Opinion: From surviving to thriving: What beginning teachers wish they knew

Tammi Davis

What if the key to solving the teacher shortage problem isn’t just hiring more educators but making sure the ones we have never want to leave?

Across the country, new teachers are leaving the profession at alarming rates, and Missouri is no exception. Research highlights that early-career mentorship significantly impacts whether a teacher stays or leaves, yet only a small percentage of teachers receive a comprehensive induction into the profession.

Since 2020, my research team has followed a group of new teachers from Missouri and Indiana, documenting their transition from college students to full-time educators. Their stories reveal insights about what works, what doesn’t and how we can better support teachers just starting out.

The importance of early mentorship
The shift from teacher preparation programs to full-time teaching is overwhelming. Many enter with idealistic visions of shaping young minds and loving kids, only to be met with the harsh realities of classroom management, curriculum planning and administrative demands. Without structured support, burnout sets in, leading to attrition.

Research shows that mentorship increases teacher retention. Early-career teachers who receive structured mentorship and induction are significantly more likely to stay in the profession. Strong mentorship provides guidance, emotional support and a framework for navigating the complexities of teaching.

Challenges in mentoring models
While many school districts assign mentors to novice teachers, these programs often lack consistency and effectiveness. Some new teachers receive minimal support, while others struggle with mismatched pairings. Many mentorship programs last only one year, leaving teachers without sustained support during their most critical first three to five years.

Administrative challenges also weaken mentorship efforts. Schools facing teacher shortages often overburden experienced educators, limiting their availability for mentoring. Additionally, without structured mentor training, guidance can be inconsistent and ineffective.

The power of mentorship constellations
A promising solution is the mentorship constellation model. Instead of relying on a single mentor, novice teachers benefit from a network of experienced educators offering diverse perspectives and support. This model ensures teachers receive tailored guidance from different experts:

• Instructional coaches provide curriculum support and teaching strategies

• Veteran teachers offer insights on classroom management and student engagement

• Administrators help navigate school policies and professional growth

Here are some mentorship strategies for long-term retention of new teachers:

1. Sustained mentorship beyond year one. Extending mentorship for at least three years ensures continuous support as teachers grow. Regular mentor-mentee check-ins foster meaningful guidance, while peer collaboration – through mentoring cohorts and professional learning communities – creates a supportive network.

2. Investing in mentor training and compensation. Effective mentorship requires trained, dedicated mentors. Schools should provide professional development in coaching and feedback, offer stipends or reduced workloads and establish clear mentorship expectations for accountability.

3. Easing the burden on new teachers. Novice teachers thrive with structured support. An SOS system provides a judgment-free way for teachers to seek help from administrators, ensuring timely intervention. Gradual workload adjustments allow them to focus on instruction, while regular administrative check-ins help identify and address challenges early.

The business case for teacher retention
High teacher turnover is costly, disrupting learning and school stability while burdening districts with recruitment and training expenses. Investing in mentorship and induction programs improves retention, enhances student outcomes and fosters a stronger school culture. Prioritizing mentorship builds a resilient, dedicated workforce, strengthening education for all.

The Missouri Department of Elementary and Secondary Education’s recent release of the Teacher Recruitment and Retention Playbook underscores the urgent need for a consistent, statewide approach to supporting new educators. It’s evident Missouri’s education leaders recognize this challenge and are actively pursuing solutions.

The foundation is being built but policies alone won’t solve the problem. The real challenge is turning these initiatives into meaningful, lasting change. Schools must move beyond checking boxes and invest in mentorship that is structured, sustained and collaborative.

When new teachers feel supported, valued and prepared, they don’t just survive, they thrive. In the face of a worsening teacher shortage, prioritizing mentorship isn’t just a good idea – it’s the only way forward.

Tammi Davis is an associate professor of elementary education at Missouri State University. She can be reached at tammidavis@missouristate.edu.