Supporting Educators for Student Achievement

Induction with Mentoring

Individualized Support for
New Hires

Developing and Retaining
Great Educators



Supporting Educators for Student Achievement

  • Public school teachers who change jobs usually say they do so for a better teaching opportunity or because they are dissatisfied with administrative support or school conditions (Graziano, 2005).
  • Four major trends emerge from research literature about why new teachers leave their positions:
    • New teachers feel overwhelmed by the expectations and scope of the job;
    • New teachers feel isolated and unsupported in their classrooms;
    • New teachers are unclear about expectations;
    • New teachers' own expectations don't match the actual job. (Massachusetts Association of Teachers, 2006)
  • It is often assumed that teachers leave because of low salaries, but according to the National Center for Educational Statistics only about 5% leave for salary. In fact, teachers are much more likely to report lack of administrative support as the reason for their departure. (NCES, 2005)

Promising Strategies

Ellen Moir,  Phases of First-Year Teaching, California New Teacher Project, published by the California Department of Education (CDE), 1990.

Mark Littleton & Pam Littleton, Evolution of a Teacher, Inspiring Teachers Publishing, Inc.

Ellen Moir, Listening to the Voices of New Teachers, New Teacher Center at UCSC.


NH Department of Education - 101 Pleasant Street - Concord NH 03301
Phone: (603) 271-3495 Fax: (603) 271-1953 - TDD Access: Relay NH 711