New U.S. teachers are challenged to educate diverse learners in an increasingly complex knowledge-based, technology-oriented society. Often, new teachers receive little support from colleagues or professional development. Many low-wealth urban districts with acute shortages are turning toward beginning teacher induction programs to keep new teachers from leaving. Research documents the value of teacher induction programs and describes multiple prototypes for implementation. Benefits include reduced attrition rates among new teachers and improved teaching capabilities. The number of state and local districts that have created programs for beginning teachers has grown substantially since the early 1980s, though programs and funding levels vary strikingly among states. Program structure and the underlying conceptualization of teaching differ among districts. Induction programs increasingly provide assistance to new teachers by assigning them to mentors. Successful mentor programs depend upon the quality of training afforded the mentors. There is limited agreement about what new teachers should know and be able to do. A consensus is growing about beginning teachers needing to meet standards for practice that will attest to their grasp of essential skills, knowledge, and dispositions. Many school systems work with colleges to create learner-centered environments such as Professional Development Schools. This model of teacher induction has the potential to influence both members of the mentoring relationship. (Contains 20 references.) (SM)