This study represents an initial effort to gather information about new teacher-induction relationships that can be used to establish criteria for judging organizational theory. Its purpose was to assess whether a pupil-control or an organizational-defensive routine model characterizes new teacher-induction programs. Data were gathered from two Texas school districts that have implemented new teacher-induction programs as part of state requirements. Findings indicate that a substantive amount of evidence supports the notion that miscommunication is occurring among new teachers, veteran teachers, and administrators on issues of new-teacher induction. Content analysis supports the notion that miscommunication is occurring at several different levels between new teachers as well as between new teachers and administrators. Hence, the organization appears to be using defensive routines to counteract the intent of state requirements that seek to prevent new teachers from feeling isolated and burnt out. Specifically, the governing values in both school districts were centered on the issue of student discipline or a custodial orientation. In one district the shared governing value of the organization was the notion that student discipline was critical to quality instruction. (Contains 28 references.) (DFR)