This paper presents research findings that suggest a framework for developing essential support systems for beginning teachers, and describes two induction-year pilot projects, now in operation, based on those findings. One project is a Master's level course instituted in August 1987 at the Univesity of Houston; the other is a program collaboratively developed and implemented by university faculty and educators of the Houston Independent School District. The core element of both programs is non-judgmental support for first year teachers. (Author/JD)