This paper is intended to supplement the relatively scant amount of information available to principals on mentoring and mentor programs for beginning teachers. Suggestions include: learning the basic principles of effective new teacher mentor programs with respect to design, implementation, and evaluation; understanding the local new teacher mentor programs operating in their schools; spreading the word about the mentor program throughout the school community; participate in mentor training in order to gain insights into the knowledge and skills necessary for successfully mentoring new teachers; supporting the role of the mentor by recognizing and acting on the need for time away from other professional responsibilities; respecting the trust and confidentiality between new teachers and mentors; integrating the mentor program with pre-existing support; and promoting realistic expectations of new teacher mentoring programs and knowing what is not reasonable to expect. The paper recommends that principals remember that even the best of mentor programs are only one part of the broader context of appropriate and high quality induction support for new teachers. (Contains 13 references.) (SM)