This paper presents the National Commission on Teaching and America's Future (NCTAF) vision for new teacher induction into strong schools that support a career of continuous professional growth. The paper examines data on induction's impact on teacher retention and emerging information on induction's effects on improving student learning, and goes in-depth on models of strong mentoring programs in the U.S. and comprehensive induction systems in other countries. It reviews induction programs in the U.S. and abroad, viewing induction through the lens of its role in supporting 21st century learning communities. The paper discusses the following key findings: (1) Induction should be a stage in a continuum of teacher development; (2) Induction should support entry into a learning community; (3) Mentoring is a useful component of induction, but only one element of a comprehensive induction system; (4) External networks supported by online technologies can add value; (5) Induction is a good investment--NCTAF presents recommendations to leaders of states, districts, schools, and higher education systems for supporting comprehensive induction systems that are based on four central goals; (7) Building and deepening teacher knowledge; (6) Integrating new practitioners into a teaching community and school culture that support the continuous professional growth of all teachers; (8) Supporting the constant development of the teaching community in the school; and (9) Encouraging a professional dialogue that articulates the goals, values, and best practices of a community. Quality teaching is the responsibility of the entire school community. Fostering a supportive community that helps new teachers become good teachers--and good teachers become great teachers--is critical to providing a rewarding career path for educators and a quality learning environment for students. (Contains 5 tables, 3 boxes, and 38 footnotes.)