CCPS describes INTIP induction program; staff report high engagement and self-reported classroom impact

Missy Hill, CCPS’s new teacher support specialist, presented the division’s INTIP induction program for the 2024–25 school year, describing summer institutes, year-long mentorship structures and asynchronous Canvas-based professional learning.

Hill said INTIP supports roughly 150 annual substitutes, about 300 year-one teachers and about 300 educators new to the division each year. The program assigns school-based mentor coordinators, offers classroom demonstration and peer observation, and provides differentiated support for early-career teachers (year two–five) and more experienced teachers via a buddy system.

Hill cited midyear feedback: 90% of new hires responding said they actively chose to engage in INTIP professional learning; 85% reported seeing improvement in student outcomes after implementing INTIP-learned strategies; and 37% reported four or more instances of improved outcomes. The INTIP Advisory Board — a rotating group of central-office specialists, teachers and administrators — reviews needs-assessment data and helps set programming priorities.

Board members asked about advisory-board membership, mentor-coordinator stipends (tied to a state grant submitted in October with February funding notice), and inclusion of cultural-competency content in orientation; Hill said advisory membership rotates, stipends are contingent on state grant availability, and the division has included a cultural-competency presenter in recent new-educator orientation offerings.

Members thanked Hill for the presentation and asked staff to continue tracking outcomes and communicating how mentorship stipends are funded.