This digest focuses on the evolution of beginning teacher induction programs over the past two decades, and discusses the reasons why such programs are essential to the professional development of teachers. An overview is presented of existing induction programs, and observed outcomes of these programs are briefly discussed. In considering what needs to be done in the future, it is pointed out that thus far there has been little research on common program concerns, such as assessment, evaluation, specification of induction contents, and the definition of program objectives. A bibliography is included. (JD)