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Until recently, the new teacher in school received no formal induction and support was haphazard. There was an obvious need for the establishment of a structure to support new teachers during the initial stages of their teaching career. In 1992, new government legislation declared that headteachers must identify a member of staff to act as mentor to the new teacher. For the mentor to play a positive role, s/he would need to work within the context of a support system composed of staff colleagues, headteacher, governors, advisers and the local authority. This study examines the role and function of the mentor; analyses the needs of the new teacher; and shows how the mentor can best meet these needs. It recognises the constraints within which the mentor might have to operate but concludes that the role of mentor is crucial in helping the new teacher become established within the school. [ABSTRACT FROM AUTHOR]