This practicum was designed to facilitate the professional growth and personal well-being of beginning teachers during the induction year. The program provided novice teachers with opportunities for regular contact with an experienced teacher, encouraged demonstration of positive self-perceptions as professionals, and assisted in the development of effective teaching strategies. A clinical support teacher provided resource materials monthly, contacted the novice at regular intervals, provided demonstration lessons and information on alternative instructional strategies or management techniques, observed and conferenced, and shared information on opportunities for professional development or relevant literature. Surveys were administered upon completion of the program. The novice teachers involved expressed positive perceptions about their competence and profession, indicated an intention to remain in the teaching profession, and demonstrated effective teaching strategies along with an increased strategies repetoire. Data further indicated that novice teachers found the program very helpful and recommended its continuation. Copies of a teacher self-evaluation survey and an assessment instrument are appended. (LL)