Supporting the activities and development of young teachers is one of the effective conditions that determine success and promptness of a teacher entering the profession, as well as the quality of his/her work at the beginning of the career. However, there is no definite study on operation of such support as a system based on the resources available to organizations which conduct comprehensive work on preparation and support of the teaching staff: pedagogical universities, pedagogical institutes and faculties within universities, and institutions of further professional pedagogical education. In order to solve this problem, scientists from different regions of Russia united their efforts in the framework of the peer-reviewed work. This paper demonstrates the results of theoretical generalizations and empirical studies, a description of operating effective practices for supporting young teachers, including mentoring. The monograph illustrates the possibilities of organizing systematic work in this direction, which allows creating conditions for implementation of the state policy in the field of education.