Keeping Skilled Educators Within the Ranks: Providing Necessary Support for Veteran Teachers
High-need schools, serving a large population of low-income Black and Hispanic students, face a unique challenge: a high turnover rate of teachers, particularly early-career educators. To address this issue, it's crucial to focus on both teacher improvement and retention, according to recent research.
Mentoring of early-career teachers has emerged as a critical strategy for supporting new teachers and improving retention rates in high-need schools. Studies highlight the importance of structured mentoring programs that focus on the frequency, duration, and content of mentoring, providing a conducive environment for teachers to remain in their schools, even in challenging environments.
Key findings suggest that mentoring improves new teacher retention, as it offers essential support for development and job satisfaction. The characteristics of effective mentoring, such as regular mentor-mentee interactions, addressing classroom management, instructional strategies, and emotional support, are also crucial in encouraging teachers to remain in their schools for a second year.
Moreover, a positive organizational work climate, supportive leadership, and respectful communication have been shown to improve staff retention and satisfaction. Training leaders in employee development and equitable mentoring practices further supports retention and professional growth.
Equity considerations in mentoring programs are essential to promote equity and inclusiveness in teacher development. Mentoring programs should be accessible and encourage participation of teachers from underrepresented groups.
To support continued teacher growth, schools and policymakers can implement comprehensive mentoring programs for new and early-career teachers, provide professional development opportunities focused on leadership training, facilitate collaborative and reflective practices among teachers, and focus on retention incentives beyond pay. Targeting resources and support to high-need schools where teacher turnover is higher ensures mentoring and growth opportunities are accessible and tailored to context.
Conditions promoting teacher stability and collaboration, such as protected planning time and consistent teaching assignments, should be created. While pay is important, short-term bonuses alone are not enough to retain teachers if the work environment is poor. Schools with strong leadership, collaboration opportunities, and a culture of professional trust experience greater teacher retention over time.
The right support can help teachers continue to improve, especially in the context of learning recovery. Improving teacher skills translates into measurable benefits for students, such as higher test scores, fewer disciplinary issues, reduced absenteeism, and increased postsecondary attainment. Teachers are more likely to improve when they're able to teach the same grade level or subject year after year. Beginning teachers are more likely to stay and improve if they have had high-quality preparation and mentoring.
Linda Darling-Hammond, the founding president and chief knowledge officer at the Learning Policy Institute, and Michael J. Petrilli, the president of the Thomas B. Fordham Institute and an executive editor of Education Next, are among the experts emphasizing the importance of these strategies in improving teacher retention and continuous growth in high-need schools and districts.
- To foster personal growth and address the challenge of high turnover rates in high-need schools, education policy should prioritize comprehensive mentoring programs that provide frequent interactions and essential support for new teachers.
- In order to encourage innovation in education-and-self-development, supportive leadership and a positive organizational work climate are crucial, offering opportunities for professional development and equitable mentoring practices.
- Effective education policies should promote inclusivity by creating accessible mentoring programs and targeting resources to high-need schools, ensuring learning opportunities for teachers and students are optimal for continuous growth and self-improvement.
