In nine chapters, this guide provides planners of professional development programs for school administrators, directors, and supervisors with background information for assistance with the design of local entry-year programs and activities by employing school systems. In chapter 1, the legal basis for entry year programs is examined through a statement of the Ohio Department of Education Standard in which these learning experiences are mandated. The research bases for the development of induction programs for beginning administrators are presented in chapter 2. A discussion of the development of programmatic wholeness and integrity is covered in chapter 3 for the purpose of indicating how entry-year programs might be able to fit other school district inservice and professional development activities. Chapter 4 reviews a model for developing an entry year program and offers an outline to assist planners of entry year programs with design, adoption, and eventual evaluation of a written entry year support plan. Chapter 5 considers curricular relevancy issues directly related to design and implementation of plans for the induction of administrators, with particular attention to mentoring arrangements. Chapters 6, 7, and 8 describe the mentoring and protege components of entry-year programs. Chapter 8 specifically focuses on curricular issues associated with the development of mentor training programs that might be established throughout the state of Ohio. Assisting planners with assessment procedures for their entry-year programs is discussed in chapter 9. Particular attention is placed on the use of the Ohio Department of Education model for the evaluation of its own inservice programs. (JAM)