Confronted with mounting expectations and stressful conditions, early career educators leave the profession in droves within the first five years. That — plus reports that teaching is harder post-pandemic than ever before — stumps officials and the public with two core questions: how do we make teaching better, and how do we help teachers stay?
The Teachers College New Teacher Induction (NTI) program offers multifaceted solutions, pairing new graduates with a paid mentor and facilitating cohort-based learning experiences along with additional support throughout the year. Funded by the New York Community Trust, the program — by the end of its second year in May — will have assisted 72 New York City public school teachers, all of whom are from underrepresented backgrounds, teach high-need subjects, or teach in East Harlem’s School District 4.
“That first year of teaching is so stressful, no matter how prepared you are. It’s like building an airplane in flight,” explains Katie Ledwell, Associate Director of TC’s Office of Teacher Education (OTE). “Teachers College does an amazing job in grounding people in theory and helping them develop a stance in teaching that is social-justice oriented, anti-racist and inclusive. So our folks come out really ready to be agents of change in their schools, but additional support can be helpful when navigating the day-to-day challenges of being a full-time first-year teacher.”
Through the program, new educators from across disciplines find support tailored to their own needs, such as challenges ranging from student behavior to classroom management and internal stress.
Did you know? Other TC programs designed to address related challenges include:
Mentors and mentees participating in the NTI program review self-care tips for new educators. (Photo courtesy of OTE)
Often TC graduates themselves, mentors work closely with recent grads under stewardship from the Office of Teacher Education. Ledwell and doctoral student Emelia Pelliccio support the more seasoned educators in their guidance, in addition to planning programming for the cohort.
“Teaching is really a profession where learning is happening over years, and TC is really helping with that learning arc,” explains Aimee Katembo, Director of the Office of Teacher Education, who hopes that the College will be able to offer induction support more widely in the future. “Induction programs like this are really important to combat the teacher shortage broadly, not only prepare folks but also to keep them in the classroom.”
Katembo, Ledwell and TC leadership have been laying the groundwork for the New Teacher Induction program since 2022, finding partnership with the New York Community Trust — which has supported numerous initiatives and research projects at the College.
“Experience is a major marker of teacher quality. But many teachers leave NYC public schools after just a few years,” says Eve Stotland, Senior Program Officer at The New York Community Trust. “The New York Community Trust is proud to support solutions to this issue like the New Teacher Induction program which provides recent graduates — including teachers of color and those who are alumni of the city’s schools — with the support they need to remain in the classroom and chart a path as lifelong educators.”
Meet the New Teachers and Their Mentors
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Victoria Dumas, NTI mentor and English Language Arts Teacher, and Anne Scotti (M.A. ’23), Social Studies Teacher
How do you support one another in the classroom?
VD: “Support for Anne has looked like informal observations, feedback conversations, lesson planning support or simply being available as a safe space and listening ear. What makes our relationship special is that it is reciprocal. Just as I hope I have impacted Anne’s practice, my sessions with Anne have deeply affected my pedagogy. Visiting her classroom has been a testament to how important mentorship is for both parties.”
AS: “Victoria has been such a supportive mentor throughout my first year teaching and now into my second year, as a sounding board for ideas and a safe space to vent. When visiting me at my school, it’s been a blessing to receive feedback from her as an objective observer. Whether it’s the bigger picture or a small detail of a lesson, she notices everything, and has great ideas on how to amend or extend lessons for future improvement.”
What have you learned so far?
VD: “To appreciate the power of personalized mentorship. The beauty of this program is that support is individualized. I can focus on what Anne, or any of my mentees, needs to prioritize because everyone’s first years of teaching are unique. And, more importantly, everyone needs a safe space outside of their school to navigate challenges or celebrate victories that are important to them.”
AS: “Always trust your gut. Several times, I’ve felt uncertain about how a lesson went — good or bad — and Victoria was already on the same wavelength. She’s empowered me in that sense and makes sure I’m also practicing self-care (which has definitely been a challenge). As someone who is also self-critical, I’ve learned from Victoria to trust the process and that I don’t have to master everything right away — enjoy the journey!”
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Kim Raccio (M.A. ’07), NTI Mentor, and Lixian (Alicia) Sun (M.A. ’24), High School Science Teacher
How do you support one another in the classroom?
KR: “Alicia and I started looking at lesson plans and thinking about structures to strengthen her workflow. I had the chance to observe her teach one of the lessons we prepped together. This provided us with an excellent opportunity to debrief the entire lesson cycle. I hope the whole process felt safe and supportive for Alicia — the first year of teaching can be challenging.”
AS: “Dr. Raccio has supported me in many ways by offering guidance on lesson planning, ensuring that my lessons are engaging and well-structured, and sharing valuable teaching resources that I can incorporate into my curriculum. She has definitely helped me navigate co-teaching by offering effective co-planning strategies and fostering collaboration with my co-teachers.”
What have you learned so far?
KR: “I’ve learned that Alicia is hard-working and dedicated. She prioritizes building strong student relationships, and I saw how her lessons developed to increase student voice —I’m so excited to see how she continues to grow in her second year in the classroom!”
AS: “The importance of collaboration and adaptability in the classroom. I’ve gained insight into effective lesson planning, co-planning and utilizing various teaching resources. Dr. Raccio’s support has taught me the value of being open to new strategies and opportunities, which has enhanced my teaching approach.”
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Rebecca Candela, NTI Mentor and High School Social Studies Teacher, and Nora Mahmoud (M.A. ’24), Special Education & Social Studies Teacher
How do you support one another in the classroom?
RC: “Our support came in the form of informal conversations, check-ins and texts. As an educator, it’s important that you have a safe space to process your day-to-day teaching life with someone that truly understands what it’s like.”
NM: “Rebecca has provided me with classroom support through informal texts and conversations, particularly when it comes to classroom management and finding effective ways to communicate with my co-teachers.”
What have you learned so far?
RC: “It’s important to have clear boundaries between work and personal life—teaching is a deeply personal profession. Also, understand that everyone will move differently in the classroom—what’s key is building an environment that helps learners thrive.”
NM: “I have learned to be clearer and more concise in my interactions with students by scaffolding their material in a way that speaks to each student’s learning needs. I have also been trying to trust my instincts more, especially when advocating for students with [individualized education programs] and speaking up to my co-teachers about pacing, content, and follow-through consequences.”
— Morgan Gilbard and Jacqueline Teschon
Published Monday, Nov 4, 2024