Every fall, thousands of new teachers walk into classrooms filled with students, lesson plans and dreams. They’re passionate, full of potential – and often, profoundly overwhelmed. The turnover rate is evidence of a harsh reality.  Nearly 50% of new teachers leave their position within the first five years, often citing burnout from isolation and lack of support.

Behind every statistic is a person – a teacher who wanted to make a difference but didn’t get what they needed to stay in the field. New teachers deserve more than a handshake and a school badge. They deserve systems of care, coaching and community. They deserve induction.

Why Induction Can’t Be Optional Anymore

Induction isn’t a one-day orientation or a checklist. It’s a long-term investment. Quality induction involves strategic, developmental support that helps teachers grow into their full potential. According to Richard Ingersoll & Michael Strong (2011), comprehensive induction improves teacher retention, instructional quality and student outcomes.

The Southern Regional Education Board’s Teacher Induction Framework paints a clear picture of what quality induction experiences should include: 

• Multi-year support, not just first-year survival 
• Non-evaluative mentoring and coaching to build trust and confidence 
• Personalized, goal-driven development 
• Professional learning embedded in real classroom challenges 
• Leadership growth that nurtures teachers as future mentors 
• Support for mental health and well-being 

These aren’t extras, they’re essential. They form the foundation of CarolinaTIP, the University of South Carolina’s signature supplemental teacher induction program. 

CarolinaTIP: A University’s Commitment to the Long Game 

CarolinaTIP is more than a program – it’s a promise. A promise that the University will walk with teachers for three full years, right through the highs, lows and learning curves of early-career teaching. 

Here’s how it works: 

• Year One: Responsive Coaching 
  We meet teachers where they are, offering flexible support as they adjust to the realities of the classroom. 
• Year Two: Goal-Based Coaching 
  Teachers set meaningful goals and reflect on their growth, guided by experienced coaches who offer feedback, not evaluation. 
• Year Three: Developmental Coaching 
  We help teachers step into leadership, mentoring others and building sustainability into their careers. 

“I thought I didn’t need support – I was ‘good at teaching. But CarolinaTIP showed me that every teacher, no matter how prepared, faces challenges. Through coaches and cohorts, I found tools to manage stress, boost efficacy, and celebrate growth.”

CarolinaTIP partners with district to fill in the gaps with continuity, compassion and coaching that’s built on trust. CarolinaTIP has delivered powerful results: 

• Well over 90% of participating teachers stay in the profession every year, 
• Increased confidence and self-efficacy in classroom management, 
• Increased stress coping and stronger social-emotional resilience, 
• Clear leadership growth as many completers serve as mentors, team leaders and instructional coaches 

“CarolinaTIP isn’t about checking boxes. It’s about walking alongside new teachers, helping them believe in themselves – and stay in the profession.” 

CarolinaTIP teachers feel seen. Supported. Empowered. One CarolinaTIP teacher, Madi Coffman, said it best. 

“I thought I didn’t need support – I was ‘good at teaching,” Coffman said. “But CarolinaTIP showed me that every teacher, no matter how prepared, faces challenges. Through coaches and cohorts, I found tools to manage stress, boost efficacy, and celebrate growth.” 

“CarolinaTIP isn’t about checking boxes,” one coach said. “It’s about walking alongside new teachers, helping them believe in themselves – and stay in the profession.” 

That’s it. That’s the heart of this work. 

 

Educator Preparation Providers Must Stay Connected 

If you’re part of an educator preparation program, whether at a university or through another type of organization, here’s our call to action: don’t stop at completion of the program and teaching certificate. As active players in induction, educator preparation programs can: 

• Provide continuous learning, coaching and building collaborative communities among graduates and other new teachers
• Partner with schools on mentor training and leadership development on best practices in effective and comprehensive novice teacher support
• Use research, resources and relationships to build better systems

When universities step into this role, outcomes shift – not just for individual teachers and classrooms, but for entire school communities.

Want to Know More?

Visit CarolinaTip’s website to explore how it is reshaping induction. 

To learn more about this topic, make sure to check out our Teacher Induction page, where we share our framework and research along with other helpful induction resources.