In fall 2016, more than 50% of teachers in Kokomo, Indiana, were leaving the profession within their first three years. Within the district, low-performing schools in particular struggled to retain teachers. The costs of teacher attrition are high for districts. According to a report from the Learning Policy Institute, each teacher who leaves the profession costs her district between $17,000 and $22,000. Study after study shows that there is more teacher attrition in Title I schools and those that serve high percentages of children of color and those from low-income families (Carver-Thomas & Darling-Hammond, 2017; Ingersoll, 2011; Ingersoll & May, 2012). These schools tend to have the fewest resources, toughest working conditions, and largest teacher shortages (Sutcher, Darling-Hammond, & Carver-Thomas, 2016). Empty teaching positions have forced some schools to place less than fully prepared teachers in classrooms and rely on fast-track certification. All of this adds up to the most disadvantaged students having the least access to experienced, effective teachers. Kokomo has a chance to reverse these trends because the district is participating in an initiative called the Talent for Turnaround Leadership Academy. This academy supports teams from nine state education agencies and 15 local education agencies in establishing a coherent and aligned talent management system to attract, support, and retain excellent educators in low-performing, high-need schools and districts. The Talent for Turnaround Leadership Academy recognizes that teachers -- no matter how well prepared -- enter the profession as novices and need a coherent professional learning system to assist them in becoming experts. As part of the Mentoring and Induction Affinity Group, the district participated in a series of six in-person and virtual workshops that supported the development of resources and processes to develop and implement a comprehensive teacher induction program. No single policy can establish a high-quality educator workforce or eliminate equity gaps. However, a comprehensive set of mentoring and induction strategies at the federal, state, and local levels can lead to better systems that attract, prepare, support, and retain effective teachers in high need schools.