Intended for educational leaders, this three-section monograph presents information and perspectives regarding support given to beginning teachers. The first section reviews a variety of perspectives on the purposes that teacher induction programs can serve. Among the perspectives discussed are those based on studies of beginning teachers' perceived needs, effective teaching research, teacher socialization, stages of concern, and adult development. Section II describes the types of support provided by different teacher induction programs, including specific descriptions of nine programs. The third section summarizes suggestions found in the literature regarding the design of teacher induction programs. A nine-page bibliography is included. (CB)