Support For New

Teachers
Tara Allen, Wichita USD 259
Beau Bedore, Wichita USD 259
Derrick Heckman, Wichita USD 259
Ronald Orsak, Wichita USD 259
Stephanie Warren, Wichita USD 259
Todd Roberts, Derby USD 260

Historical Perspective
In the 17th century, Horace Mann
introduced the idea of public education to
this country. He also created Normal
Schools to help prepare teachers entering
the profession (Gelbrich, 1999). As Teague
and Swan (2013) state if the future of the
world belongs to the next generation,
then the future of education belongs to
the next generation of teachers (p. 41).

Historical Perspective
Retaining highly-qualified teachers
needs to be a priority of all who value
the future of education. To accomplish
this, schools need to provide the
following:
Training
Mentoring
Orientation to the profession
Orientation to the workplace

Literature Review
New teacher induction programs are having a
positive effect on new teacher retention rates
(Curran & Goldrick, 2002). Curran and Goldricks
research showed a strong new teacher induction
program can reduce the number of new teachers
leaving the field in their first three years. This is
also a cost saving measure for many districts which
prevents them from having to spend more on
recruitment and training of yet another new
teacher (Carroll, 2007; Curran & Goldrick 2002).

Literature Review
Several studies showed the following
factors to be important in the success
of new teachers:
Mentoring
Collaboration
Communication with building leaders
Professional Development
Induction Programs
Classroom Materials

Problem Statement
One out of every two teachers within the
United States leaves the teaching profession
within the first five years of practice
(Kopkowski, 2008). While some school
districts have systems in place to facilitate the
professional development of new teachers,
others do not. Considering the skills needed
by 21st century educators are school districts
offering enough professional support to
ensure the success of all new teachers?

Research Questions
What

are new teachers and principals perceptions

regarding the training to be provided to first year
teachers?
What are new teachers and principals perceptions
regarding the orientation to be provided to first year
teachers before the start of the school year?
What are new teachers and principals perceptions
regarding the mentoring to be provided to first year
teachers?
What are new teachers and principals perceptions
regarding feedback to be provided to first year teachers?
What are the new teachers and principals perceptions
of the qualities of an effective mentor?

Research Design
Design
Action Research

Paradigm
Qualitative Data

Methodology
Individual

interviews of first,
second, and third
year teachers
Each team member
interviewed an
administrator and
at least 4 teachers.

Qualitative Data
Training:
Trainings should be grade level or

content specific.
Trainings for classroom management
and interactions with difficult students
should be provided

Qualitative Data
Time
Many teachers find value in a set time

for meeting with mentors

Teachers desired more time at building
level orientation.
Teachers wanted additional time to
apply their new learning.
More time needs to be allotted for
collaboration.

Qualitative Data
Collaboration
New teachers need a mentor who is able

to work with them and share

information.
New teachers want opportunities to
share information with other teachers.

Qualitative Data
Feedback
New teachers would benefit from more

constructive feedback.
New teachers want the opportunity to
dialogue about feedback received.

Qualitative Data
Support
Experienced mentor teachers should be

trusted, readily available, and strong

classroom managers.

Conclusions
Training

needs to be ongoing
and relevant to the immediate
needs of new teachers.
Teachers need to be exposed to
what is working in the classroom and
ways they can improve their
teaching. If the training is not
meaningful, not relevant, and
inadequate then the training will be
empty (Mortenson & Grady, 1980).

Conclusions
Induction

programs should be
comprehensive and continuous.
Wong (2004) states
Induction is a systemwide, coherent,

comprehensive training and support process

that continues for two or three years and then
seamlessly becomes part of the lifelong
professional development program of the
district to keep new teachers teaching and
improving toward increasing their
effectiveness. (p. 42)

Conclusions
Collaboration

with mentors and

peers is essential for new
teachers.
Moir (2010) states new teachers
need to see exemplary teaching
practice, in order to efficaciously
coach new teachers through the
maze of standards, benchmarks,
pedagogies, planning lessons, and
student assessment (n.p.).

Conclusions
Constructive

feedback is critical
for the development of new
teachers.
Feeney (2007) proposes,
constructive and meaningful
feedback is needed to promote
reflection and allow teachers to plan
and achieve new goals, which
ultimately leads to an increased
sense of efficacy in their teaching

Conclusions
Mentors

should be an effective
practitioner committed to
developing new teachers.
Abell (1995) said, mentors must be
supportive, approachable, nonjudgmental, and trustworthy, have a
positive demeanor, and possess
good listening skills and the ability to
empathize, as well as, the
willingness and ability to take an

Implications
Induction

programs which are comprehensive and

on-going
Competent, effective mentors
Opportunities to observe successful teachers and
discuss best practices
Observations with honest, constructive feedback
Designated professional development time
focused on:
Classroom management and behavior
Lesson planning and sharing with peers
Celebrating successes
Relevant topics chosen by teachers

Action Plan
Goal:

to improve the retention rate

of new teachers and provide ongoing support
Establish building welcome team
Principal
Learning Coach
Teachers with varying years of

experience
Team

establishes on-going induction

program and creates list of possible

Action plan continued

New

teachers participate in the

established induction program.
New teachers and mentors observe
each other and dialogue afterward.
Administrator observes new teachers
at least twice per semester and
provides timely, constructive
feedback.
Welcome team presents professional
development at least twice per

Action Plan continued

Mentors

and new teachers meet

weekly to dialogue about
concerns/celebrations.
Team interviews new teachers and
mentors on effectiveness of support
provided through the induction
program.
Team analyzes interview data and
makes recommendations for
changes to the program for next

References
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Somebody to count on: mentor/intern relationships in a beginning teacher
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Curran, B., & Goldrick, L. (2002). Mentoring and Supporting New Teachers. Issues Brief.
Feeney, E. J. (2007). Quality feedback: The essential ingredient for teacher success.The
Clearing
House: A Journal of Educational Strategies, Issues and Ideas,80(4), 191-198.
Gelbrich, J. (1999). The rise of the common school. Section II - American education. Retrieved
June 19, 2014, from http://oregonstate.edu/instruct/ed416/ae3.html
Kopkowski, C. (2008). Why they leave. NeaToday. Retrieved June 17, 2014, from
http://www.nea.org/home/12630.htm .
Moir, E. (2010, June 15). Mentors accelerating beginning teacher and student learning.
Retrieved
March 4, 2015, from http://
www.newteachercenter.org/blog/mentors-acceleratingbeginning-teacher-and-studentlearning.
Mortenson, R. A., & Grady, M. P. (1980). Delivering successful inservice education.
American Secondary Education, 10 (1), 51-58.
National Commission on Teaching and Americas Future. (2007). Policy brief: The high cost of
teacher turnover. Washington DC: Caroll.
Teague, D., & Swan, J. (2013). Enhancing the future of education by actively supporting
novice teachers. International Journal for Professional Educators, 80(1), 41-47.
Wong, H. (2004). Induction programs that keep new teachers teaching and improving. NASSP
Bulletin, 88(638), 41-58.