MINISTRY MENTORS
New Teacher Induction: 10 Years of Helping Teachers Succeed
For the first two years of their teaching ministry, a new teacher is not alone. After they are assigned to their first call, they also receive a trained mentor. This mentor is a fellow teacher who walks closely with them, making weekly contact, scheduling monthly face-to-face communications, and doing classroom observations. The mentor is not there to evaluate. They are there to answer questions and offer encouragement, providing a place of trust and transparency to foster the new teacher’s spiritual and professional growth.
We call this mentor program New Teacher Induction (NTI). It’s a partnership between WELS Commission on Lutheran Schools and Martin Luther College, and it’s led by Dr. Jonathan Schaefer MLC ’02, at MLC. Dr. Schaefer explains that a two-year mentorship like this is key to early teacher success. “Education in the 21st century is vastly different from 20 years ago,” he says, “and the dynamics of teaching, classroom management, and home-school relationships are increasingly complex. The ‘sink or swim’ method is damaging to today’s schools and teachers.”
The damage is clear in the statistics: In the 1980s, new WELS teachers who left the profession numbered 287; in the 2000s, those who left numbered 867. To be sure, some leave the classroom for natural reasons, such as wanting to stay home with a new baby. But the number of resignations is stark enough to cause concern. That’s where NTI comes in. NTI mentors support teachers in their tenuous first years, accelerating their effectiveness. “Your mentor does not just enter your classroom,” Dr. Schaefer explains. “They enter your ministry. They walk with you, encourage you, foster your confidence, and help you to lay down roots in that congregation, that school, so that it becomes your new faith family.”
And research backs it up. High-quality induction programs like ours definitely enhance teacher retention. Of the 303 teachers who engaged in NTI, only 8% resigned for personal reasons. Meanwhile, the National Education Association says about 30 percent of new teachers resign within their first five years. But the program does more than merely keep teachers. It keeps them confident. Confident young teachers infuse energy into the school, introduce sound and innovative teaching practices, and raise academic success in students, which satisfies their parents too.
In addition to the one-on-one mentorships, NTI has begun providing teachers with a way to gather in professional learning groups based on grade level, content area, or ministry context. Primary grade teachers in urban contexts, for example, or WELS high school music teachers may gather and discuss ideas and best practices. It’s just another way that MLC and WELS are building up these professionals who have dedicated their lives to serving their Savior and their students.
Could You Be a Mentor?
Mentors must have 3+ years of teaching experience; demonstrate competence in instruction, assessment, and classroom management; possess strong relational gifts; and complete mentor training through MLC. If you’d like to serve young teachers in this important way, contact Dr. Jonathan Schaefer at schaefjm@mlc-wels.edu or visit mlc-wels.edu/nti/become-a-mentor.
“Let’s Not Burn Out Our New Teachers!”
Find tips for congregations and schools in this article by Dr. Jon Schaefer on our Issues in Lutheran Education online blog.
CLICK HERE to Read Blog
Meet Stephanie Ham and Her Mentor, Joanna Smith
Stephanie Ham and Joanna Smith
When Stephanie Ham MLC ’23 (on the left) began teaching at Mt. Olive in Overland Park, Kansas, in fall 2023, she was assigned an experienced mentor, Joanna Smith MLC ’09, ’16 (on the right), a teacher at Trinity in Hoskins, Nebraska. We asked Stephanie and Joanna to tell us in their own words what the mentorship has been like.
JOANNA
Why She Became a Mentor: I love to help fellow teachers, especially as they go through the struggles of their first years of teaching. I had many supportive people in my life during my first years of teaching and wanted to pass that on to other new teachers.
Her Goals with Her Mentees: One of my goals is assuring them that they have someone in their corner to support and encourage them, not just with teaching, but as a person too. Moving to a new place—with new people, new faculty, and a new culture—can be extremely overwhelming, but knowing they have a person who is willing to answer lots of questions and be a sounding board can be a tremendous blessing. They go through lots of ups and downs during their first years. If I can help them navigate their struggles, guide them towards solutions, and help celebrate their victories, then I get just as much out of the mentoring partnership as they do.
And She Prays! I also pray for my mentees, especially when I know things are weighing on their mind or they have a stressful situation they’re working through. A simple text of “I’m praying for you!” can help the new teacher know they’re not alone and the Lord is with them.
What She Sees in Stephanie: Stephanie loves her students! I never had to encourage her to build relationships with her students. She naturally sees that each is unique and wants the best for them. She advocates for them and pushes them to do well, but also gives them the support they need to achieve goals. I’ve enjoyed watching her become more confident in the classroom and in who she is as a teacher.
STEPHANIE
What Joanna Has Meant to Her: Having Joanna as my mentor has been incredibly helpful. Sometimes as a first-year teacher, it can be confusing what to do in certain situations or to know what’s normal. Joanna is always there for me whenever I need help or even if I just need to talk to her about something. She listens, gives advice, and encourages me with God’s Word. She’s taught me that it’s okay to have a bad day of teaching—that I can reflect, modify, and grow on these days. And on the great days of teaching, I can reflect on what went well and use it in future lessons.
Classroom Visits Are the Best: Although Joanna and I live in different states, I have the best opportunity to have Joanna visit my school and watch me teach. It sounds intimidating, but it’s quite the opposite. After school, we’ll talk about the day and she’ll give me encouragement.
She’s Grateful: The NTI program has been an incredible experience for me. I can’t thank MLC enough for providing this program to new teachers—and Joanna Smith for being my mentor.
