In 1974, the University of Wisconsin Whitewater introduced a university-based mentor program for beginning teachers in its service area. A decision was made at the end of 1999-00 to re-direct the focus of the program from sponsoring a stand-alone mentor program to supporting districts in creating or improving their own mentor programs. This paper examines how a school, college, or department of education can build the capacity of teachers, principals, and district personnel in ways that respect the host of variables that differentiate one district from another and still empower those responsible for new teacher mentor programs with the rich information and research available regarding best practice and research on mentoring and mentoring programs. This includes: providing up-to-date information about mentor program design; setting reasonable expectations; conducting a new teacher support audit; providing mentor training and support in various formats; providing outsiders for mentor training, program meetings, and program evaluation; assisting collaborative programs for school districts; providing showcases of mentoring programs; and ratcheting up general expectations for mentoring. (Contains 27 references.) (SM)