As California faces ongoing teacher shortages, administrators are on the front lines of efforts to improve teacher retention. This urgency is especially clear given the state’s uneven access to fully prepared educators, as documented by the Learning Policy Institute. California teachers enter classrooms through a variety of credentialing pathways — each bringing different levels of preparation and support. Once we attract teachers to our districts, especially in rural areas, retaining them becomes critical. One of the most effective strategies for teacher retention is strategically pairing candidates with effective mentors.

Mentorship for new teachers isn’t just about compliance — it’s a leadership strategy. When designed intentionally and aligned with teacher needs, school goals, and thoughtful implementation, mentorship becomes one of our most powerful tools for building effective schools and ensuring stable staffing.

Too often, new educators are committed to succeeding in their college coursework but feel unclear about what is expected of them at their school site. To bridge this gap, we must develop mentors who are relevant, responsive, and aligned with the school’s norms and expectations. This type of mentorship connects theory to real-world professional practice.

When school leaders invest time in understanding where a candidate is starting from — professionally and emotionally — it becomes much easier to match them with an appropriate mentor. Administrators can partner with both HR and the candidate to explore:

• What preparation path brought this candidate to our school?
• What mentoring and administrative support is required by their credentialing pathway?
• Are they familiar with the student population and larger community?
• What are their self-identified strengths and areas for growth?

Supporting your mentors One of the most important dynamics in any mentoring program is the relationship between the school leader and the mentor. When administrators are actively engaged in this work, mentors feel more confident, more focused, and more connected to the school’s broader goals.

Mentors are central to a new teacher’s success — but they cannot do the work alone. Administrators can support mentor effectiveness through collaboration, communication, and coordination.

Collaboration: Ensure mentors are well-informed about school initiatives, instructional expectations, and site-specific needs. This allows them to reinforce school goals while remaining responsive to each candidate’s development.

Communication: Conduct regular check-ins with mentors, both individually and in groups. These conversations give school leaders valuable insight into emerging trends among new teachers. Are they struggling with engagement? Are they confident in lesson design? Patterns that arise through mentorship discussions can help shape your professional development and instructional leadership decisions.

Coordination: Support mentors by protecting time for them to meet with candidates, offer “just-in-time” feedback, and engage in reflection. Even small actions — such as releasing a mentor from duty or providing structured time for collaboration — signal that mentorship is a valued component of your school culture.

Mentors thrive when they feel supported and recognized by leadership. That means investing in their professional growth, listening to their experiences, and honoring their role as instructional leaders. When school leaders embed mentorship into the culture of the site, they help cultivate a system of continuous improvement, student learning, and long-term retention.

Building a system, not a checklist Mentorship should be embedded in the candidate’s current goals and responsibilities. When aligned with real-time challenges — such as managing a classroom, adapting curriculum, or navigating school culture — it becomes a vital support system, not an additional burden.

A leadership call to action To strengthen mentorship across credential pathways and school sites, administrators can:

• Align mentor selection with each candidate’s background and individual needs.
• Ensure mentors are trained, supported, and provided with protected time.
• Create a consistent feedback loop between mentors, candidates, and leaders.
• Elevate mentorship as a strategic component of school planning and professional development.
• Celebrate mentorship as an opportunity — not just an added responsibility.

When new teachers feel connected, supported, and coached — not just evaluated — they are far more likely to stay, thrive, and contribute meaningfully to the school community. That benefits not just the individual educator — it benefits all of us.