Educators in New Zealand (NZ) stand poised to shift from a humanistic to a pedagogical viewpoint in their induction practices. Survey results discussed in this research brief are part of the first study to combine qualitative and quantitative methods in low-socio-economic primary schools. As part of her research for the New Teachers Center in California, Achinstein (2001) created parameters for a pedagogical approach to induction. In this emerging framework, she writes that collaboration, inquiry, purpose and capacity form the basis for fostering teacher leadership, which in turn impact induction. Using Achinstein's parameters, this research project assesses the current NZ situation. By examining the frequency and perceived effectiveness of current induction practices, a snapshot is created illuminating the pedagogically oriented momentum propelling NZ induction. (Contains 1 figure.)