Purpose: The researcher emphasised with current research the need for an induction programme for beginning teachers in the South African context to overcome the challenges experienced by beginning teachers while bridging from pre-service teaching to in-service teaching and to introduce and illuminate the design of a new multimodal induction model. Design/methodology/approach: The researcher followed a narrative approach by discussing previous research regarding the insufficient pre-service training beginning teachers received and the lack of a structured induction programme in the South African context. Findings: Research has shown that South African beginning teachers have faced similar difficulties as beginning teachers worldwide, but South African beginning teachers are not subjected to formal induction programmes. While the South African Department of Basic Education offered guidelines for the beginning teacher orientation programme, there is almost no evidence in the literature that schools follow such guidelines. Research limitations/implications: The implications of this paper give other researchers in this field a broader perspective on how the new multimodal induction model can make a measurable contribution to the school, the mentor, the beginning teacher and, most importantly, the learner. Practical implications: The Department of Basic Education in South Africa and Principals need to follow the guidelines of this multimodal induction model to retain beginning teachers and improve the performance of learners. Originality/value: This is a new model developed by the researcher to explore the benefits of promoting excellence in the teaching profession through a technology-rich, integrated induction programme to increase the productivity, retention and leadership of beginning teachers, enhance and prevent the loss of human capital, with the ultimate goal of improving learners' growth and performance.