Strategies for Supporting Preservice and First-Year Teachers

As faculty in a teacher preparation program, we work with hundreds of preservice and early career teachers, and we see three critical areas for support arise repeatedly: professionalism, mentorship, and observation and assessment. School leaders must help teachers negotiate these topics and extend training into the school setting.

Maximizing support in teacher preparation programs and sustaining it through the initial years is key, but we find that ongoing mentorship and support reduces teacher turnover by helping new teachers thrive. Administrators can use these strategies to help new teachers and colleagues enjoy long careers.

Professionalism

Early career educators want concrete, explicit instruction on school and classroom professionalism. According to Stephanie Knight-Hay’s “The Five P’s of Professionalism in Education,” being a professional means living the part, including appropriate attire, appropriate disposition, and adherence to the culture and climate of the school and its expectations.

Early career educators who learn expectations and recognize the importance of professionalism adjust to their new careers more efficiently. “When the administration gives clear expectations, it is better because everyone will know what they need to do without putting pressure on someone else,” one preservice teacher told us.

1. What preservice teachers need. Preservice teachers need explicit, direct instruction on professionalism, including information on appropriate ways to communicate with families, engage with colleagues, interact with administrators, dress appropriately, and develop and maintain an ethical, professional disposition.

In addition to modeling and demonstrating professionalism, preservice instructors should engage in discussion about professionalism and provide examples of common expectations in the school systems. This can be supplemented with field experiences that give students the opportunity to observe, interview, and participate in elements of professionalism during their internship.

2. What new teachers need. The challenges a new teacher might face can be alleviated with frequent meetings and check-in opportunities related to professionalism. We recommend initial meetings and workshops for new teachers that review school policies and procedures related to dress, ethics, and communication.

Because administrators play an important role in ensuring new teachers are prepared, a workshop might ask new teachers to develop a vision board describing how they see themselves as professionals who interact with parents confidently and competently. Further, administrators must model expectations for faculty and staff.

3. How colleagues can help. Colleagues can act as bridges, guiding new teachers through school culture dos and don’ts, answering questions, and offering advice on working with different members of the school community. Mentors can create standing meetings to touch base with new teachers and have candid conversations about professionalism.

Meeting topics might include how to approach “difficult” conversations, the importance of being culturally responsive, and respecting the backgrounds and perspectives of others. Mentors are important liaisons to school leaders; whereas new teachers might feel intimidated about approaching administrators, a mentor is often seen as more of a confidant.

Mentorship

Preservice and early career teachers look forward to having a mentor guide them through their early years as a teacher and provide a sense of belonging. In Belonging: The Science of Creating Connection Bridging Divides, Geoffrey L. Cohen defines belonging like this:

• Belonging is a feeling—in other words, we know it when we experience it.
• Belonging involves a larger group that exhibits certain behaviors toward us. We feel valued, respected, and cared for by that group.
• Belonging includes a feeling that we have something of worth to contribute to that group.

Effective mentors help new teachers acclimate to the school community and expose them to opportunities within the field. Mentors can guide induction around school structures, and the relationships formed between mentors and new teachers can be a source of emotional support for new teachers.

“As a first-year teacher or student teacher, guidance is important to learn new strategies to teach and make activities for students,” another preservice teacher told us. “Support is needed when there are hardships and we may have run out of ideas [specially] for differentiation.”

1. What preservice teachers need. Preservice teachers benefit from coaching and mentoring in teacher preparation programs from faculty, classroom teachers, and cohort and classroom peers. During teacher preparation programs, preservice and early career teachers are able to question, explore, experiment, make mistakes without being judged, and reflect.

2. What new teachers need. Administrators must take into account the diverse professional, personal, and emotional needs new teachers bring to the profession. Mentors can help new teachers maintain a balance between demands and resources and ease any feelings of isolation, exclusion, or loneliness new teachers might feel.

A formal mentorship program that includes veteran teachers who are passionate about sharing knowledge can help new teachers acclimate to the school culture and climate. Such programs should start with the school year and supplement any mentorship program offered by the school district. Ensure that each new teacher can meet regularly with a mentor.

3. How colleagues can help. Preservice students and new teachers in the field need consistent, supportive, and reliable mentors. They serve as important sources of support by demonstrating empathy, trust, and reliability when communicating with a mentee. When new teachers are faced with issues surrounding student needs, mentors can guide them to resources and provide additional support systems. Beyond this, effective, high-quality mentors are there to listen; they foster connections and build the feeling of belonging in the school community.

Observation and Assessment 

Assessments are a critical part of the instructional cycle, and educators must use them effectively in daily teaching practice. These same teachers must also use the knowledge they gained in teacher preparation courses to balance formal and informal assessments and use both to inform instructional practices.

“Understanding observations and assessments gives us the benefit of helping children to the best of our abilities,” a preservice teacher said. “Knowing how to conduct different assessments will help teachers see who may be falling behind, may need extra help, or may need special services.”

1. What preservice teachers need. Preservice teachers must have ongoing opportunities to explore and practice formal and informal assessments through coursework, field experience, and internship opportunities. Further, early preservice educators need opportunities to watch veteran teachers administer and evaluate expected assessments.

2. What new teachers need. Administrators must help new teachers understand the importance of standardized and informal observation and assessment strategies alike by dedicating time and resources to professional development workshops. All teachers should know the why, how, and when behind district- and school-mandated assessments. Teachers can then gain the confidence and agency needed to use the results effectively to inform pedagogical practices.

3. How colleagues can help. Mentors can support new teachers in integrating assessment and observation into the daily demands of teaching. They can help brainstorm ways to assess students, assist with a timeline for assessment, help balance daily routines and expectations, and be a sounding board for what works or doesn’t for a range of students.

Early career educators can often develop a fear of the unknown or unpreparedness that impacts their ability to thrive and survive in the teaching field. The difference between teachers who thrive and those who don’t is support from preparation programs, school leadership, and their mentors.

When new teachers feel like a part of the community, are aware of clear and concrete expectations, and are validated for the knowledge they bring, they feel accepted, respected, included, and supported. And that’s a great beginning to a long career.

Ashley Nartey is director of diversity, equity, and community and a teacher at the National Child Research Center in Washington, D.C., and an adjunct lecturer and doctoral student at George Mason University.

Bweikia Steen is an associate professor of education and early childhood internship coordinator at George Mason University.

Chelseann Christopher is an adjunct professor for the early childhood department at George Mason University.