Educators universally agree that teacher mentoring programs and professional learning are two essential factors in the scope of support for early-career teachers (Smith& Ingersoll, 2004). As schools grapple with the decline of certified teachers exacerbated by the pandemic, it is more important than ever to consider the type and frequency of…

This qualitative study explores the holistic approaches that seven mentors use to attend to the well-being of new professionals as they transition into the classroom. We define holistic mentoring as practices that intertwine the professional with the personal, and bring together the aesthetic, intellectual, and moral in supporting beginning…

High turnover and attrition of teachers negatively impacts student achievement and instructional quality (Borman & Dowling, 2008). Studies show attrition disrupts learning, increases workload, and erodes school culture (Carver-Thomas & Darling-Hammond, 2019, Schaefer et al., 2012). Addressing these challenges necessitates better support…

While computer science is widely recognized as crucial for all U.S. high school students, challenges persist for teachers' pedagogical, content, and culturally responsive-sustaining education. In this paper, we explore how a co-teaching model with an experienced CS instructor shaped three novice CS teachers' knowledge while implementing Advanced…

This research study aimed to identify the factors influencing new teachers' perceptions of their preparedness for 21st-century urban classrooms and provide insights to enhance teacher retention and development strategies. New teachers have long been an underutilized subject in educational research. This mixed-methods study examined new teachers'…

The purpose of this study was to explore the experiences and perceptions of teachers early in their practice as they work with an instructional coach to build their cultural awareness in three large, urban school districts at different phases of their implementation. These phases were identified as the levels of implementation of cultural…

This article describes a research-enriched, action-oriented plan for supporting educators in PreK-12 district-wide mentoring through online professional development inspired by Kram's model.

Teacher retention in high attrition urban school systems presents significant challenges to school systems and the communities they serve. The vast majority of children being educated in urban school systems are underserved by their schools. The lack of experienced teachers combined with high turnover creates a lack of consistency in teaching.…

The first five years of teaching are believed to be crucial in a school district's teacher retention efforts. The challenge novice teachers face to meet learners' academic, social, and emotional needs within a school community can prove to be especially daunting. Additionally, the context in which teachers learn to teach such as easier-to-staff…

Beginning special education teachers face significant challenges early in their careers. These challenges are sometimes intensified based on their teaching environment. The problem is that novice or early-career special education teachers often lack the proper training, supports, or coping skills to address the challenges that they may face in an…

The purpose of this paper is to highlight the work of one tripartite partnership with stakeholders to improve and strengthen novice teachers' pedagogical designs using design based professional learning guided by the principles of knowledge building/knowledge creation. The tripartite partnership involved 450 novice teachers from an urban school…

The retention of Black teachers in the teaching profession remains challenging due to historical events and policies, low salaries, lack of support from administrators, and other school factors. This action research study aimed to investigate, develop, and implement a retention support program for Black teachers employed in their first-fifth year…

A large urban school district wanted to understand how its first-year teacher mentoring program might better support the district goals of increasing retention and maintaining a diverse workforce. This study investigated new teachers' participation in that program; how participation varied across teacher characteristics, especially how…

A large urban school district wanted to understand how its first-year teacher mentoring program might better support the district goals of increasing retention and maintaining a diverse workforce. The study investigated new teachers' participation in that program; how participation varied across teacher characteristics, especially how…

Teacher induction and mentoring programs are increasingly promoted as an effective mechanism for improving new teacher quality, new teacher retention, and student outcomes. This Study Snapshot highlights key findings from a larger study that examined teacher survey and staffing data to describe new teachers' participation in a large urban…