Amrita Ahuja is a highly accomplished leader and educator, recognized for her extensive expertise in teaching and learning, strategic leadership, operational management, student wellbeing, change management, and curriculum development. As a dynamic and results-driven professional, Amrita is committed to fostering empowered, adaptable, and resilient learners who are prepared to thrive in an ever-changing world. With a keen commitment to improving student outcomes, Amrita is outstanding at developing secure, inclusive, and nurturing settings that allow both students and staff to achieve their full potential. Her visionary style of leadership facilitates ongoing development and instigates real, lasting change in all areas of education.
Having worked in schools for more than 18 years across two continents, I am continually inspired by the profound impact of teachers on the development of young people. Educators play a vital role in shaping the identities, beliefs, and values of students under their care. However, teacher retention has emerged as a wicked problem for the education sector, posing a significant challenge for schools globally.
The attrition rates are particularly high in the first five years of teaching, underscoring the significance of an effective induction process to support beginning and early-career teachers. This poses an important question; how do we create an environment where graduate teachers feel safe and supported in this pivotal phase of their careers?
Drawing on evidence-based research and personal insights, I share six strategies to nurture the professional growth and development of early career teachers:
Mentoring: The first few years of teaching can be both an exciting and daunting experience. While initial teacher education programs provide a strong foundation in the art and science of teaching, the complexities and nuances of each school require ongoing learning on the job. Pairing early-career teachers with the right mentor—ideally a subject matter expert in the graduate teacher’s discipline—can offer invaluable support during this critical phase of professional growth. Regular meetings with a mentor provide a safe space for early-career teachers to reflect, engage in collegial discussions, and learn from a critical friend. This supportive relationship helps them refine their practice and build confidence as they navigate the challenges and rewards of teaching.
Structured observations: Structured classroom observations in the early years by a trained mentor or a learning coach can provide for real-time feedback for graduate teachers to develop an awareness of their strengths and areas for growth. Through non-judgmental professional dialogue, beginning teachers can gain practical insights into various aspects of teaching, including pedagogical practice, classroom management, pastoral care, compliance, planning, and other essential responsibilities.
Coaching: While mentoring provides valuable pedagogical support from a subject matter expert, incorporating one-on-one coaching sessions with a senior leader can further empower early career teachers. Coaching focuses on fostering growth through effective questioning, encouraging reflection, and guiding teachers to develop their own solutions and strategies. This personalised approach not only enhances confidence and problem-solving skills but also helps beginning teachers align their professional goals with the broader vision of the school. By prioritising coaching alongside mentoring, schools can create a robust support system that nurtures both instructional excellence and leadership potential.
Networking: Internal and external professional networks offer invaluable opportunities for beginning teachers to share their practices and learn from other educators. In-person and virtual events such as professional learning conferences, teach meets, social media platforms, webinars, and teacher forums are excellent avenues to foster collaboration, gain fresh perspectives, and builds connections within and across different schools. Encouraging graduate teachers to join local teacher association networks to access high-quality, context-specific resources, enables them to efficiently adapt readily available teaching resources to suit their context Networking not only saves time but also enriches professional expertise through collective learning and shared experiences.
Peer observation: Observing experienced teachers in action is an excellent way to refine your craft at any stage of a teacher’s professional journey. For beginning teachers in particular, peer observation provides a unique opportunity to draw on the expertise of well-established colleagues and enhance their toolkit by familiarising themselves with varied techniques of classroom management, pedagogy and content delivery. Observing lessons conducted by peers allows early career teachers to identify strategies that resonate with their teaching style and adapt them to suit their unique contexts.
Additionally, peer observation provides early career educators with a chance to view their own students in a different learning environment. This perspective can be a powerful tool for understanding how class dynamics and situational factors influence learning outcomes. By observing how their students respond to different teaching styles, new teachers can deepen their understanding of their learners’ diverse needs and develop strategies to cater to these effectively. This collaborative approach also builds professional relationships, creating a supportive network where educators can share feedback and ideas.
Reflective practice: By creating regular opportunities for self-reflection, beginning teachers can evaluate what works well and what can be done differently to improve effectiveness. This critical process of assessment improves self-awareness, prompting educators to develop innovative and authentic learning experiences. To support reflective practice, educators can utilise various resources, such as online templates designed to guide self-reflection. Additionally, teacher standards published by regulatory organisations for each region provide a valuable framework for assessing one’s practice, setting professional goals, and identifying opportunities for targeted professional learning.
Creating an environment where beginning teachers can thrive and deepen their passion for teaching is a shared responsibility of school leaders, experienced educators, professional associations, and teacher regulatory authorities. Effective implementation of the strategies outlined above, alongside targeted professional learning tailored to the individual needs of early-career teachers is essential for ensuring a smooth transition into the profession. By creating a safe, supportive and growth-oriented environment, schools and regulatory authorities can empower graduate teachers to pursue sustainable and fulfilling career in education.