In this article we examine induction policies and practices for new alternatively certified mathematics teachers in the country's largest urban school district, New York City. Our focus is on the support system for such teachers as it is legislated and as it is enacted. This includes the induction and general supports (e.g., mentoring, coaching, networks) that are available to mathematics teachers in the New York City Teaching Fellows Program (NYCTF). Data sources include a survey of one entire cohort of Fellows (N=167), at WEST VIRGINA UNIV on March 11, 2015 eus.sagepub.com Downloaded from Foote et al. 397as well as more in depth interviews and written reflections from 12 case study Fellows. Results indicate that the supports, while as espoused seem adequate, as delivered are inconsistent and in many cases inadequate. A key finding is that many teachers found that informal relationships, usually within their local school settings, provided more effective support to help them through their first years of teaching mathematics. This research has implications for the induction of alternatively certified teachers and more generally of all new teachers particularly those in urban schools.

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