District launches mentor program, begins accreditation prep to curb early-career teacher turnover

District staff presented a renewed mentorship program designed to support early-career teachers and reduce turnover. The program pairs each new staff member (25 this year) with a master mentor, schedules regular observations and provides quarterly district follow-ups. Presenters said the approach emphasizes relationships, targeted observation and practical classroom strategies to help new teachers adapt to school culture.

The mentorship presentation framed the effort as part of broader district goals on recruiting and retaining teachers. The presenter cited a national estimate that about "44%" of teachers leave within their first five years and said district calculations show lower attrition locally, but that the mentorship program seeks to improve retention and support.

Separately, Mr. Horsley outlined the upcoming accreditation peer review process required by the state: annual evidence submissions and a five-year on-site peer review of 25 accreditation elements. He described the board’s role in governance and leadership evidence, said interviews with board members will be part of the review, and proposed multiple preparatory work sessions over the coming year.

"This is the program to support our new staff," the mentor program presenter said while summarizing program elements including master mentors, targeted observations and quarterly check-ins. Board members agreed to schedule accreditation-prep sessions and to integrate the mentorship update into monitoring reports.