This article reports on efforts to improve beginning teachers' induction experiences across the state of Illinois. The authors focus on the role of the Illinois New Teacher Collaborative (INTC), which was created to promote new teacher induction in Illinois and to supply resources and support for new teachers and for those who support them. This article, which builds on Wilkins and Clift (2007), describes challenges facing Illinois state-funded induction programs and INTC's responses, including professional development opportunities and web-based resources and discussion forums. The authors make the case for induction programs and for state funding, and for the importance of having an independent entity to provide support for and to conduct research with the programs.
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