Effective, timely, and responsive new-teacher mentorship is a challenging practice at any stage, but the COVID-19 pandemic exacerbated the challenges involved in this endeavor. As consecutive New Teacher Induction Program [NTIP] leads in a small southwestern Ontario school board, we first explain mentorship in the context of the COVID-19 pandemic. We situate our methodology in dual transformative auto-ethnography, then contextually review our own planning and programming for NTIP in the pandemic. We follow this review with reflexive analysis, applying Hernandez et al.’s transformative autoethnography model [2022], and intersectional considerations. We conclude by noting that the tensions of providing meaningful, transformative mentorship, with grassroots teacher-centered intersectional considerations, can be hindered by the systemic nature of NTIP.