared for duties unique to music teaching as a result of their induction experience.