Guide the professional development of a newly hired secondary school teacher: self-assessment trajectories in Tuscany schools.

The training and trial year of a newly hired teacher is an essential stage for the development of professionalism (MIUR, 2018). The article presents the initial results of an intervention-research carried out in the framework of a collaboration agreement between the Regional School Office for Tuscany (MI USR) and the universities of Florence, Pisa, and Siena, aimed at the development of tools to support the induction phase of first and second-grade secondary school teachers. The design of observation and assessment tools of the newly hired teacher's skills represented the first important step in the implementation of the agreement (Del Gobbo & Frison, 2022). The research design was developed within the framework of interdisciplinary collaborative research (Johnston, Burleigh, & Wilson, 2020) and based on the involvement of over one hundred faculty from various disciplinary fields, together with teachers, managerial, and inspection staff of the MI USR for Tuscany. This article focuses in particular on the results of the first administration of the device highlighting the relevance for professional development of the proposal of structured self-assessment processes and tools, and the construction of career management skills in the induction phase (Helms-Lorenz, et al., 2015; Barreto da Cruz, et al. 2021).