I had an excellent first year as a teacher. That is probably unusual to hear, but it is true. Thinking back, every support that I needed, I received. Now, beginning my fourth year, I feel I know what I am doing, and I plan to stay in education for the long haul. I would even like to mentor new teachers. The same is not true for many of my classmates from my teacher preparation program or other new teachers at my school. So, what went right for me?
For starters, I had access to knowledgeable mentors. The teacher preparation program I completed was a one-year certification/master’s program. Throughout, I student-taught virtually (due to the pandemic) under an experienced biology teacher. Interestingly, my mentor had herself been a student teacher ten years prior under another biology teacher who was still part of our team. This connection meant I benefited from the guidance of both my mentor and her mentor (my grand-mentor) during my year of student teaching.
Second, I ended up working at the same school where I student-taught. This meant I already had a support system through my mentor and grand-mentor, and I already knew some of the other teachers and administrators. As I settled into my first year of teaching biology at my Title I high school, which has a majority of English language learners (ELLs), I felt comfortable asking questions—and ask questions I did. My virtual student teaching experience meant I had to quickly learn classroom management in person. That year, I happened to have lunch duty with my mentor and grand-mentor, so I was able to talk to them and ask for advice. Even when lessons went well, I could still discuss how I could improve further and differentiate more, especially for my ELLs.
I felt comfortable asking questions—and ask questions I did.
Reflecting on my first three years and comparing them to the first three years of some of my fellow new teachers, I can recommend five actionable items school administration can take to ensure new teachers feel prepared and supported.
1. Retain seasoned teachers to act as mentors
Teachers who have been teaching for a long time have a wealth of curriculum, materials, and pedagogical knowledge. During my first pre-planning, which is the time before the school year starts when we prepare for the upcoming year, I was given a flash drive from my mentor with materials for every single topic in each unit I would teach, including PowerPoints, assignments, and quizzes. I was also able to ask my mentor questions about anything and everything, like classroom management, differentiating assignments, how to contact and interact with parents, and how to submit referrals.
Administrators should do everything in their power to keep seasoned educators who are willing to mentor new teachers. The two most common reasons for teachers quitting are burnout from too many working hours and a lack of pay. To help retain seasoned teachers who can then act as mentors, leadership must preserve teachers’ planning times, share appreciation for a job well done, and pay educators according to their years of service.
2. Enable organic mentorship
Create opportunities the first day or two of pre-planning for staff to mingle so that new teachers, those within their first three years or so, can find an organic mentor—someone they trust, connect with, and can go to with questions. Then, after the first three days of pre-planning, send out a survey to new teachers to see if they have made an organic connection with an experienced teacher who is willing to be their mentor or if they still need one. At this point, a “speed dating” event could be used to match up new teachers with experienced teachers who are willing to be mentors. If possible, create a time in the day when new teachers will automatically see their mentor, such as lunch duty. Check in frequently throughout the year (e.g., weekly at the beginning and monthly after the first couple of months) to ensure that the new teacher is still comfortable with their mentor or if they feel they need a new one. An academic coach can fill the role of mentor, but that coach needs to be available every day to answer questions for new teachers.
3. Have a new teacher handbook
Although my school has a faculty handbook, it is more than 100 pages long and lists all the rules and procedures for things that new teachers do not necessarily need to know. For example, I did not need to know how to put something on the school calendar since I did not sponsor anything my first year. However, I did need to know how to enter grades into the system, and that is something not in the faculty handbook. Leadership should create a new teacher handbook that includes step-by-step instructions (including images and diagrams) of how to complete daily tasks such as taking attendance, inputting grades, and contacting parents. This is useful not only for new teachers but also for experienced teachers who may be new to the school or district and need to learn a new learning management platform.
4. Differentiate for each teacher
To better support new teachers, it's important to differentiate based on the type of teacher preparation they have completed. For those who did not complete a full preparation program, such as teachers on a provisional certificate, schools can offer classes that double as planning sessions. These sessions, offered by experienced educators or instructional coaches, help teachers learn the lesson planning process and understand their various duties and responsibilities. Additionally, these sessions provide a space for new teachers to discuss the challenges they are facing and realize that many other new teachers encounter similar issues.
Even teachers who have gone through a prep program can benefit from continued guidance and support.
For teachers who have completed a preparation program, schools could offer monthly check-ins facilitated by mentors or instructional coaches. These meetings, which should be optional to preserve planning time, would provide ongoing support and an opportunity to address any emerging concerns. It's crucial to acknowledge that even teachers who have gone through a prep program can benefit from continued guidance and support.
5. Give new teachers supplies and stability
As much as possible, have a designated fund or resource closet to give new teachers all the basic supplies: paper, pencils, markers, etc. My first year, I was able to go “shopping” for supplies for my classroom during pre-planning week through my school’s Title I resource closet. I still use many of those supplies today.
Additionally, it is best to assign new teachers to a single, dedicated classroom to provide stability. While overcrowding may make this difficult and "floating" (teaching in another teacher's room during their planning period) may be unavoidable, try to float new teachers into rooms with teachers of a similar subject (such as a science teacher using another science teacher's room) or with experienced teachers. Finally, ensure that teachers stay in their assigned classrooms throughout the year—no changing locations mid-year. Moving classrooms can take a long time and can cause significant disruption on multiple levels.
The Power of Support
Today, I am a dedicated member of our biology team, working to create new material and revamp existing resources to better meet the needs of our diverse students. I have also become a club sponsor, helping students grow professionally, and a member of our Digital Learning Team, running professional development sessions on integrating technology into the classroom.
With the right support systems in place, new teachers can have similarly positive experiences. When school leadership focuses on providing mentorship, fostering organic relationships, offering practical resources, and ensuring stability, it creates an environment where new teachers feel supported and confident. Everything that can go right—a supportive team, mentors, and further education about meeting the needs of my students—went right for me, and I hope other new teachers can benefit from similar support.
