The first few years for novice teachers can be challenging, but through well-designed mentoring programs new educators have access to the tools needed for their success. As the education landscape changes, mentoring with a focus on professional growth and support can create opportunities for beginning teachers to develop as they begin their professional careers. This has the potential to lead to increased job satisfaction and teacher retention.
The First Day
Imagine for a moment, it is the first day of school. There is a buzz of energy as students eagerly fill the hallway excited for another school year. Teachers have worked to create vibrant learning environments that foster community and engagement. A new teacher waits anxiously for her first class. After meeting with her mentor to plan and prepare, the novice teacher has been given guidance on how to have a successful start to the school year. Feeling eager, the teacher knows that with the mentor’s support it is going to be a great year!
This is the story that many teachers can tell of the early days of teaching. A story based upon connection and support. It is this support that offers beginning teachers a path towards professional growth and becoming an experienced teacher.
Why Mentoring Matters
Mentoring new teachers provides opportunity for teacher growth, support, and practical wisdom. With changes in teacher education, the role of mentorship provides a structure that is grounded in ongoing support during the initial years as an educator. Joseph (2024) states that “mentoring is crucial in fostering teacher growth, retention rates, and student learning. In an evolving educational landscape, experienced mentors provide invaluable guidance, essential for newer educators” (Joseph, 2024).
The AIM of Mentoring
When mentoring, following the AIM approach will support professional growth. Through setting targeted goals and being accessible to offer support and guidance when needed, a beginning teacher has support in place to meet their needs.
A – Accessible
Be accessible to the new teacher so they feel connected and understand that you serve as a resource for their development.
I – Individualize
Individualize the support based on the beginning teacher’s needs as well as differentiate the interactions as the teacher develops across the probationary years. Support the beginning teacher in developing goals to provide direction and focus toward growth.
M – Magnify
Magnify the teacher’s strengths so that they can recognize what they are doing well. This also provides a space to build upon to help the beginning teacher make connections to new insights and learning.
Mentors as the Link to Retention
Mentors serve as a crucial link for beginning teachers and teacher retention. From emotional support, professional growth, and supporting knowledge of content, mentors help pave a way to success for the mentees. Frias (2024) explains that a well structured mentorship program with clear objectives, regular interaction, and ongoing support can make a substantial difference in the early stages of a teaching career. Through structured mentorship, beginning teachers develop a solid foundation for teaching.
Loftin (2023) states that “In today’s competitive job market, well-designed and fully implemented teacher induction programs support and also improve teachers’ practice and satisfaction.” The well-designed support can be a differentiator that attracts new talent to the district and school (Loftin, 2023).
Through developing positive relationships new teachers have access to another teacher that can provide insights that support their success. Establishing this connection and providing support leads to overall job satisfaction and teacher retention.
Four Strategies for New Teacher Support
- Assign a mentor early to a beginning teacher to eliminate isolation and provide immediate guidance. This supports the beginning teachers as they become acclimated to the new role.
- Provide time for the mentor and teacher to meet collaboratively to build a relationship and support the teacher in gaining knowledge of teaching.
- Recognize fluctuating needs of beginning teachers and differentiate the support throughout the year. This ensures that beginning teachers get the support most needed at the time.
- Create a culture of reflection through feedback that contributes to professional growth. Beginning teachers are faced with learning many things. Through reflection and feedback the mentor can support the teacher in development of these skills.
Mentoring can redefine teacher retention. Through intentional planning and development of mentoring support, schools can create a structure for beginning teachers that is built for success.
About the Author
Dr. Lashenna Gaines is a dedicated education professional with 23 years of experience in elementary education and leadership. She began her career as a first-grade teacher, where she discovered her passion for teaching reading and inspiring a love for books.
A graduate of North Carolina A&T State University, Converse University, and Northeastern University, Dr. Gaines has held diverse roles, including Literacy Teacher, Instructional Support Specialist, Master Teacher Administrator, and currently, Beginning Teacher Support Coordinator. She specializes in elementary education and empowering educators to enhance their teaching practices.
Driven by her love for literacy, she authored Daja’s First Day of School and Daja’s Day at the Beach to create relatable stories for young readers. Passionate about lifelong learning, Dr. Gaines is committed to fostering a love of education that extends beyond the classroom
References:
Frias, J. (2024, September 20). Supporting New Teachers through Effective Mentorships. Teaching Channel. https://www.teachingchannel.com/k12-hub/blog/supporting-new-teachers-through-effective-mentorships/
Joseph, M. X. (2024, October 31). Tips for Mentoring New Teachers. Edutopia; George Lucas Educational Foundation. https://www.edutopia.org/article/mentoring-new-teachers/
Loftin, K. (2023, May 3). Promoting Teacher Retention Through Mentoring. Edutopia. https://www.edutopia.org/article/promoting-teacher-retention-through-mentoring
