The professional literature describes the complexity of the induction process and the importance of support systems for beginning teachers (BTs). The article discusses a unique self-determination theory (SDT)-based intervention program of learning communities (LC), called Multi-Players Induction Teams (MIT) that operate in schools. The program was developed and implemented as part of the international Proteach Program (Erasmus+ Project, European Union). It was led by a college of education in Israel, and has been researched as a three-year case study in one high school. Each year, 30？-？40 BTs, mentors, administrators, and policymakers participated in the program. The main tool employed in the study was a semi-structured interview. Additional tools included the workshop facilitators’ end-of-year reports, meeting minutes and the participants’ reflective journals. The findings show collaborative systemic work between the school and the policymakers in its locality. The absorption of BTs into the school contributed to improved school climate, and became part of school culture. Additionally, organizational structures promoting BT absorption were established at the school, and a need-supportive environment was established in both the MIT and the school. BTs and mentors express a sense of need satisfaction. The MIT affected the BTs’ positioning at the school as influencing figures who led meaningful educational initiatives. The findings present a unique model of LCs that support teachers during their induction period. They can promote processes for integrating BTs into the education system as autonomous and proactive teachers by creating an environment that supports the psychological needs of BTs and experienced teachers alike.
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