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INTIP outlines tiered mentorship and supports for substitutes and new teachers
Summary
Missy Hill described INTIP's induction supports for 2025–26 — including mentorship tiers, NEO, and online resources — saying INTIP supports about 100 annual substitutes, 275 year‑one teachers and 340 educators new to CCPS; long‑term substitutes can be assigned mentors and asynchronous resources are available.
Missy Hill, CCPS new teacher support specialist, presented the division's New Teacher Induction Program (INTIP) at the Nov. 12 work session, describing a multi‑tiered approach to onboarding and mentoring new and substitute teachers. "For the 2025 2026 school year, INTIP provides support to approximately 100 annual substitutes, approximately 275 year 1 teachers, and approximately 340 educators serving as either annual substitutes or teachers who are new to CCPS but have prior years of experience," she said.
Hill outlined program components: an annual sub institute, new educator orientation (NEO) with face‑to‑face and asynchronous sessions, year‑long mentorship, induction goal‑setting tied to SMART goals and ongoing professional learning. She said resources remain available in an INTIP Canvas course year‑round to support late hires and substitutes.
Mentorship is calibrated to experience: mentors are assigned to educators with zero full years and to annual substitutes; early career teachers (one to five years) receive a colleague and semester or extended consultation; veteran teachers new to the division receive a semester of consultation that can be extended if needed. Hill said supports include classroom demonstration and peer observation in accordance with Virginia code.
Board members asked whether non‑annual (regular) substitutes may access INTIP resources and whether live sessions are paid professional development. Hill said schools may assign an annual mentor to a long‑term substitute; live sessions are generally outside contracted hours but asynchronous modules can be completed during contract hours if needed. She said there are HR contacts who work with substitutes and that INTIP materials have been shared with those teams.
Hill described ongoing monitoring and reflection: participation and attendance data are collected year‑round, needs‑assessment surveys guide fall and spring professional learning, and midyear/end‑of‑year feedback identifies improvement opportunities. She closed by inviting questions and continued collaboration with schools and HR.
