Here to Stay: 3 Ways to Improve New Teacher Retention

Why retention requires a new, more accurate view of teaching 

A common misconception about teaching is that teachers work from 8 a.m. to 3 p.m., Monday through Friday, and only for nine months out of the year. The idea that teachers have an “easy” schedule likely comes from the visible part of their workday—classroom instruction—which typically aligns with standard school hours and is made publicly available by schools and districts. However, this perspective overlooks the bulk of the work that occurs behind the scenes. Teaching is one profession where your time at work is often inadequate to prepare for the work needed to impact student learning.

In truth, teachers’ work extends far beyond the classroom. Preparing for each lesson often requires hours of planning, researching, and creating materials. After the school day ends, teachers spend additional time grading assignments, providing feedback, and communicating with parents. Weekends and evenings are frequently dedicated to these tasks, illustrating a workload that far exceeds the typical 40-hour workweek. To compound this, during the summer, many teachers continue to work on professional development, by attending workshops and conferences, and planning for the upcoming school year. Summer break is also a period for teachers to update their curricula, integrate new teaching strategies, and reflect on their past year’s successes and challenges.

In my quarter century in education, I have found that “other duties as assigned” or “perform all duties that may be required as a teacher” are the lines in teaching contracts that outline the most time-intensive parts of the job. Yet I often hear from others the sentiment communicated both overtly and subliminally: “You don’t have a real job like me.”

The problem with sacrificing professional development

These misconceptions can lead to a lack of appreciation and support for teachers and most certainly contribute to retention rates in schools and districts around the country. If the public believes that teachers have a “cushy” job with summers off, it can be challenging to advocate for the necessary resources and support that educators need to be effective with student learning outcomes. Misunderstanding the work of a teacher can also affect their morale, as the effort they put into their profession goes unrecognized and undervalued. All these issues culminate in the perception that professional development cannot be easily job-embedded and should be done on personal time outside the school day. This leaves teachers feeling the need to sacrifice their own professional growth. I myself have canceled plans to attend conferences on occasion as preparing substitute teacher plans for a number of days out of the building would cause too much stress on me and my students.

By understanding the reality of teachers’ work hours and responsibilities, we can better appreciate the dedication and hard work that goes into educating our youth. Recognizing and addressing these misconceptions is the first step in advocating for better support and resources for our teachers.

Establishing PD opportunities for teachers after university

Whenever I’m asked to describe my first years in teaching, I ask non-educators to imagine a train. As a beginning teacher, I arrived on the platform with my meager box of supplies and was greeted by my mentors and administrators, ushered onto the train, showed my seat, and provided with time and support as I became acclimated to the inner workings, features, and idiosyncrasies of the train. 

But education changed over the next two decades, and now the post-university experience of newly graduated teachers is much more disorienting. New teachers arrive on the platform with their meager box of supplies—and the train whips past them in a blur. By the time they rent a helicopter, meet the train, and lower themselves precariously into cars, it’s mid-February and the opportunity to acclimate is long gone. While their university education provides a solid starting point, real-world classroom experiences present unique challenges that require practical solutions and adaptive strategies that need to be learned while on the job.

To help new and veteran teachers alike, schools and districts need to provide job-embedded support systems to orient teachers to the speed of the profession while also providing skills and knowledge growth opportunities. These supports could include:

• Mentorship programs: Experienced teachers can provide guidance, share best practices, and offer moral support, helping new teachers adjust and thrive in their roles.
• Continuous professional development: Regular access to workshops, courses, and tools that can be used during a teacher’s limited time can help teachers stay updated with the latest educational research and methodologies.
• Collaborative culture: Embrace a culture where teachers can share resources, discuss challenges, and celebrate successes to foster a community of continuous learning and improvements.

How to improve teacher retention in our schools

By establishing strong support systems, schools can ensure that teachers are not left to “figure it out” on their own after leaving university. Continuous professional development, mentorship, and a collaborative culture provide the necessary infrastructure for teachers to grow, succeed, and remain committed to the profession.

So how can we do that?

The power of a professional learning community

Embrace and fully implement the Professional Learning Communities (PLC) at Work^® framework. PLCs are built on the principle that continuous, job-embedded learning is crucial for professional growth and school improvement. These communities foster a culture of collaboration, reflective practice, and shared responsibility for student success. 

PLC teams are structured groups of educators that collaborate regularly to improve teaching practices and student outcomes. Teams operate through regular meetings where teachers come together to discuss student progress, share strategies, and analyze data. These sessions provide a platform for educators to engage in deep, meaningful discussions about their practice and to support one another in implementing effective teaching strategies. 

The collaborative nature of PLCs encourages a sense of teamwork and mutual accountability, which can be highly motivating and supportive.

The importance of on-demand, high-quality professional learning

A second way to build in support systems is to adopt an ongoing professional development platform like Avanti. The Avanti platform is designed to meet the diverse needs of teachers through on-demand, personalized learning experiences. It offers a wide range of resources, including video content, implementation guides, planning resources, and self-reflection rubrics, all aimed at enhancing classroom instructional practices. 

With Avanti, teachers can access high-quality professional development without the constraints of time and location, making it more convenient and less disruptive to their teaching schedules. The platform’s focus on practical resources helps teachers implement new strategies and techniques effectively in their classrooms. Avanti promotes a culture of continuous improvement by providing ongoing access to new content and resources. 

Schools can integrate Avanti into professional development plans by encouraging teachers to use the platform regularly. Providing support for navigating its features can also include dedicated time for exploring Avanti during professional development days and integrating its use into PLC meetings.

3 ways to create intentional designs for retention

1. Improving teacher retention requires an approach that addresses the real challenges teachers face. By implementing PLC at Work and leveraging platforms like Avanti, schools can provide the ongoing support and professional development that teachers need to thrive. These strategies not only enhance teachers’ skills and satisfaction but also contribute to better student outcomes and a stronger educational system overall.
2. Invest in comprehensive support systems for teachers. This includes setting up effective PLCs, providing access to platforms like Avanti, and ensuring that professional development is integrated into the school day. Recognize and address the challenges teachers face, and work toward creating a supportive and collaborative school culture.
3. Take an active role in seeking out professional development opportunities. Engage with PLCs, explore platforms like Avanti, and connect with peers to share experiences and resources. Advocate for the support you need and collaborate with school leaders to implement effective professional growth strategies.