BOOSTing new teacher success

By following teachers through their first five years in the profession, researchers found that certain essential supports can improve teacher retention..

At a Glance

• Interviews with teachers during the first five years of their careers revealed certain common challenges.
• The BOOST framework enables leaders to give new teachers the support they need.
• The five elements of the BOOST framework are:
  • Backup systems that give new teachers and their mentors time to meet together during the school day.
  • Ongoing instructional coaching that helps new teachers build effective practices from the beginning.
  • Open and regular communication with mentors to ensure new teachers are not isolated.
  • Strategies for mentorship to give new teachers a network of support they can turn to in times of crisis.

Teachers are leaving the profession at an alarming rate. As a result, students, the teachers who remain, and school leadership must deal with a shortage of long-term institutional knowledge, underexperienced teachers taking over classrooms during the school year, and decreases in student achievement (Black, Neel, & Benson, 2007; Carver-Thomas & Darling-Hammond, 2019; Castro, 2025; Grissmer et al., 2000; Ingersoll, Merrill, & Stuckey, 2014; Menzie, 2023).

As teacher educators and researchers from three different teacher preparation programs, we launched a longitudinal study to examine how beginning teachers experienced support in their early years in the classroom and how those experiences shaped their career paths. To do so, we followed a group of future teachers from their student-teaching placements through the first five years of their teaching careers. Over time, many shared concerns about the lack of consistent mentoring and induction support (Sydnor, Davis, Daley, 2024). By the fifth year, 20% had left the profession, and only one-third were still in their original teaching roles (Davis, Snydor, & Daley, in press).

This study followed nine novice elementary teachers who graduated from three teacher preparation programs in two Midwestern states. Participants have taken part in annual in-depth interviews since spring 2020, with the most recent conducted in 2025. As beginning teachers shared their experiences, certain words and phrases surfaced repeatedly: burnout, overwhelmed, scared, isolated, and seeking validation. Two of our participants described their first two years in vivid metaphors, like being on a sinking ship and a lighthouse with no light. These weren’t just passing complaints; they were honest reflections of a system falling short.

 What do beginning teachers need?

We also asked the beginning teachers what they needed. Drawing on their responses, we developed the BOOST framework to illustrate what beginning teachers need:

• Backup systems
• Ongoing coaching
• Open and regular communication
• Strategies for mentorship
• Thriving wellness

These five elements offer leaders a practical, school-based approach to giving new teachers meaningful, lasting support that empowers them, builds their confidence, and strengthens their capacity to stay and succeed in the profession.

Backup systems to extend mentorship opportunities

All teachers have too much on their plates right now. New teachers struggle with feeling overwhelmed and under pressure as they begin their careers in teaching. Likewise, the teachers asked to serve as mentors are often overextended, entering the role with little or no training. Even the most well-intentioned mentors simply may not have the capacity to fully support others. Our teachers often mentioned their mentors had family obligations and were unavailable to them before or after school.

We suggest that administrators and leaders prioritize training and compensating mentors and providing contract hours for mentorship meetings. Likewise, we recommend reducing teachers’ responsibilities in their first year. Ideally, first-year teachers would be exempt from non-teaching responsibilities like lunch duty, recess duty, passing-period supervision, dismissal, etc. This would allow them to prioritize their acclimation to the teaching profession and free up time for them to meet with mentors during the school day.

Many teachers in our study described feeling alone and wishing someone would ask them what they needed, rather than assuming all new teachers required the same type of help.

The third year was a pivotal point in the careers of the teachers in our study. Many either hit their stride or peaked in frustration during their third year. Several left the profession during this time, while others expressed surprise at the lack of mentorship or support when transitioning to new grade levels, buildings, or districts. They expected, and needed, guidance during these shifts. Supporting teachers through role changes is critical to improving retention. 

Ongoing instructional coaching

Often, new teachers face a feeling of isolation and a lack of meaningful, individualized support. Many teachers in our study described feeling alone and wishing someone would ask them what they needed, rather than assuming all new teachers required the same type of help. Additionally, many reported that the instructional coach in their building primarily focused on sharing student data in meetings, with only a few experiencing actual coaching centered on improving their teaching practices. Without appropriate support, new teachers revert to “survival mode,” meaning they concentrate on maintaining order and completing daily tasks, frequently setting aside the instructional methods emphasized in their teacher preparation programs, such as intentional lesson design, differentiation, and reflective teaching.

