During the 1985-86 school year an Intern-Mentor Program was implemented in all four regions of the District of Columbia Public Schools by the Incentive Programs Office. This program, designed to improve the teaching performance of first-year, beginning teachers, involved 90 new teachers and 10 specially selected mentor teachers. Mentors provided intensive supervision, coaching, and assistance to their assigned interns during biweekly visits, which included classroom observations and discussions about planning, instruction, and classroom management. This document reports on a study of the first year of the program's operation. Areas reported include the frequency and nature of the contacts between interns and mentors, collaborative roles played by principals, and the processes used by mentors to evaluate the instructional skills of the interns. Study findings indicate that, despite a few start-up problems (outlined in the report), the Intern-Mentor Program is an effective method of inducting beginning teachers into the school system. Much of the credit for the success of the program is due to the mentor teachers. Thirteen recommendations for increasing the program's effectiveness and efficiency focus on increasing the collaborative roles of mentors and principals, developing an Intern-Mentor handbook, decreasing the mentor-intern ratio, providing more preservice training to mentors, and other provisions designed to strengthen the mentor role and to attract and retain high quality intern teachers. (IW)