The rationale behind a new teacher induction program is that the primary personnel objective of any organization is to attract the most qualified personnel and move them, as quickly as possible, toward performance competence and personal satisfaction within their professional assignment. This transition is particularly important for new teachers, as they frequently know little about the school districts to which they have applied for work. Programmatic teacher induction is an attempt to increase the probability of a successful transition from training to employment. Unfortunately, many of the existing programs do not train prospective teachers adequately for the experiences they will encounter on their first assignment. The structure of any successful induction program should be guided by the assumption of dramatic gaps and differences in the training, experiences, and levels of competence of inexperienced first-year teachers. The content of such programs should be multi-dimensional and should cover instructional and managerial needs, evaluation procedures of the school district, and curricular objectives. The most important aspect of such programs should be the attention paid to teacher motivation and support to help the new teachers adjust to and succeed in their work environment. (CB)