It was a hot summer morning—a balmy 99 degrees—when I started my career as a 1st grade teacher in a Title I school. I heard a soft knock at my door and a friendly “hello” from the also-rookie teacher in the classroom next to mine. Mrs. A and I quickly became friends, bonding over a shared mix of excitement and nerves about the upcoming school year. Together, we cleaned our classrooms, emptied closets stuffed with old materials, and decorated our spaces with care, eagerly anticipating the moment we’d welcome our first students. But, as we soon discovered, those early days of preparation and anticipation would turn into a struggle for survival.
By November, we experienced disillusionment, the third phase of Ellen Moir’s often-referenced “Phases of First-Year Teaching” (Moir, n.d.). We did not have supportive leadership; we juggled countless demands from the district; we were inundated by testing for students that would determine our performance; and we struggled to meet students’ high behavioral and emotional needs. We also spent countless nights and weekends lesson planning.
As I reflect on what made a difference for me in year one, what kept me in the profession through all those phases, it was being paired with an outstanding mentor teacher. She taught me how to navigate lesson planning, how to amplify student engagement, and how to build my confidence and competence.
Of course, there are many reasons why new teachers stay—and leave. In 2025, researchers at the University of Missouri released a study on teacher attrition (Stann, 2025). Of the 500 public school teachers surveyed, 78 percent had thought about quitting the profession since the pandemic. Their reasons? Primarily “a lack of administrative support, excessive workloads, inadequate compensation, and challenging student behaviors.”
Despite the significant challenges of teacher retention, innovative strategies and tools are making a positive impact. For overwhelmed and under-supported first-year teachers especially, the right resources can alleviate pressure and restore the sense of purpose that drew them into the profession.
The most effective tools are those that both improve student learning outcomes and are practical enough for busy educators to implement. One of the notable examples I’ve recently come across is The Achievery, a free digital learning platform created by AT&T. The Achievery provides access to K–12 educational resources, including videos, lessons, and activities aligned with CCSS, NGSS, and CASEL competencies. Here are a few reasons why I recommend it.
1. Innovative Lesson Planning
The Achievery offers tailored learning journeys that match teachers’ individual goals, subject areas, and growth needs—helping educators feel supported and valued in their professional growth. Teachers can deliver high-quality lessons that are ready at their fingertips, that are standards-aligned, and that are interesting and motivating for students. The lessons combine engaging videos from Warner Media content with interactive learning activities. This approach aims to make distance learning more effective and bridge the digital divide, particularly for students in under-resourced areas.
2. On-Demand Learning with Real-World Relevance
Through engaging, mobile-friendly content and micro-learning modules, The Achievery meets teachers where they are—reducing burnout by offering off-the-shelf resources that can be weaved into current lessons and units. One lesson, for example, helps students practice basic math operations with the creative use of NBA mascots.
3. Equity-Focused and Inclusive Content
The Achievery elevates culturally responsive practices, SEL strategies, and inclusive pedagogy—helping educators build strong relationships and create student-centered environments that foster trust and contribute to a sense of purpose and fulfillment for teachers. I would have been grateful to have a tool like The Achievery at my disposal when I first began teaching, so I could build more meaningful connections with my students.
The Power of Support and Mentorship
I left teaching at my building after two short years and followed my mentor teacher to another Title I school. In this new school, there were supportive leaders, a positive community that fostered growth, and grant-funded physical and mental health support available to students.
When Mrs. A and I first began our careers, working with a mentor was optional; she didn’t seek one because she was unaware of how much support she would need. By spring break, she had left the classroom, overwhelmed by challenges with classroom management and her own declining well-being. I often wonder how her path might have changed with a mentor’s guidance and with resources that made her job easier. With the right support, she might have stayed in the profession and made a lasting impact on her students.
