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Finding effective ways to support all teachers--especially new and struggling teachers--has never been more critical. According to the U.S. Department of Education, approximately 419,000 new teachers will be hired in 2015 (National Center for Education Statistics, 2011). Estimates suggest that between 40 percent and 50 percent of these new teachers will leave the education workforce within five years (Ingersoll, 2012). Research suggests that induction programs can increase teacher retention rates--but this impact depends on the quality of supports provided (Ingersoll, 2012; Smith & Ingersoll, 2004). A systematic approach to induction ensures that new teachers have the resources and supports they need to be effective in the classroom. Although this topic has gained much traction in the literature and in states and districts across the country, states continue to seek guidance on how to leverage their resources to create high-quality induction and mentoring programs. In this Policy Snapshot, the authors summarize existing research about induction and identify important state policy considerations for building a systematic, comprehensive approach to teacher induction. This brief also provides considerations for differentiating supports for special educators and teachers of English language learners (ELLs), which are often hard-to-staff positions. Although federal and local policies also have potential for positive impact, this policy snapshot focuses on the role of state education agencies. To help support states in making policy decisions, practical examples of mentoring policies and programs are also included.