I’ve always known I wanted to be a teacher. I come from a family of educators; my mother was a teacher for over 30 years, spending her entire career at a single school. Growing up, my brother and I—who are four years apart in school—shared many of the same teachers. This continuity shaped my early perception of the profession. I believed that teachers entered the field, stayed for decades, and eventually retired, having devoted their lives to education.
It wasn’t until I earned my teaching degree and stepped into a classroom of my own that I was faced with a much different reality. I quickly learned about the harsh truths surrounding teacher turnover and the alarming rates of attrition, particularly among early-career educators. From the moment I discovered how many teachers prematurely exit the profession, I’ve been determined to understand why.
Many of the reasons educators leave are well-documented—low salaries, limited support, and poor work-life balance consistently top the list. Yet, much of the conversation and policymaking remains centered on recruitment: how to get more teachers into classrooms. Sutcher, Darling-Hammond, and Carver-Thomas reflect on this tendency, stating, “In times of shortages, policymakers often focus attention, understandably, on how to get more teachers into the profession. However, it is equally important to focus on how to keep effective teachers in the workforce” (p. 39). This raises an essential question: what about retention? What keeps teachers in the classroom year after year? That’s the question I couldn’t stop asking.
I began to consider what has kept me in the classroom. Yes, my salary matters, my passion for education plays a role, and summers off are a definite perk. But none of these factors have been as powerful as the support I’ve received from other educators along the way. It’s the people—mentors, colleagues, and fellow teachers—who have helped me navigate challenges and reminded me of my purpose. I’ve come to believe that mentorship is the key to unlocking teacher retention.
It’s the people—mentors, colleagues, and fellow teachers—who have helped me navigate challenges and reminded me of my purpose.
Someone Who Cares
I remember one particularly difficult day during my first year. I was having a challenging time collaborating with my co-teacher, student behavior was getting out of control, and I didn’t feel like my lesson had landed. I sat alone in my classroom after dismissal, wondering if I had what it took to be a good teacher. My mentor, a veteran teacher down the hall, popped in with no agenda—just to check in. She sat beside me, listened, and offered words of encouragement. That small gesture, that human connection, gave me the reassurance I needed to keep going.
But here’s the thing: not all mentorship is created equal. That’s why our next question must be: What makes a mentoring program effective? To explore this, I spoke with several early-career teachers whose perspectives offered valuable context. Although this was not part of a formal research study, my aim was to ground my analysis in the authentic experiences of educators currently navigating the profession. Through their reflections, three consistent themes emerged.
1. Shared Characteristics Between Mentor and Mentee
The first theme—shared characteristics—lays a critical foundation for a successful mentoring relationship. These similarities may include grade level or subject area, but they can also encompass deeper elements such as race, gender, or teaching philosophy. One special education teacher recalled how their mentor, who had previously worked with the same population of students, offered meaningful insight into lesson planning, writing IEPs, and managing student behavior. A high school math teacher shared that her first mentors were two veteran math educators who not only supported her with curriculum design and project-based learning but also taught her how to navigate aspects of the job that aren’t always addressed in teacher preparation programs, like parent communication and school culture. Another teacher, who works in early childhood education, admitted that she initially resisted mentorship, viewing it as a sign of inadequacy. But once she connected with a mentor who shared her core beliefs about early learning, she began to see its value. Her mentor offered tools and strategies that helped her gain confidence and competence. These stories underscore the importance of thoughtful mentor-mentee pairings. Too often, matches are made at random, without intention, which limits the potential for meaningful impact.
2. Availability to Observe and Be Observed
The second theme was the ability to meet regularly and witness practice in action. Every teacher I interviewed emphasized how valuable it was to observe their mentors teaching and to be observed themselves. These opportunities brought theory to life. It’s one thing to read about a strategy in a textbook—it’s another to see it implemented in a real classroom with real students. But this kind of support requires intentional scheduling and a commitment from schools to prioritize mentoring as a critical part of onboarding. One teacher recalled how her mentor regularly sacrificed her own time after school to ensure they could connect. While this demonstrates the mentor’s dedication, it should not be the expectation. Effective school leaders must be intentional about prioritizing and protecting time for mentoring, ensuring that the work is valued and supported within the school day. Being able to talk through lessons, debrief difficult moments, and see effective instruction modeled in real time gives new teachers the tools and confidence they need to grow.
3. Ongoing Support Beyond the First Year
The third and final theme centered on the ongoing nature of mentorship. I was reminded of mentoring expert Kathy Kram’s theory on the stages of mentoring, particularly her final two stages: separation and redefinition. In these stages, the mentor and mentee may no longer work in the same building or even the same district, but the relationship, while redefined, often remains intact. In almost every case, the mentees I spoke with still reach out to their mentors for guidance, encouragement, or simply to share successes and challenges. I have also maintained contact with many of my formal and informal mentors over the years. Sustained mentorship creates a bond that extends beyond logistics and into lifelong professional growth. These continued relationships serve as a form of ongoing professional learning, where advice and encouragement evolve alongside an educator’s career.
In almost every case, the mentees I spoke with still reach out to their mentors for guidance, encouragement, or simply to share successes and challenges.
Stronger Mentoring, Stronger Teaching
Entering the field of education is not a single moment of arrival but an ongoing journey that demands both solid preparation and consistent support. Completing a first year of teaching doesn’t mean a teacher has it all figured out—far from it. Each year presents new dynamics, deeper questions, and greater growth. Mentorship provides the scaffolding that allows teachers to continue learning and building confidence as they grow into their roles.
Mentorship not only supports skill-building and practical knowledge but also helps shape how new teachers view themselves within the profession. Early-career educators are still forming their professional identities—navigating not just how to teach, but who they are as educators.
Mentors who affirm, challenge, and guide novice teachers through that process can make a lasting impact. These relationships help newer teachers feel seen, supported, and equipped to evolve in a complex and demanding field.
If I could design a mentorship model for schools, it would be grounded in both intentionality and longevity. Mentors would be trained, supported, and compensated. Matches would be made thoughtfully, with input from both mentors and mentees. There would be protected time for observation, collaboration, and honest conversation. And most importantly, the program would not end after year one. It would extend into the following years as teachers face new roles, new students, and new challenges.
We cannot afford to treat mentoring as optional. If we are serious about addressing teacher attrition, we must invest in meaningful, responsive, and lasting mentorship. The stories shared by early-career educators, including my own, remind us that connection, community, and guidance are not extras—they are essentials.
