I Work With New Teachers. Every One Wanted This PD

​In the article "I Work With New Teachers. Every One Wanted This PD," published in Education Week on March 4, 2025, author Renee Gugel explores the professional development (PD) experiences of novice educators and highlights the significance of mentorship in their early teaching careers. ​Education Week

Insights from New Teachers

Gugel, who collaborates with first-year teachers through a university induction program, observes that traditional PD offerings—such as staff meetings, professional learning communities (PLCs), book studies, and mentor pairings—often elicit lukewarm responses from new educators. Many describe these experiences as merely adequate, suggesting a disconnect between PD content and the immediate needs of novice teachers. ​Education Week

The Role of Mentorship

Despite the varied PD experiences, Gugel notes a unanimous desire among new teachers for mentorship. This preference underscores the value of personalized guidance and support during the formative stages of teaching. Effective mentorship can bridge the gap between theoretical knowledge and practical application, offering real-time feedback and fostering professional growth. ​Education Week+1Education Week+1

Challenges in PD Implementation

The article also touches upon systemic challenges in delivering effective PD. A significant issue is the reliance on one-time workshops, which research indicates are less effective than sustained, collaborative learning opportunities. Experts attribute this to a mismatch between what teachers seek in PD and what administrators provide, often due to constraints like time and resources. ​Education WeekEducation Week

Recommendations for Effective PD

To enhance PD experiences for new teachers, Gugel suggests the following strategies:​Education Week

1. Personalized Learning: Tailoring PD to address the specific challenges and contexts that new teachers face can increase relevance and engagement. ​

2. Sustained Support: Moving beyond one-off sessions to continuous, collaborative learning models, such as ongoing mentorship and PLCs, can promote deeper professional growth. ​

3. Reflective Practice: Encouraging new teachers to reflect on their experiences and share insights with peers can foster a supportive learning community and enhance instructional practices. ​

Conclusion

Gugel's article emphasizes the critical role of mentorship in the professional development of new teachers. By aligning PD offerings with the needs and preferences of novice educators, schools can support their growth and improve overall teaching effectiveness. ​

Original Article

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Prepared with the assistance of AI software

OpenAI. (2025). ChatGPT (4) [Large language model]. https://chat.openai.com