Increased interest in new teacher support has led to the rapid expansion of state level induction policy. Given the nationwide increase in availability and quality of new teacher induction, we sought to examine induction policy and program evolution in three states: Illinois, Wisconsin and Ohio. This brief summary presents the findings of our study, which explored varieties of teacher induction within and across states. We examined the evolution of policy and programs, current efforts, descriptions of what respondents considered desirable, perceived barriers between current efforts and desired programs, and the conceptions of the states' roles in orchestrating teacher induction. We present implications intended to influence states toward developing induction policy that 1) illustrates clear goals for induction, 2) supplies districts with knowledge of effective induction programs, 3) provides strategies for ensuring equitable distribution of resources across student populations and communities, and 4) develops protocols for induction program evaluation.