When I think about how to make a lasting difference in student learning, I don’t think first about curriculum or test scores. I think about people. More specifically, I think about the new teacher down the hall who’s staying late to plan lessons, or the first-year educator who’s already questioning if they can make it to May. If we want better outcomes for students — and if we want to increase the economic value of their learning — we must start by investing in those early-career teachers 

That’s why a committee of leaders, researchers, coaches and former educators came together at the Southern Regional Education Board to create the SREB Teacher Induction Framework. It’s more than a checklist — it’s a blueprint for how schools and districts can build systems that support, develop and retain new educators in meaningful ways. 

 And it’s rooted in a powerful idea: When novice teachers thrive, so do their students. 

Why Induction Matters 

Teacher induction isn’t just about helping new teachers survive the first year — it’s about helping them succeed long-term. SREB defines induction as a comprehensive support system that helps new teachers adapt, grow and deliver high-impact instruction. And it works: novice teachers who receive structured induction are twice as likely to stay in the profession, and their students often show greater learning gains. 

That’s a big deal. Because students don’t just need a teacher — they need a great teacher. And great teachers don’t become great in isolation. They get there with coaching, feedback, collaboration and care. Induction helps build that path — and the return on investment is powerful: less turnover, more effective teachers, stronger student achievement. All of which carries long-term economic value for students and communities. 

SREB’s Core Components of Strong Induction 

SREB’s framework outlines four essential components to any strong induction system. 

1. Tiered Support System 

Not every new teacher needs the same kind of support — and not all support can come from one person. SREB recommends a tiered model where novice teachers get a mix of help from mentors, school leaders, instructional coaches, and even external partners. The idea is to build layers of support based on need, from just-in-time coaching and mentoring to cohort-based learning communities that foster belonging and resilience. 

2. Leadership 

Leaders play a critical role in teacher success. According to SREB, school and district leaders should be actively involved in mentoring structures, observations, feedback and collaborative planning. This is about more than logistics — it’s about culture. When principals, HR teams and curriculum leaders are visibly invested in new teachers, they model what it means to value teaching as a profession. 

3. High-Quality Mentoring 

Not all mentors are created equal. SREB emphasizes selecting mentors who are not only strong instructors but also skilled at working with adults. Effective mentoring should be non-evaluative, collaborative and growth-oriented. Whether it’s structured weekly meetings or real-time support during challenging moments, the relationship should build confidence, reduce burnout and improve practice. 

4. Professional Learning 

New teachers need more than professional development days — they need professional learning that is ongoing, practical and tied to student learning. SREB highlights training on everything from classroom management to differentiated instruction, plus coaching on how to navigate evaluations and set meaningful goals. Importantly, mentors also need training and coaching — on how to give meaningful feedback, build trust and support the whole teacher, including their well-being. 

The Urgency Behind the Work 

Right now, the need for strong induction has never been greater. According to SREB, the South faces a disproportionate share of teacher shortages. Turnover is highest among early-career teachers — with nearly 50% leaving their positions within five years. Too many new teachers are uncertified, out-of-field or unsupported — especially in high-poverty schools where students need stability the most. 

We can’t solve shortages overnight. But we can make sure the teachers we already have — the ones who’ve stepped up to the challenge — don’t feel like they’re drowning in the deep end.  

That’s what induction does: it throws out a life raft, and more importantly, it helps build professional swimmers. 

A Smarter Investment in Learning 

We often talk about investing in student success. But here’s the truth: investing in novice teachers is investing in student success. Research shows that teacher effectiveness is one of the strongest in-school factors influencing student outcomes. And those outcomes don’t just matter in the classroom — they shape economic futures. When students have stronger learning experiences early on, their lifetime earning potential rises. 

If we want better learning outcomes and economic mobility, we need a strong induction system in place. And SREB’s framework gives us a clear, research-based way to do that. It reminds us that teacher development isn’t a luxury — it’s a necessity. 

Let’s stop asking new teachers to figure it out on their own. Let’s give them the support they deserve — and the systems that will help them thrive. Because when teachers stay, grow, and succeed, so do our students. 

To learn more about this topic, make sure to check out our Teacher Induction page, where we share our framework and research along with other helpful induction resources.