In today’s classrooms—spaces that are more diverse, dynamic, and demanding than ever before—new teachers are expected to hit the ground running. But here’s the challenge: far too many don’t stay long enough to hit their stride. Schools are not just facing a teacher shortage but a serious retention crisis. In many places across North America more than half of new teachers leave within their first five years. Often the ones who do stay tend to never feel completely prepared to fully thrive as a teacher by their fifth year. What is equally as troubling is the notion that only a fraction of today’s educators would encourage young people to enter the profession (The Mentor’s Guidebook, p.6).
So, what can we do? Naturally the solution isn’t as simple as hiring more teachers which tends to be what we think is the most reasonable action. The truth is the solution is more complicated than we might think, as we must not only consider who we are attracting into the profession (and how we are fostering growth and development), but also how we can retain and support the growth and development of our existing new teachers. It lies in how we support the ones we already have—especially those just starting out. That’s where mentorship comes in. In today’s educational landscape, the imperative to support and retain new teachers is not just a noble goal—it is a critical necessity. In this first of three blog posts we will examine the unique relationship that exists between mentors and teachers, as well as resources developed intended to support the development of both groups.
Complementary, Compatible, and Uniquely Independent
When we sat down to conceptualize how we intended to support both mentors and new teachers, we came to a common conclusion. Each position is uniquely independent with its own set of challenges and also, mentors and new teachers exist in a complimentary and compatible relationship. When this relationship is managed accordingly, there can be a great impact on BOTH new and mentor teachers. The result of our conceptualization was two books that are complementary, compatible, and uniquely independent themselves. We proposed Navigating the First Years and The Mentor’s Guidebook to offer a shared commitment to helping new teachers not only survive those first few years but actually thrive. These projects remind us that great teachers are not born fully formed—they are shaped through support, reflection, and intentional guidance. And when that guidance is grounded in compassion, clarity, and community, the impact can be transformative.
Intentional Support for New(er) Teachers
New(er) teachers deserve the opportunity to experience thoughtful, and meaningful professional learning; yet in many cases this group of teachers can be overlooked. There are many reasons for this such as, we don’t want to burden them with more work in an already busy field, we intend to give them the first year to ‘get their feet wet’, we think that if they truly wanted or needed help they would reach out. It is important to note two things, firstly we purposefully included the (er) to new(er) as a means to highlight the importance of acknowledging that many teachers require a few years before the feeling of being new fades away. Secondly, many new teachers yearn for support, professional learning, and opportunities for them to grow as they strive to thrive by (year) five. Our goal was to provide the desired content through Navigating the First Years.
Rather than offering an abstract theory or one-size-fits-all solutions, we provide a practical toolkit designed to meet teachers right where they are. With content focusing on fostering inclusive classrooms where every student feels heard, respected, and valued. There’s guidance on building relationships, managing equity fatigue, and recognizing how identity plays a role in classroom culture. It also acknowledges a reality that’s often ignored: many new teachers are themselves navigating systemic barriers—whether they’re teachers of color, career changers, or internationally educated professionals. Representation and belonging matter just as much for teachers as they do for students.
Navigating the First Years also addresses teacher well-being with an honest and pragmatic lens when considering the complexities of teaching in the early years. There is permission here to rest, to have boundaries, to bring one’s whole self to the profession. Practical content also walks teachers through everything from figuring out the school’s hidden curriculum and mastering planning cycles to building engaging lessons and designing assessments that feel meaningful, not punitive. Our goal in creating this text was to strike a balance between care and competence – as teachers we do not shy away from the challenges, thus we insist that new teachers deserve the tools, time, and support to get better, not just get by.
Schools are not just facing a teacher shortage but a serious retention crisis.
Deliberate and Structured Mentorship
While much attention is placed on how to support new(er) teachers, it’s equally important to recognize that mentoring itself must be supported—intentionally, systematically, and with heart. Veteran teachers who step into the role of mentor are often navigating their own complex responsibilities, and without the proper guidance, mentorship can become more performative than impactful. We firmly believe that with the right tools, mentors can transform not only the trajectory of a new teacher’s career but also their own sense of purpose and growth.
The Mentor’s Guidebook underscores that mentoring isn’t just about offering advice or sharing resources—it’s about building capacity through reflection, empathy, relationship and shared responsibility. One of our key goals in writing this book was to create a model that enables mentors to understand their own strengths and areas for growth. Our “Mentorship Mindset Model,” outlines five dimensions (Motivation, Modality, Matching, Momentum, and Maintenance) that help you as a mentor to know where you are at in terms of your current attitudes and dispositions towards mentoring (The Mentor’s Guidebook, p.12). Moreso, the model helps you grow your knowledge, understanding, and skills to mentor more confidently and effectively. When mentors receive support to explore why they mentor, how they do it, and what might be getting in the way, their impact becomes deeper, more consistent, and more sustainable.
One of our most compelling messages is that mentorship is reciprocal. While new teachers benefit from guidance, mentors benefit from perspective. Veteran educators rediscover the “why” of their profession as they walk alongside someone experiencing it all for the first time. In doing so, they reflect on their own practices, challenge their assumptions, and reignite the joy that brought them to teaching in the first place.
This mutual growth is especially important in today’s school contexts, where the mentor is no longer just a guide—they are a culture-builder. They are growing as leaders. When mentors are well supported, they are better positioned to build inclusive, compassionate, and equitable school cultures. They are more aware of biases, more prepared to respond to diverse needs, and more capable of modeling reflective practice. And perhaps most importantly, they are equipped to hold space for the real emotions and struggles that come with teaching in today’s world.
If we want new teachers to thrive by year five, we must ensure mentors thrive in their roles too. That means providing professional learning, release time, collaborative structures, and recognition—not as an afterthought, but as a cornerstone of teacher development. As The Mentor’s Guidebook reminds us, great teachers don’t just appear—they are cultivated by other great teachers who care enough to show up, speak truth, and stay the course. This is one way we can increase retention of new(er) teachers!
Striving to Thrive by Five
Supporting new(er) teachers isn’t just a retention strategy—it’s a commitment to the future of education. Through intentional mentorship and practical, equity-centered tools, we can help teachers not only survive but thrive in their early years. When both mentors and new teachers are empowered, the ripple effects transform entire school communities. Over the course of the next few weeks we will be diving deeper into the specific content of each of our new books (Navigating the First Years and The Mentor’s Guidebook) through their own individual blog posts. Thriving by year five is possible—when we invest in the relationships, resources, and reflection that make it so, regardless of whether we are new(er) teachers, newer mentors, or seasoned teachers. Collectively we all have a responsibility to uphold the principles and practices of our profession so that we can be the best teachers for our students.
References
Bustamante, V., Adomako-Ansah, S., Cusack, T., & Davies, W. (2025). Navigating the first years: A toolkit for classroom success. SAGE Publications.
Bustamante, V., Cusack, T., & Davies, W. (2025). The mentor′s guidebook: Unleashing your potential to inspire and retain new teachers. SAGE Publications.
