Across all 50 states, shortages and turnover continue to challenge the teacher workforce. Our 50-State Comparison on Teacher Recruitment and Retention highlights how states are tackling these issues by creating pathways, establishing financial incentives and addressing working conditions. High-quality mentoring and induction programs can make a big difference in whether teachers choose to stay yet they’re not always prioritized.
Addressing retention for new teachers is critical as one-third of new teachers leave within five years. The loss of experienced teachers disrupts student learning and imposes financial costs on districts through recruitment and training expenses. Induction and mentoring programs can help address both problems by supporting early career teachers and building their sense of belonging and professional confidence.
These programs pair new teachers with experienced colleagues while providing structured mentoring and opportunities for observation and feedback. Research shows that new teachers who participate in induction programs are more effective educators and more likely to remain in the profession compared to those who receive little or no induction support.
At the same time, mentoring roles offer experienced teachers meaningful leadership and professional growth opportunities. Mentoring allows them to reflect on their own practice, share their expertise and help shape the next generation of teachers. These opportunities often can help teachers feel more satisfied in their work, stay connected to their role as educators and make them less likely to leave the classroom.
State Policies Supporting Induction and Mentoring
California’s Teacher Induction Program serves as the required second tier of the two-tier credentialing system. As part of the program, all new teachers are required to complete a two-year, job-embedded induction program centered on individualized mentor-based support. Each beginning teacher works with a trained mentor to develop an Individual Learning Plan, which is meant to guide their professional growth through structured “cycles of inquiry," in which teachers set a goal, try an instructional strategy, examine the results, and use what they learn to plan their next steps. Mentors must be assigned within 30 days of hire and meet with teachers for at least one hour per week to offer both immediate assistance and long-term guidance.
Delaware’s Comprehensive Induction Program provides an extensive statewide mentoring system that requires a four-year induction and mentoring process for all new educators and a one-year program for teachers new to the state. This program features weekly mentor meetings, classroom observations, and reflective cycles that promote instructional improvement and professional growth.
North Carolina’s Beginning Teacher Support Program demonstrates how states can integrate induction into a coordinated statewide system. Each public school in the state is required to implement a state-approved, three-year induction plan. Regional education facilitators provide guidance and professional development. The program emphasizes continuous improvement, which ensures new teachers receive consistent, high-quality support.
Taken together, these examples demonstrate how high-quality induction and mentoring programs support a healthy teacher workforce by helping new teachers thrive early on while giving experienced educators purposeful opportunities to lead and grow. As states continue to consider a range of approaches to address teacher workforce needs, induction and mentoring programs represent one evidence-informed option that some states are using to support educators. Supporting new teachers through their early years can prevent turnover and may help cultivate a more stable and resilient profession over time.
