This monograph illuminates connections among district induction policy, principal leadership, and the nature and quality of mentors' practices and other support experienced by new teachers in Bristol and New Britain, Connecticut, within the context of Connecticut's performance-based licensure system. Chapter 1 introduces the topic. Chapter 2 describes the history of Connecticut's Beginning Educator Support and Training (BEST) program and the nature of the support and assessment components of the program as of 2000-01. Chapter 3 describes the beginning teacher induction program in Bristol public schools, the nature of senior and peer advisors' practices, and other support experienced by first- and second-year teachers in the district. Chapter 4 describes the beginning teacher induction program in New Britain public schools, the nature of mentors' practices, and other supports provided. This chapter focuses on the role of BEST portfolio scorers in helping second-year teachers apply content-specific instructional knowledge and reflect on their instructional practices. Chapter 5 looks across Bristol, New Britain, and other Connecticut districts to examine how district induction policy shapes the experiences of first- and second-year teachers and shapes new teacher retention. (Contains 24 references.) (SM)