This report describes the Scarsdale, New York, Public Schools' mentor program for beginning teachers from the perspective of its second year (1986-87). In response to the challenge to provide support for new teachers and to vitalize an experienced staff, a collaborative program was developed among the Scarsdale Teachers Association, district administration, and Teachers College, Columbia University. A joint committee solicits nominations for mentors from staff and administrator and pairs nominees with new teachers. The mentor role is open to tenured teachers who demonstrate significant competence and dedication. Twenty-nine mentors were operative during 1986-87. Mentors' responsibilities include an eight-session seminar and assisting the new teacher with schedules, orientation, and curriculum design. The pair meet at least one hour weekly. An orientation defines teachers' roles and stresses the relationship's nonevaluative and supportive nature. Year-long sessions involve instructional programs, community information, and professional growth. Beginning mentors attend seven two-hour sessions on values orientation and observation techniques. Most mentors give positive reports about sessions and professional growth opportunities. A stipend is available for second-year mentors. Administrators and faculty believe the investment has increased performance and productivity. To be successful, the program must maintain the achievements of greater teacher effectiveness and career satisfaction. (CJH)