Teaching involves many complex tasks. New teachers, no matter which route of preparation taken, are not fully prepared for their first day of teaching and have a lot to learn.  Throughout their work with new teachers, the New Teacher Center has defined the phases that many teacher experience in their first year of teaching. Although this cycle can impact all teachers, it is most prominent in the first year and can be helpful for administrators, mentors and coaches to be aware of to best support beginning teachers (and all others) in these phases. 

As we are in October, it is especially important to be aware of the phases. This is typically the lowest point for many teachers, which is also known as the disillusionment phase:

After six to eight weeks of nonstop work and stress, new teachers enter the disillusionment phase. The intensity and length of the phase varies among new teachers. The extensive time commitment, the realization that things are probably not going as smoothly as they want, and low morale contribute to this period of disenchantment. New teachers begin questioning both their commitment and competence. Many new teachers get sick during this phase.

As we consider teachers and their development, it is important to understand that teachers are socialized in various ways including the observation of their previous teachers known as the apprenticeship of observation (Lortie, 1975), their preparation programs, and especially their first on-the-job experiences. Beginning teachers often underestimate the demands that will be placed on them in their first year. As a result, they struggle when the support system is not strong enough to help them implement the ideas and knowledge that they learn in their preparation years. 

The Impact of High-Quality New Teacher Induction

Almost 50 percent of teachers leave the profession in within the first five years. Strong school communities with better retention help teachers understand their roles and guide them to be effective practitioners, which affects teachers’ decisions to stay in their schools and the profession altogether and make a significant impact on students. In contrast, teachers leave schools where they are not supported, feel ill-equipped to meet students’ needs, and ultimately, feel ineffective. 

Teacher turnover is more closely related to the environment and support that teachers receive. To support beginning teachers and shape effective patterns in their teaching, comprehensive induction programs including individualized mentoring and professional collaboration within a supportive culture are critical.

Mentoring 

In this crucial developmental stage for beginning teachers, research has shown that teachers who were provided a mentor from the same content area and received support in their first year of teaching, including planning and collaboration with other teachers, were less likely to leave the profession after their first year. The guidance of a mentor can support new teachers to make decisions as part of an experienced team, rather than in isolation. 

Effective mentors use inquiry-based questioning and support meaningful teaching and learning through an analysis of individual needs and goals. Furthermore, Fletcher, Strong, and Villar (2008) established a mentoring-achievement link, noting that more hours of mentoring yielded higher student achievement gains compared with others teachers who spent less time with a mentor. In sum, instructional mentoring is effective when it is consistent and based on an explicit vision the goals for students and aligned teaching and learning. Teachers learn about exemplary teaching by seeing what it looks like, talking about it, and experimenting in their own classrooms. New teacher induction must sanction time for teachers to be observed and reflect on their own teaching, as well as on their impact on students’ learning. 

Professional Collaboration

In addition to mentoring, professional collaboration is a key component of a successful induction program. Learning to teach is a process, not solely a function of a teacher preparation program or induction experiences, and teachers need opportunities to continuously learn and improve their practice. Hord and Sommers (2008) argued the best form of professional development includes providing opportunities for reflection on practice to develop teachers’ understanding of content, pedagogy, and learners. In addition to increasing teacher learning and student achievement, professional collaboration further increases teacher job satisfaction. 

Quality teachers with experience and content knowledge exist in many schools and are often the most untapped resources. Many successful schools are turning to teachers and tapping into their rich knowledge base via professional learning communities or communities of practice. These types of structures on the school campus can be helpful for new teachers to receive continual support in developing powerful learning experiences that meet the needs of their students. These learning communities can be structured in ways that provide teachers with consistent and meaningful collaboration with colleagues, afford them opportunities for learning, and allow them to be learners alongside their students.

School Environment

For teachers to do their jobs well, they need supportive school environments where they are valued, trusted, and empowered to collaborate for the purpose of improving instruction. Schools based on individuality rather than collaboration leave many teachers to sink or swim. On the other hand, when teachers believe administrators are focused on student and teacher success, they feel more positive about the school environment and choose to stay. When instructional leaders support teachers and promote a culture of continual learning by the school community, teachers enjoy their work and are more successful.

Multiple levels of support are necessary and effective in retaining new teachers by building their confidence and competence as professionals. This is why it is critical to provide time and structure for networks of support for both novice and experienced educators. Incorporating mentoring, coaching, and critical dialogue in the teacher’s day can increase students’ understanding and achievement, as well as teacher job satisfaction.

What are you finding effective in your efforts to support new teachers?