Major education reforms are shifting teaching and learning in schools across the nation. As a result, educators' need for key supports is more important today than ever. This shift is the result of three significant and simultaneous reform efforts, all of which are scheduled to be operational in the near future: (1) More rigorous Common Core State Standards for students in math, English language arts, and science; (2) Revised student assessments aligned to the new standards; and (3) Redesigned educator evaluation and support systems linked to student growth. This brief examines how states, districts, and schools can use a more comprehensive educator induction process to build the capacity of teachers and principals to successfully implement the new college- and career-ready content standards, as well as the related student assessments and educator effectiveness systems. The shift in educator induction from informal, one-to-one mentoring toward a multi-faceted, multi-year system of planned and structured learning experiences for novice teachers and for some novice principals is addressed. The New Teacher Center is leading the new definition of comprehensive high-quality induction being promoted by a number of organizations as a result of the shift in educator induction. The brief explores the many components that make up this definition, along with several potential challenges for induction presented by the new content standards, assessments, and educator effectiveness systems. It calls attention to the urgent need for schools, districts, and states to focus concerted, coherent efforts on successful implementation of the new standards for building educator capacity so that all students succeed. The brief also recommends new investments for federal, state, district, and school leaders to aid in developing comprehensive induction systems.