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District pilots third-year check-ins as teachers describe gaps after state mentor program ends
Summary
Third-year teachers told the board that while state mentor programs support years one and two, third-year teachers often rely on in-building colleagues and instructional coaches; the district has surveyed new teachers and is exploring a check-in program to improve retention.
The board heard from third-year teachers Emma Baumhover and Kylie Unsen about early-career teacher needs and the district's efforts to retain staff. Both teachers described strong in-building supports (instructional coaches, grade-level partners) and said on-the-spot help from colleagues often meets immediate needs more effectively than weekly mentor meetings outside the building.
Superintendent Hawkins said national figures (cited as approximately 55 percent) show many new teachers leave within five years and that the district is studying its own retention data. She described a district survey and a check-in program pilot aimed at identifying supports for teachers after their formal state mentoring ends. Presenters noted that third-year teachers frequently take on more independence and that building-based colleagues and CLCs are central support systems.
Why it matters: Teacher retention affects classroom continuity and district staffing costs. Hawkins said last year the district had 55 new teachers and four who did not return after year one, signaling relatively strong early retention but warranting additional supports for years two through five. The district plans follow-up work to analyze retention trends and develop targeted interventions for early-career teachers.
