A report is given of a study conducted on the nature and extent of support that local school systems in Maryland currently provide to new teachers. The study had two components: a statewide survey and case studies of promising programs. The survey polled Associate or Assistant Superintendents of Instruction in 23 of Maryland's 24 county school systems and a sample of school-based and central office-based staff whom they identified as active in providing training or support to new teachers. The survey provided information about goals of the programs for new teachers, personnel involved in selected administrative tasks, the number and type of new teacher participants served, strategies for new teacher development used in these programs, program changes anticipated in the next year or two, and perceptions about their strengths and weaknesses. The case studies reviewed seven programs that represented promising approaches to new teacher development. The case studies also provided detailed information about various programmatic and administrative components of these programs, and suggested what made them work in their settings. (JD)