Leaning in to supporting new teachers through mentorship
Since November, we have shared stories of school teams who confronted Adaptive Challenges through the Baylor Center for School Leadership’s (BCSL) Catalytic Improvement Community process. Our previous features highlighted the transformative work at Robinson Elementary, Grace Prep and NorthStar Academy,. Today, we present the work of Dr. Kimberly Miller and Trinity Christian School in Fairfax, VA.
If you’re facing an adaptive challenge and seeking meaningful change, we invite you to join Catalyze in July of 2025.
By Dr. Kimberly Miller
The Challenge
When I joined my current institution twelve years ago as a science teacher, the “onboarding” experience was minimal at best. We received handbooks and a computer with a sticky note with the password and were directed to watch Harry Wong videos on successful classroom management. It quickly became apparent that if I were to understand and adapt to this new environment, I would need to seek out approachable colleagues I felt comfortable turning to for guidance. Burnout could have easily crept in that first year as I navigated the complexities of revising science curricula while teaching 245 students. Fortunately, I found supportive colleagues who answered logistical and cultural questions and a supervisor who provided valuable feedback on my curriculum updates. The mentorship I received made all the difference in my first year and was crucial to my decision to stay.
Teacher burnout remains a notable challenge today, with many leaving the profession early in their careers. According to the National Center for Education Statistics, compounding this is a decrease in education degrees conferred, leading to fewer applicants and more pressure to retain qualified teachers. One effective strategy stands out in this challenging landscape: developing teacher talent and providing opportunities to build authentic relationships through mentorship. As Solomon wisely noted, “Two are better than one… If either falls down, one can help the other up” (Ecclesiastes 4:9-10).
Retaining your Unicorns
Recruiting committed, mission-minded candidates who are qualified for the position and willing to serve in mission-minded institutions can make it feel like we are looking for “unicorns.” The bigger question is, once we find these amazing unicorns, how can we keep them? Following a year of losing promising teachers and facing an ever-decreasing hiring pool, we launched the Gryphon Guides Mentoring Program and an adaptive team to track and refine our progress. This initiative leverages our faculty’s collective experience to support new teachers through mentorship.
Benefits of Mentorship
Peer mentorship benefits both mentees and mentors, fostering growth for mentees (Geesa et al., 2019) and leadership development for mentors (Axelrod, 2019). Mentoring relationships create a supportive environment for professional exchanges, building trust and a sense of belonging through learning-focused conversations. They also provide a leadership pipeline by recognizing the hidden gems among our landscapes of practice: educators with the capacity to share their expertise, a willingness to help in problem-solving, and a desire to be growth agents.
One Size Does Not Fit All
Starting a mentoring program begins with clarifying the purpose. Our institution’s varied backgrounds of new teachers include new college graduates, career changers, public school veterans, or experienced returning teachers, all of whom reflect different needs. College graduates need support establishing classroom systems and routines or navigating a first-year teacher’s emotional and mental challenges; career changers may require guidance in pedagogy, and public-school veterans might need help adapting to our school’s culture and your philosophy of faith integration.
A well-structured mentoring program can take different forms, depending on the school’s needs and mentor availability. Being mindful of the purpose of your mentoring program, Jenn Labin’s Mentoring Programs that Work offers options such as:
- One-on-one mentoring: A traditional approach, a mentor guiding and coaching a mentee
- Group mentoring– One mentor matched with a small cohort.
- Hybrid approach– A flexible structure with multiple mentees per mentor.
- Reverse mentoring- Younger mentors support older mentees with specific skills like technology integration.
After choosing a structure, selecting qualified mentors is crucial to fostering a smooth transition and supporting cultural integration. Peer nominations or administrative selection can help identify faculty members who exemplify professionalism, strong communication skills, and alignment with the school’s mission. We launched our program mid-summer, enlisting faculty recognized for their ability to help new colleagues adapt to our cultural and spiritual ethos and pairing them with mentees based on their division and availability. Mentors received a small stipend for their time.
Before the program began, mentors received a handbook with guidelines for suggested monthly learning-focused conversations and expectations. Several training sessions were provided to facilitate discussions to help increase mentee capacity and reduce dependency over time. At the Gryphon Guide Mentor Launch Party, new faculty received a welcome bag with school-branded items and had time to connect with mentors. Lunch-and-learn sessions during the first few weeks allowed mentors to share insights and brainstorm ways to support their mentees. Mentees provided feedback through surveys and in-person check-ins, reporting positive onboarding experiences and helpful mentorship.
Program Progress and Areas for Improvement
Feedback from new faculty was overwhelmingly positive:
90% felt onboarding was quick and efficient
80% understood job expectations throughout the hiring process
100% felt welcomed and cared for in their first quarter
100% met with their mentor weekly, with some twice a week
90% found feedback helpful for teaching and understanding school culture.
Suggestions for improvement included more training on technology platforms, clear communication about additional duties, a more cohesive curriculum, and more time with grade-level teams. This rich feedback allows our mentoring adaptive team the opportunity to refine the program and training, ensuring future mentors can better support new teachers and reducing our need to recruit “unicorns.”
The demands on new teacher practitioners are real, but the rewards are life-giving and eternal for those who persevere. Developing teacher talent through mentorship allows us to support and care for one another, strengthen our school culture, and multiply the talents of those within our organizations through authentic relationships.
About the Author
Dr. Kimberly Miller is a Baylor EdD program in Learning and Organizational Change graduate and the Assistant Head of School at Trinity Christian School in Fairfax, Virginia. She has served as the Dean of Curriculum and Instruction, science department chair, and a lower, middle, and high school science teacher. She has developed an inquiry-based 1-6th elementary program, online science courses, the AP Environmental Science program, and a robust on-campus learning center for students K-12. Kimberly has supported the launch of several new Christian schools and is passionate about cultivating leadership pipelines and growth initiatives.