4 Tips for Successfully Onboarding New Teachers

Sometimes I’m asked how school administrators and district leadership can help recruit new teachers and retain teachers within their building. I like to respond by asking them a question: “What is your onboarding process?”

Given that conversations about recruitment and retention are often centered around middle and end-of-year support and hiring decisions for the following year, I sometimes get quizzical looks when I ask this question. The onboarding process is usually viewed as a necessity or something on a to-do list for the very beginning of the year. However, onboarding can be much more than a checklist item for new teachers and education leaders.

What is Onboarding?

Onboarding typically comprises the first 90 days of an educator’s journey at a new school and begins when new faculty members start the process of prepping for their new roles. It usually covers logistical topics such as school procedures, bell schedules, and the curriculum to be taught, but it also highlights aspects of school culture and opportunities for new faculty to get to know their colleagues. Onboarding can happen if an educator is new to the profession, new to the school entirely, or both.

In Teachaway’s 2022 International Education Recruitment Report (personal identifiable information is required to view it in full), 41 percent of teacher candidates stated they would quit a job because they didn’t feel they were onboarded or trained properly. That is a staggering statistic but also a telling one–onboarding not only helps to set the stage for the rest of the year but also helps to set up teachers and school leaders for long-term success. Effective onboarding supports new teachers so that they can quickly acclimate to their roles, understand school policies and procedures, and familiarize themselves with the school’s culture and expectations. 

By investing in a positive onboarding experience, school leaders can reinforce the school’s values, mission, and vision, ensuring that new teachers align with the broader educational philosophy and objectives. Additionally, onboarding can help foster a sense of community among teachers from the outset that encourages teamwork, peer support, and professional growth opportunities, which can contribute to a more cohesive and effective teaching staff. Consider implementing the following four strategies in your onboarding process.

1. Create a comprehensive “new teacher orientation” program 

A positive onboarding experience can significantly impact new-teacher retention rates and overall satisfaction within the school community. When new teachers feel supported, valued, and welcomed from the start, they are more likely to remain with the school long term. 

In my previous experience working in schools, our new-teacher orientation would typically last one or two days with just the new teachers, so that they had their own experience, and then after the second day the rest of the faculty would join in. This program should cover essential information such as school policies, procedures, curriculum standards, technology resources, and expectations. 

Providing new teachers with comprehensive information at the beginning of the onboarding process can help alleviate uncertainty and allow educators to feel more prepared and confident in their new roles. Additionally, if possible, ensure that this information is kept in a centrally located place or, even better, in a digital space like a OneDrive, Google Drive, or other cloud storage. This will allow for teachers and school leaders to access the policies and procedures whenever they need to.

2. Establish guidelines for mentorship, resources, and peer support 

Once the initial orientation occurs, mentorship and support are paramount for new educators. When new teachers feel confident and equipped to navigate their new environment, they are better positioned to focus on teaching and student engagement rather than grappling with uncertainty or administrative hurdles. It’s a good practice to pair each new teacher with an experienced mentor or buddy within the school community. 

Mentors can offer guidance, share insights, and provide practical tips based on their own experiences. Peer support systems create a sense of belonging and facilitate relationship-building among faculty members. To do this, encourage regular check-ins between mentors and mentees to address any concerns, offer feedback, and celebrate successes. This will go a long way in building relational trust within the building and will help educators feel supported from the onset of the school year.

3. Offer ongoing professional development for new teachers

Encourage continuous learning by offering professional development for new educators as they embark on this new journey. This could include workshops, seminars, conferences, and peer learning sessions focused on topics such as instructional strategies, classroom management techniques, assessment practices, and continuing education.

It can also occur synchronously or asynchronously—some opportunities may happen in person during staff development days, through department meetings, or through the instructional coach, while others may be in the form of programs that teachers take online, such as the National Geographic Educator Certification or the ISTE Certified Educator pathway. 

Many programs are offered free of charge, but for professional development that may cost money, look into providing stipends for teachers or funding the professional development from money allocated within the school budget. Providing new teachers with access to professional development resources demonstrates a commitment to their continued growth and success.

4. Instructional coaches can provide feedback  

With the instructional coach’s primary role of supporting educators and school leadership in the building, onboarding provides a perfect opportunity to lean into that role and support the new teachers in the building. This can also occur either formally or informally. 

When I was an instructional coach, I led new-teacher meetings once a week. In these informal meetings, we met and discussed highlights and challenges of the week and offered ideas to support each other. You can do this more formally by scheduling periodic meetings to discuss performance, set goals, and identify areas for improvement. 

Constructive feedback helps new teachers understand expectations, refine their teaching practices, and address any challenges they may encounter. Additionally, recognizing and celebrating the highlights and achievements of new teachers can help boost morale and motivation throughout the school year.