This has been written as a handbook for administrators who want to develop a first-year teacher-induction plan. The book provides a profile of the beginning teacher's needs, expectations, common problems, and transition issues. A framework for structuring year-long assistance and strategies for problem solving are included. The work draws from the authors' experiences as school principals, college professors, and researchers on the topic of first-year teachers. The book begins by profiling beginning teachers, who may have just graduated from college or who may have returned to teaching after parenthood or other careers. The problems of beginning teachers are identified, as well as the challenges that principals face in assisting novice teachers. The varied school cultures of schools and the difficulty that beginners encounter in adapting their generic college preparations to specific school contexts are examined as well. (Contains 7 pages of references.) (DFR)