Attempting to address the unique situation of beginning teachers and respond to increasing interest in teacher training, certification, support systems, and teacher empowerment, the Select Seminar for Beginning Teachers drew together 11 new teachers, 4 returning teachers, and 5 administrators from 16 school districts in upstate New York. This divergent group met over a three-month period to reflect on the first year of teaching. Participants identified the problems and frustrations plaguing new teachers, discussed ways to support neophytes, and prepared recommendations to serve as guidelines for districts planning induction and support programs. The report lists five observations, including the need for (1) induction and support preparations well before classroom responsibilities begin; (2) collaborative program planning involving teachers, educator associations, and the community; (3) support systems containing carefully sequenced activities and balancing content, pedagogy, and interpersonal skills; (4) supportive and growth-oriented supervision and evaluation practices; and (5) recognition of the social and emotional needs of beginning teachers. Recommendations are provided concerning entering the profession, supporting new teachers, managing classrooms, and measuring beginning teachers' progress. The last section treats the deleterious effects of at-risk students on first-year teachers' well-being. Several recommended considerations are also included. (MLH)