Empowering teacher induction programs are developmental in nature and generally have similar philosophical orientations. They identify and meet the instructional, non-instructional, and empowerment needs of novice teachers. Induction programs that empower include the following elements: development of personal strengths and ideas; defined rationales and goals; provision of continuous year-long support aimed at breaking down isolation and building cooperation, collaboration, and collegiality; and efforts to increase the beginning teacher's knowledge base, through such means as special inservice, networking, peer coaching, and mentoring. Such induction programs utilize a wide variety of personnel, materials, instruments, and activities designed to identify and address the personal and professional needs of beginning teachers. They allow the beginning teacher to take risks by developing creative teaching ideas and new personalized ways of making a difference with students, and they motivate the beginning teacher to control his/her own professional growth through participatory decision making activities. Empowering induction holds that by giving voice to the professional ideas and concerns of beginning teachers, the profession will be dignified, humanized, and equipped to develop committed professionals who will have an effective influence on students. (LL)