High quality new teacher induction programs are a vital piece for teaching, retaining and recruiting new teachers in an effective school district, yet no specific national standards exist to address what components should be included in a high quality new teacher induction program. One reason for a school district to have a high quality new teacher induction program is that providing support to new teachers increases their content and process knowledge, which directly impacts their students' learning. Increased student achievement is a goal for all teachers and administrators. Another reason for a school district to have a high quality new teacher induction program is that providing support to new teachers increases their efficacy so that they will continue on in their career to teach for subsequent year(s). Since no one set of standards for new teacher induction programs exist and every district creates and implements new teacher induction in its own unique way, our team developed a set of standards for new teacher induction based on the current need by school districts for such a tool. The objective of our research was to determine, based on a compilation of the best practices from analysis of the research and feedback from experts working in the field, which components are necessary to include when creating a high quality new teacher induction program within a school district since there is not one recognized set of standards that a school district could refer to if it desired to create a program or evaluate an existing program. Based on our analysis of the research and field study, garnering feedback from experts in the field, school districts can create or evaluate their own program for new teacher induction based on the following standards for induction: administrative support, professional development and networking, instructional coaching, mentoring, and program evaluation.