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This paper, which was prepared for the March 6-7, 2000, meeting of the National Commission on Teaching Mathematics and Science in the 21st Century (often referred to as the Glenn Commission), reports on the midpoint findings of a three-year study to answer the question, How can U.S. teacher induction programs be made more effective?

The authors have found examples in a few countries where beginning teachers are being supported in innovative ways, and this paper suggests how these might be adapted to refine or supplement current U.S. induction programs.