During the past years, the challenges faced by the teaching profession are dramatically increasing. Educational environments become more complex and heterogeneous; changes to social and family structures, the increasingly diverse mix of students within multicultural societies and the need to pay more attention to the learning needs of individual pupils, attended by the increased autonomy of schools; also entails an increase in teachers' duties and requirements. However, in the 2005 OECD survey "Teachers Matter", almost all countries reported shortfalls in teaching skills, low investment in the continuous training and development, and low support in the first years of teaching.In its key resolution “Improving the Quality of Teacher Education”, the European Parliament encourages the promotion of continuous and coherent professional development of teachers throughout their careers, so that they have opportunities to improve and update their qualifications, as well as their pedagogical skills. The document urges that particular attention should be paid to the initial induction of new teachers, it encourages the development of support networks and mentoring programmes, through which teachers of proven experience and capacity can play a key role in new colleagues' training, passing on knowledge acquired throughout successful careers, and helping to tackle drop-out rates among new recruits. The aim of the INNOTE project is to enrich each other, to develop and pilot a comprehensive induction and mentoring program, with regard to research proven data and the countries´own flavours. A comparative analysis of the current mentoring practices and collecting best practice examples will be the starting point. Each project year, a three day international seminar for mentors and teacher educators, followed up by workshops on national levels will be delivered. The learning materials will be published online and thus will enable dissemination within the communities.