Beginning Teacher Support
The quality of interactions between beginning teachers and their colleagues can play a critical role in new teacher success. Launch into Teaching pairs beginning teachers with carefully prepared mentors who support them in a trusting, respectful and confidential partnership that goes beyond "buddy mentoring". Launch into Teaching provides a comprehensive model of induction, accelerating novice teachers' learning and impacting student achievement.
My mentor did it all, from observing me to being an advocate for me when I had no support. We had discussions every day and she even saved me from giving up on teaching.
-Second year beginning teacher
American schools spend 2.6 billion dollars annually to replace beginning teachers who leave the profession well before they can develop fully as high quality practitioners. Research shows that up to 50% of novice teachers leave within their first five years of teaching. The most common reason for leaving is isolation and lack of support in developing their teaching practice. Using a program such as Launch into Teaching, research shows beginning teachers exhibit increased job satisfaction, are retained at higher rates, work more effectively with diverse students, and are better prepared to solve problems around issues of instruction and student achievement.Launch into Teaching provides a multi-year, multi-layered, comprehensive induction program of support and learning for beginning teachers and their mentors. While mentoring is the most common component of induction, it is largely underdeveloped in most school contexts. Launch into Teaching understands mentoring is a practice that requires ongoing support and development. Multiple experts from the university and school district help beginning teachers and mentors develop pedagogical content knowledge that is essential to teach effectively and raise student achievement.
Working closely with one another, beginning teachers and Launch into Teaching prepared mentors meet weekly to engage in professional conversations. Depending on the novice teachers' needs, mentors may model teach, co-plan and co-teach lessons. They may engage in targeted observations of the novices in their classrooms and use a variety of observational tools to engage the beginning teachers in reflecting on the effectiveness of their teaching. During regularly scheduled conferences, conversations between novices and mentors focus on substantive topics such as:
- planning standards based instruction and assessment based on developing rigor in task, text and talk
- utilization of strong student motivation
- understanding subject matter
- scaffolding of student learning
- integration of classroom management with purposeful student engagement
- analysis of student work
- learning in and from practice
Useful tools for helping beginning teachers learn to teach can be found here.
Through a collaborative relationship with mentors, beginning teachers continue to develop a vision of teaching in ways that extend and support their practice to directly impact student achievement. Further new teacher support is provided during professional development opportunities that Launch into Teaching works closely with mentors to develop and facilitate. These learning opportunities enable novice teachers to talk reflectively with one another about their developing practices.
Access online modules to develop beginning teachers' practices here.
With our focus on increasing teacher quality, Launch into Teaching is poised to make a difference in beginning teacher learning and development.