You have been dropped off by helicopter in the heart of Beijing. You know a little Mandarin and have tried eating with chopsticks twice. You know that silk and fireworks originated in China and you're obviously a novice trying to find your way in an unfamiliar environment. What are you doing? (Esch, 2010, p. 307)For many new teachers, they often feel like they have been abandoned in a foreign country. According to Ferguson (2010), 25% of first-year teachers will leave the profession after three years. Beginning teachers are often disappointed with their first year of teaching (Hellsten et al, 2009). First-year teachers have many obstacles to overcome. They are responsible for implementing effective teaching, developing and maintaining relationships among faculty, staff and parents, and meeting all teaching demands. In today's classroom, student success is one measure of teacher success. It is essential that administrators provide the necessary support to new teachers. “The quality of teachers and teaching is undoubtedly among the most important factors shaping student learning” (Ingersoll, 2004, p. 1). Student achievement suffers when new teachers lack experience and professional development (Brandt, 2005). Haycock (1998) reports that the success of at-risk students is even more influenced by the quality of the teacher. This research proposal concerns the local school system's teacher induction program and its effectiveness with new teachers in that school system. This researcher would like to know if the local school system's integration program meets the expectations of new teachers and specifically how this program has impacted the new tea...... middle of paper ......ion program "has gave humans faces and a soft place to land when we fell” Leimann, Murdock, and Waller (2008) wrote about their personal experiences with an induction program in their Wicomico County. All three are new mentor teachers. /consultants for Wicomico County Public Schools in Maryland The mentoring program in their county includes three main components A workshop during the summer provides information on rules, procedures and routines. four years of teaching are offered monthly professional development seminars. The final part of this integration program includes an individual mentoring program. According to Leimann et al (2008), the success rate of their induction program shows that the retention of new recruits after the first year of this program was systematically "higher than the national retention rate of teachers of 78 %.”.