This report presents California's standards, which are intended for use by local planners to design, implement, and evaluate beginning teacher induction programs. For each standard, there is a statement of the standard itself, a rationale explaining why it is important, and a series of criteria to be used by program designers and evaluators in judging whether programs are designed and being implemented to meet standards. The standards are organized into three categories. Category 1, Program Design, Organization, and Context, includes: (1) Sponsorship and Administration of the Program; (2) Program Rationale, Goals, and Design; (3) Collaboration; (4) School Context and Working Conditions; and (5) Roles and Responsibilities of Site Administrators. Category 2, Delivery of Integrated Support and Assessment to Beginning Teachers, includes: (6) Selection of Support Providers/Assessors; (7) Provision of Professional Development for Support Providers/Assessors; (8) Formative Assessment of Beginning Teacher Performance; (9) Development and Use of Individualized Induction Plans; (10) Provision of Individualized Assistance and Support by Support Providers/Assessors; and (11) Design and Content of Formal Professional Development Activities for Beginning Teachers. Category 3, Resources and Program Development, includes: (12) Allocation and Use of Resources and (13) Program Development, Evaluation, and Accountability. (SM)