Retaining New Teachers by Strengthening Their Induction

MY VIEW

Teacher recruitment and retention has been at a crisis level for some time. The demands and stresses increase as the perceived rewards diminish, exacerbating an already critical condition in the talent pool for quality teachers.

It is a fact that school support and a positive workspace are significant considerations in teacher retention and job satisfaction. Pay is important to teachers, but if they experience consistent support from their administrators and parents, they are more likely to stay. During my quarter century in school and district administration and now as a field supervisor for a state university, I’ve seen the structure of teacher induction and mentoring as well as administrator support fall short of teachers’ expectations and needs.

My commitment to supporting teachers, and new teachers in particular, came about because my first year of teaching was a total nightmare. I was abandoned in place. I did not have a mentor or any formal support. My administrator was suspected of skimming money from the school’s concession stand and forced to leave in the middle of the year.