Helping new teachers succeed

Q: “How can I ensure the success of our new teachers so they can feel successful right away?”

Signed, Onboarding director

A: I hear this question a lot, and for good reason. We all know the magic a passionate, well-supported new teacher can bring to a classroom. Conversely, we also see the drain and disappointment that can occur when they feel lost, overwhelmed, or unsupported.

When I started teaching, there was no onboarding. I was the third teacher hired to fill a single vacancy, and I started Sept. 30. I was excited to begin teaching, but there were many hurdles I was unprepared for. I wanted to be good but questioned whether I made the right choice. Fortunately, some people in my school wanted to help. They put together a cohort of new teachers who met with our teacher center coordinator. It did take me some time to find them. However, once I had that lifeline, I began accumulating the tools I needed to succeed.

When we hire new teachers, it’s not just about filling a vacancy; it’s about nurturing the next generation of educators, and that’s why supporting them from the very beginning is so important.

Laying the foundation: A robust preservice experience

Before our new teachers even walk through the school doors on day one, there’s so much we can do to set them up for success. Think of this as building a sturdy foundation for their teaching career. These are some things I wish I had when I started.

Comprehensive orientation beyond the basics: Forget a quick human resources paperwork session and a building tour. A truly effective onboarding starts with a multiday, in-depth orientation. This isn’t just about policies and procedures, though those are important. It’s about immersing new teachers in your school’s culture. When I started my leadership role, we took a field trip around the district to visit all the sites. It helped to orient me to what the buildings were called and how far they were from my office. Additionally, we had a week of onboarding for all new hires, me included, at our central office. Having robust orientation processes allows new people to make friends early, learn essential expectations, and ask questions in a small group before integrating with the rest of their school teams.
Meet the team: Make introductions not just to administrators but also to department heads, veteran teachers in their subject area, support staff (counselors, librarians, IT), and, if applicable, key community partners. These initial connections can make a world of difference and seeing a familiar face on day one can keep new teachers from feeling isolated.
Curriculum deep dive: Provide a thorough overview of the curriculum they’ll be teaching, including unit plans, assessments, and available resources. Don’t just hand over a binder; have department chairs or experienced teachers walk them through the rationale, key pedagogical approaches, and common student challenges. I can’t say this enough. Building time into the professional learning and onboarding to help them know their content will give them one less thing to be overwhelmed about.
Technology toolkit: Ensure they are comfortable with all the technology they’ll use — learning management systems, student information systems, communication platforms, and any specific classroom tech. Offer hands-on training sessions, not just links to manuals.
School culture and expectations: Clearly articulate the school’s mission, vision, values, and behavioral expectations for students and staff, including their roles in fostering a positive and inclusive school environment. Actively model what you want them to be through the mission, vision, and values!

Connect them with their people: The power of mentorship

If there’s one single element that can make or break a new teacher’s experience, it’s having a solid mentor. This isn’t an add-on; it’s a necessity.

Strategic pairing: Don’t just assign the closest teacher or the one with an open schedule. Carefully and intentionally pair new teachers with experienced educators who are effective teachers, good communicators, patient listeners, and willing to share their expertise and struggles. Consider pairing new teachers with someone in a similar grade level or subject area and folks who will be freed up to visit their classroom and really serve as a role model.
Defined roles and responsibilities: Ensure the new teacher and the mentor understand their roles. The mentor should offer practical advice on classroom management, lesson planning, differentiation, grading, and navigating school policies but also serve as an emotional sounding board. The more clarity they have about expectations, the more likely it is they will be successful.
Protected time for connection: Schedule regular check-ins. This isn’t an optional “if you have time” thing. Allocate specific times for mentors and mentees to meet, whether for coffee, a brief planning session, or even just a quick chat after school.

Navigating the first year: Ongoing support and growth

Onboarding doesn’t end when the school year begins. The support work happens in the trenches, day in and day out.

Regular check-ins and feedback: More than observations: We all know classroom observations are part of the process, but let’s expand on that to provide truly supportive feedback. Walk-throughs by the mentor or the administrator and/or opportunities to visit other classrooms or have other teachers visit them can create opportunities for feedback.
Frequent, low-stakes touchpoints: Schedule informal check-ins with administrators and department heads early and often. These can be brief conversations about how things are going, what challenges arise, and what support is needed. This allows for early intervention before minor issues escalate. It also offers opportunities to touch base about the new teacher’s goals.
Constructive and actionable feedback: During formal observations, ensure the feedback is specific, balanced, and focused on growth. Instead of just pointing out what’s wrong, offer concrete suggestions for improvement and opportunities for the teacher to practice new strategies.
Focus on collaboration, not just evaluation: Frame feedback sessions as collaborative problem-solving opportunities. Ask the new teacher what they think went well, what they found challenging, and what support they believe would be most beneficial.

Building a collaborative community: Fostering belonging

New teachers can feel isolated. Creating a strong sense of community is paramount to their retention and well-being.

Departmental collaboration: Encourage regular meetings and collaboration within departments. This is where teachers can share resources, discuss challenging student situations, and collectively refine instructional practices.
Peer observation and coaching: Facilitate opportunities for new teachers to observe experienced colleagues (and vice-versa!) and engage in peer coaching. Seeing effective practices in action and having a trusted colleague offer targeted feedback can be incredibly impactful.
New teacher cohorts: Consider creating a dedicated cohort if you have multiple new teachers. Designate a leader or facilitator for this group who can organize additional check-ins, share school-specific resources, and foster peer support. When I started teaching, the cohort I was in was integral to my social and emotional success. We met regularly in our teacher center where we shared lunch, laughs, and learning. We all spent time together and became good friends as well as colleagues. It helped me succeed when challenging situations occurred.

Resource accessibility and professional development

New teachers often need more than just the standard professional development offerings.

Curated resource libraries: Make sure they know where to find curriculum materials, assessment tools, intervention strategies, and exemplary lesson plans. A well-organized and easily accessible digital or physical library is a lifesaver.
Targeted professional learning: Offer professional learning that directly addresses the needs of new teachers, such as classroom management, differentiating instruction, effective assessment, and building student relationships. This should be in addition to, not instead of, the general professional learning offerings.
Administrative support and empowerment: Ensure administrators are visible, approachable, and proactive in addressing the needs of new teachers. This means being available to answer questions, advocate for them, and empower them to make decisions within their classrooms.

Successfully onboarding and supporting new teachers isn’t just a nice thing; it’s a strategic imperative. When we invest in our new educators, we’re investing in our students, our school culture, and the future of our profession. Let’s commit to building robust onboarding programs and providing ongoing, meaningful support, and watch our new teachers — and our schools — flourish.

Have a question that you’d like Career Confidential to answer? Email ssackstein@educatorsrising.org or fill out this short form. All names and schools will remain confidential. No identifying information will be included in the published questions and answers.

This article appears in the Fall 2025 issue of Kappan, Vol. 107, No. 1-2, pp. 77–78.

ABOUT THE AUTHOR

Starr Sackstein

Starr Sackstein is the Massachusetts state coordinator for PDK’s Educators Rising program, COO of Mastery Portfolio, an education consultant, instructional coach, and author. She was a high school English and journalism teacher and school district curriculum leader. She is the author of more than 15 educational books, including Hacking Assessment (Times 10, 2015), Making an Impact Outside of the Classroom (Routledge, 2024), and Actionable Assessment (Routledge, 2026).

Visit their website at: https://www.mssackstein.com/