Early in their professional careers, school principals are found to have unique needs. This document provides a description of the ways in which these needs have been addressed as a result of the recent enactment of the Entry Year Standard program in the state of Ohio. First, the nature of the new Entry Year Standard is described, with particular emphasis on the use of structured and formal mentoring activities as a central feature of the program. The second major issue addressed is the ways in which the Ohio Entry Year Standard may serve as an important model for broadening the image of professional development activities for all principals. A figure portraying the components of the Ohio Entry Year Standard: state evaluation, statement of assurance, development of program on file, orientation to district, mentoring, focus on induction and ongoing assistance, and district self-evaluation. (18 references) is appended. (SI)