Recent statistics show that nationwide about 50 percent of new teachers leave the profession within their first six years of teaching. In an effort to encourage the persistence of new teachers and to enhance their productivity and competence in the classroom, many school districts have begun supportive programs for the beginning teacher, known as induction programs. This document presents current research about the situation and needs of the beginning teacher, describes several models of induction programs, and reviews the development and implementation of induction programs in two Oregon school districts, Tigard and West Linn. Specific recommendations for administrators, based on research and the current experience of school districts, are as follows: (1) share research on the beginning teacher with school administrators and faculty, (2) consider multiple models for induction, (3) choose mentor or supporting teachers carefully, (4) protect the assignment of new teachers, (5) provide assistants for new teachers hired late, (6) increase supervision of new teachers, (7) balance new teachers' need for training with their need for time, and (8) form partnerships to support new and veteran teachers. A postscript describes the Northwest Regional Education Laboratory's new consortia to assist school districts' induction programs. Eleven references and a list of interviewees are appended. (IW)