Ongoing instructional coaching directly addresses these issues. Structured, regular coaching provides not only much needed connection but also targeted support that helps new teachers refine their instructional practices and classroom management skills before those survival mode habits take root.

Just as we differentiate instruction for students, we must also differentiate the support we provide to beginning teachers.

All of the coaching does not have to fall solely on a staff member officially titled “instructional coach.” Ideally, mentors could also be given released time to observe new teachers and offer feedback, and new teachers should have opportunities to observe their mentors and other effective teachers in action. These reciprocal observations would create meaningful opportunities for growth on both sides.

A true coaching cycle, where a teacher and an instructional coach or mentor work together to set personalized goals, reflects what our study participants said they craved: differentiated, relevant support rather than one-size-fits-all workshops that often felt like a waste of time. Just as we differentiate instruction for students, we must also differentiate the support we provide to beginning teachers.

Open and regular communication

Most of the teachers in our study felt responsible for initiating conversations with their mentors. Several recalled meeting with their mentor once or twice, but after no regular meeting time was set, they chose to navigate challenges on their own, feeling like they were a burden or an annoyance if they kept reaching out.

While it may seem like a simple solution, administrators could take a more active role in facilitating these meetings by scheduling them during contract hours. Both mentors and mentees, like all teachers, are juggling numerous responsibilities. Establishing a consistent structure for meetings would ease their burden and help ensure that these important conversations occur.

It’s also important for beginning teachers to connect with each other. The teachers in our study often mentioned feelings of isolation and a desire to collaborate with other beginning teachers. Half-day workshops each semester would allow them to meet with each other, observe other teachers in areas they want to grow, and debrief together. An instructional coach or administrator could organize class visits and facilitate workshops. This would demonstrate a clear commitment from school leadership to support early-career teachers.

Strategies for mentorship

Beginning teachers in our study consistently emphasized the importance of meaningful mentorship, yet most did not find it through formal mentors. Those who felt most supported had built their own constellation of mentors (Higgins & Kram, 2001; Kram, 1985) made up of colleagues within their school, educators from other buildings, former cooperating teachers, family members, and informal mentors they sought out themselves. Few reported that their assigned mentor played a significant role in their development.

New teachers should not be left to construct support systems on their own. School leaders, both administrators and teacher leaders, must ensure that a strong, reliable network is in place from Day One. This includes a carefully selected formal mentor, access to instructional coaches, and a collaborative teaching team that fosters professional growth and connection. While we encourage new teachers to expand their networks over time, that core foundation of mentors must be built in, not built alone.

We also need clear, responsive systems for moments of crisis. One teacher’s story continues to resonate with our team. Without an assigned mentor or a self-formed network, she felt completely alone during her first year. When she finally reached out to her principal, she was directed to seek personal counseling, and no strategies were offered or support discussed for her professional struggles. Like many others, she had been quietly “faking it until she made it” — too embarrassed to ask for help and unsure of where to turn.

Just as schools have protocols for fire drills or emergencies, we need an “SOS” system for teachers in distress. When a teacher feels overwhelmed, there must be a clear path for reaching out and receiving structured, empathetic support. New teachers should know exactly who to turn to and trust that their concerns will be met with understanding and action. These intentional systems are not just helpful; they are essential to retention and long-term success in the profession.

Thriving wellness

Many of our teachers described their well-being using words like burnout, overwhelmed, scared, and isolated. One teacher recalled quietly closing her classroom door and lying on the floor, simply trying to calm herself. Another described experiencing “waves of burnout and low confidence,” often taking long walks after school to “reset” before diving back into work. She struggled with insomnia, her mind constantly racing with thoughts about her students and how to better support them. Weekends were rarely restful, as she spent most of them at school preparing for the week ahead.

To help with these challenges, schools need to build systems that care for the whole teacher. Simple, informal check-ins that focus on well-being rather than evaluation can make a big difference. Low-stakes observations or peer coaching also offer space for new teachers to grow without added pressure.

