Beginning educators may go through a series of developmental phases during their first year of teaching. During that time, it is important that they receive support geared to their individual level and needs.
Phases vary among early career educators and are intrinsic to the needs and
experiences of the teachers.
Anticipation Phase
Description: (Sept - Dec) : The new teacher is excited, but anxious.
Support: Mentors can support them by building their self-confidence through encouragement
Survival Phase
Description: (Jan - March): The new teacher is making it one day at a time, feelings of frustration are building.
Support: Mentors can answer their specific questions and concerns, working on one issue at a time. Offer any assistance requested.
Disillusionment
Description: (March-April): The new teacher will often question their abilities and their decision to become a teacher.
Support: Mentors can build in time for discussion, focus on reflection and successes, offer to teach a lesson, and/or suggest that the beginning educator make observations in other settings.
Rejuvenation Phase
Description: (April-May): Early career educators feel a sense of relief that they have survived until now, self-confidence begins to rise.
Support: Mentors can focus on curricular programs and new teaching strategies. Offer challenges to the beginning educator.
Reflection Phase
Description: (May - June): They made it! Early career educators begin planning for the next year.
Support: Mentors can encourage self-reflection, what worked and what they would change for the upcoming year. Praise accomplishments no matter how small.
Mentor Reflection Questions:
1. What developmental phase is your early career educator experiencing now?
2.What can you do to support your early career educator’s current developmental phase?
