It is no secret that over that districts across the country are struggling to recruit and retain teachers. According to an article in the Washington Post of teachers leave the profession within five years (Heim, 2016). The number one reason cited by those who leave, is a lack of support, even though school districts across the country have some form of a beginning teacher support program.

It is important that school districts and school centers seek solutions to the high turnovers that plague the profession. It has been reported that on average, school districts spend $2.2 billion each year due to teacher turnover (Ingersoll, 2015). Addressing teacher concerns directly, will impact the high cost factor related to high teacher turnover.

The problem with many of the new teacher support programs is that they are designed to serve all new teachers throughout the district, in the same manner. This does not allow for intentional, personalized support for new teachers.  This leaves teachers to feel unsupported in a new job that requires an in-depth skill-set in curriculum and instruction, as well as managing student behavior.

The New Teacher Support Program is designed with the needs of new teachers in mind. This program allows school centers and new teachers alike, to customize support for the teacher based on the teacher’s needs. The plan can be adjusted to support a teacher who is brand new to the profession or it can be adjusted to support a teacher who may have teaching experience but is transitioning from one level to another or from one specific demographic to another.

This innovative program gives school leaders as well as teachers the flexibility to customize teacher support based on the need of teacher. For example, a teacher who is brand new to the profession, may receive their keys and sent to their room, without any direction on what to do to establish leadership in their classroom.

This plan allows school centers to provide support for new teachers by allowing them to plan with a veteran teacher, as well as observe one or more established teachers with in their field with specific “look fors” such as classroom procedures, board configuration, and small group instruction.

A more established teacher may need support with navigating and maximizing their use of specific technology that might be required in the district or at the specific school center. The design of the program is solely for support, teachers should feel comfortable seeking assistance in areas that they need support.

Providing support in this manner, allows the teacher and the designated mentor to work together to structure the needed support, without concern for reprimand. The teacher gets to work along side their mentor, giving them ownership of their professional growth, in a supportive environment.

References

Heim, J. (2016, September 14). Washington Post. Retrieved from Washington Post: https://www.washingtonpost.com/local/education/america-has-a-teacher-shortage-and-a-new-study-says-its-getting-worse/2016/09/14/d5de1cee-79e8-11e6-beac-57a4a41

Ingersoll, R. (2007, October). Scholarly Commons. Retrieved June 13, 2018, from Penn Libraries: https://repository.upenn.edu/gse_pubs/133/