Just as important is creating a culture that normalizes self-care. We need to move away from the idea that being a great teacher means always being selfless. Sometimes, protecting your own energy is what enables you to persist over time. We cannot ignore the emotional toll of supporting students through tough experiences. Acknowledging that weight and responding with real support is essential to keeping teachers in the profession.

Attracting new teachers with the BOOST framework

One of the key insights we have gained from listening to new teachers is the importance of finding a school where new teachers are genuinely supported. Educators entering the profession today are looking for more than just a job; they are looking for environments in which they can thrive both professionally and personally.

Given the ongoing teacher shortage, new teachers are increasingly able to be selective about where they work. To attract talented new teachers, schools need to showcase what their schools offer beyond salary and basic benefits. This includes the support systems designed specifically to nurture new educators.

To attract and retain talented new teachers, the solution is simple: support them.

We advise our students to ask directly about mentorship and induction programs when interviewing for teaching positions. Administrators should be ready to share how their school supports new teachers through meaningful mentorship, ongoing coaching, and structured communication. By openly communicating these practices, principals demonstrate that their school prioritizes the professional growth and well-being of new teachers — helping it stand out among others competing for the same pool of talented educators.

Our BOOST framework outlines essential components that administrators can highlight when recruiting beginning teachers.

• Backup systems: Beginning teachers want to hear that mentors aren’t also overwhelmed and can genuinely offer support. Emphasizing that new teachers have reduced non-teaching responsibilities during their first year shows that their transition to the profession is respected and prioritized.
• Ongoing coaching: Explain how instructional coaching offers individualized support tailored to each teacher’s unique needs. Beginning teachers are drawn to schools where coaching is structured, collaborative, and personalized.
• Open and regular communication: Let prospective hires know that your school actively facilitates regular meetings between mentors and mentees within contracted hours, alleviating the pressure on new teachers having to initiate these conversations.
• Strategies for mentorship: Clearly outlining your school’s structured approach to mentorship and crisis support reassures potential hires they will never feel isolated or unsure about where to turn when they need help.
• Thriving wellness: Schools that actively prioritize teacher well-being through informal wellness check-ins, peer support opportunities, and a culture of self-care are especially attractive.

The BOOST framework is not just a catchy acronym; it is a meaningful way to illustrate a school’s commitment to new teachers. If school leaders clearly communicate these support structures during interviews and recruitment efforts, they will attract committed, energized, and enthusiastic educators to join their school community. To attract and retain talented new teachers, the solution is simple: support them.

References

Black, L., Neel, J.H., & Benson, G. (2007). NCTAF/GSU induction project: Final report. National Commission on Teaching and America’s Future. https://learningforward.org/.

Carver-Thomas, D. & Darling-Hammond, L. (2019). The trouble with teacher turnover: How teacher attrition affects students and schools. Education Policy Analysis Archives, 27 (36), 1-29.

Castro, F. (2025). Urban school site teacher of color stories to stay or leave by: Examining teacher of color attrition and retention through narrative inquiry. Teacher Educators’ Journal 18, 59-83.

Davis, T.R., Sydnor, J., Daley, S. (in press). Sustaining teachers in the profession: Listening to the voices of early career teachers in the United States. In Teacher Professional Development in Times of Global and Glocal Shifts: International Perspectives. Eds. Maria Assunção Flores and Cendel Karaman. Rutledge.

Grissmer, D.W., Flanagan, A., Kawata, J. H., & Williamson, S. (2000). Improving student achievement: What state NAEP test scores tell us. RAND.

Higgins, M.C. & Kram, K.E. (2001). Reconceptualizing mentoring at work: A developmental network perspective. Academy of Management Review, 26, 264-288.

Ingersoll, R.M., Merrill, L. & Stuckey, D. (2014). Seven trends: The transformation of the teaching force. Consortium for Policy Research in Education.

Kram, K.E. (1985). Improving the Mentoring Process. Training and Development Journal, 39 (4), 40–43.

Menzie, L. (2023). Continuity and churn: Understanding and responding to the impact of teacher turnover. London Review of Education, 21 (1), 1-13.

Sydnor, J., Davis, T.R., Daley, S. (2024). Learning from the unexpected journeys of novice teachers’ professional identity development. Education Sciences, 14 (8), 895.

---

This article appears in the Summer 2026 issue of Kappan, Vol. 107, No. 7-8.