Written by Jonathan Schaefer

Education in the 21st century is dramatically different than just 20 years ago, and the dynamics of teaching and classroom management, as well as home-school relationships, are increasingly complex. New challenges in these areas may discourage teachers, especially new teachers. In fact, over the past three decades, the number of new WELS teachers leaving the profession rose from 287 in the 1980s to 867 in the 2000s, excluding those who resigned because they got married or had children (Continuing Education for Called Workers Committee, 2012).

Enter New Teacher Induction (NTI). Now induction might be a term worth discussing. Induction and mentoring are sometimes treated as synonyms, but they are conceptually distinct. Induction programs, like NTI, incorporate 1-to-1 mentoring with other supports, such as training, management seminars, and peer observation. During the first two years of ministry, NTI uses these supports to foster teachers’ effectiveness and encourage faithfulness to their calling.

The cost to WELS schools for New Teacher Induction is $1000 per year for a new teacher’s first two years. Is it worth it? Is it a payment or an investment? Do you pay or do you invest?

Is it just a payment? A payment of $1000 a year covers a portion of the cost of implementing NTI, including mentor training, substitute teacher stipends, travel, and ongoing professional development for the new teacher, mentor, and principal/director.

Or is it an investment in a new teacher? New teachers who work with trained instructional mentors grow in ministry. They learn to reflect on teaching, identify goals and areas of growth, develop a plan of action in achieving those goals, and intentionally document growth. Soon they become grounded in a model of lifelong learning. One mentor said, “To see the light in the eyes of a new teacher when growth is identified, when concerns become plans of action, is indescribable.”

Is it an investment in students? This mentor continued: “Students in these classrooms reap the benefits by having confident, prepared, and supported teachers.” When new teachers have access to high-quality mentoring, their students can make gains at least equal to the students of their veteran peers (Strong, Fletcher, and Villar, 2004).

Is it an investment in school? The school benefits from NTI by receiving a trained, high-quality mentor for its beginning teacher. A confident and capable young teacher then infuses energy into a school and satisfies parents. New practices are introduced into the school culture by the mentor, and collaboration around topics of student learning is encouraged.

Is it an investment in ministry? Research has shown that a teacher establishes patterns in their first two to four years of teaching that are repeated for the next 20-30 years (Darling-Hammond, 2000). Take this thought and make it captive to Christ. When called workers have a strong start to ministry, their increased effectiveness and confidence could produce a harvest for the next 20 or 30 years. They continue to pursue excellence in their teaching and foster deeper and fuller learning in their students. Both teacher and students make the best possible use of their God-given gifts in joyful worship to Jesus.

So . . . do you pay or do you invest?

You are invited to click here for more information about New Teacher Induction.

Jon Schaefer is the WELS New Teacher Induction Coordinator and a professor of continuing education at Martin Luther College in New Ulm MN. Previously, Prof. Schaefer served Siloah Lutheran School in Milwaukee in various grade levels, as assistant principal, and as principal. He has been involved with new teacher mentoring for the past ten years.

Reference list

Continuing Education for Called Workers Committee. (2012, May). PowerPoint reported to the twelve districts. District Convention Proceedings.

Darling-Hammond, L. (2000). Teacher quality and student achievement: a review of state policy evidence. Education Policy Analysis Archives, 8(1), 9-10.

Strong, M., Fletcher, S., and Villar, A. (2004). An investigation of the effects of teacher experience and teacher preparedness on the performance of students in California. New Teacher Center, Santa Cruz, CA.