Professional Development for New Teachers

My first year of my teaching career was as a sixth-grade teacher in a District of Columbia Public Schools elementary school. I remember one of the fifth-grade teachers finding me in January of that same year and asking how she could support me. While chatting with her, she shared that she had wanted to connect with me since the beginning of the school year but decided to wait until after the holidays so I'd have time to settle into my role. 

Looking back, I realize that support offered earlier could have made a meaningful difference. I wonder what my first year, and then the trajectory of my teaching career would have been, if there was a different mindset about support all those years ago. When professional development for new teachers is delivered from day one, it can transform a teacher’s first year. 

As a former classroom teacher for seventeen years, followed by a decade of instructional coaching with Math Solutions and HMH, professional development is near and dear to my heart. At least once a day, I can witness a teacher have an “a-ha” moment. Usually, this is because the support provided matters to them. I do my best to put myself in their shoes and provide them with purposeful professional development. 

This article is intended for administrators and educators assigned to provide PD for teachers just beginning their teaching journeys at your school. 

4 best practices for delivering PD to new teachers

As the school year begins, new teachers are eager to begin their careers and they’re doing so in your school. What a great opportunity to help launch their teaching story! They often come with some level of experience, usually from student teaching and their education courses. Even with the knowledge base that they walk in with on day one, there will always be more to learn. 

That’s where professional development for teachers comes in. Let’s look at some key practices that can make a difference. 

1. Consider the timing

When planning professional development for new teachers, it is important to consider the purpose and timing. During the pre-service days, there is a lot on (all) teachers’ minds—getting their classrooms ready, meeting their students, planning for back-to-school night, etc., in addition to engaging in the professional development provided by their school or district. This professional learning is often centered around the curriculum and resources for each of their subjects, whether that be a new math program, an update to their reading program, or a new supplemental resource that they’ll be required to provide for their students. Since these days are so full, consider finding additional time to work with new teachers on skills that are practical and immediately applicable. Or, consider differentiating your PD so new teachers receive focused supports returning staff may not need. Timing new teacher PD so it aligns with teachers’ priorities helps ensure the learning feels relevant. 

2. Keep PD sessions short

Plan for short, specific professional development around this new learning. With the overwhelming nature of a new school year, not to mention the brain’s capacity to absorb new information, it is best to gradually start professional development instead of all at once. Provide time for the teachers to plan for and implement that new learning in their classrooms before addressing the next focus area. 

In my experience, this has been received best by teachers four to six weeks after the initial learning. By this time, teachers may have explored beyond what you have already covered and are starting to implement the next set of strategies in their instruction. That is why it is important to check in with teachers to determine their readiness level for the next steps. Polling teachers or collecting anecdotal data from informal classroom visits provides insight for what is needed for upcoming professional development. 

3. Use mentor teachers and coaches

Teachers who have experience with the resource or focus area or have attended professional development sessions before are great resources for new learning during grade-level, department, or school-wide meetings. Peer observations are beneficial for this purpose as well. New teachers can see colleagues implement the resources as well as how the students engage with those resources.

Instructional coaches can connect teachers to other educators and experts who can provide targeted support. They use proven coaching strategies to guide teachers, including modeling lessons, facilitating collaboration, and offering targeted feedback. Professional Learning Communities (PLCs) are another way to support teacher growth. These structured groups bring educators together regularly to share expertise, analyze student work, plan instruction, and collaborate on strategies that improve teaching and learning outcomes. 

4. Create a supportive onboarding plan

Research shows that effective onboarding reduces anxiety, improves teacher readiness for daily responsibilities, and fosters a stronger understanding of school culture. Consider the non-negotiables of the school year and how they are introduced to new teachers. The processes of reporting attendance, moving through the hallways, sending students to the restroom, and planning a field trip are all examples of learning opportunities for a new teacher. What does that professional learning look like at your school? Does this learning require a meeting before the first day of school or can a step-by-step guide be created to share with new teachers? Remember not to overload during those pre-service days. Prioritize what needs to be learned first, honor the professionalism of your staff, and provide asynchronous learning opportunities when possible.

It takes time to process new learning. Provide new teachers with time to implement the new learning, analyze the effectiveness, and reflect on their needs before adding on a new layer. Repeat this cycle every four to six weeks or as needed. 

Ways to support new teachers throughout the year

Twenty-five years later, I still think about that conversation with the teacher who offered help after the holidays. I remember what it was like being a first-year teacher, which is why I am an advocate for providing teachers with opportunities for support from day one. In classrooms, there are multiple ways that students can ask for help, and we need to provide similar avenues for teachers.

Partnering new teachers with a veteran, mentor teacher is an effective method of support. The best fit for this partnership would be a veteran teacher who teaches the same subject matter or the same grade level (especially in an elementary setting). Given those similarities, both teachers would be asking questions and/or providing support based on experiences that are most alike. An eighth-grade teacher may have spectacular strategies to share with a third-grade teacher, but they most likely won’t have first-hand knowledge of how that strategy would work with third-grade students. 

However, it can still be beneficial to provide teachers with opportunities to receive support from a wide range of teachers including other grade levels. That same third-grade teacher should be partnered with second-grade or fourth-grade teachers throughout the year for PD as well. This will give the new third-grade teacher the insight of what their students learned the year before, ongoing areas of growth, and strategies that were effective, among other takeaways. When the teacher meets with the fourth-grade partner, they are able to learn about how their learning continuum builds, why certain standards or strategies are prioritized, etc. 

In addition to peer support, programs like HMH’s Coachly can provide ongoing guidance from experienced instructional coaches. These coaches offer practical feedback and strategies tailored to classroom needs, helping new teachers navigate challenges and strengthen their instructional practice over time. Having access to experts and professional learning communities throughout the year ensures teachers can continue to grow and feel confident beyond initial training. 

Check out the video below where educators and coaches share how effective coaching can support teacher growth and achievement. 

Topics to cover for new teachers 

The importance of teacher professional development lies in its ability to set teachers up for success. PD can take many forms, and for new teachers, it’s essential to focus on areas that build confidence, help to manage classrooms, and provide strategies for instruction. Below are some examples of where beginning teachers often need the most support.   

Curriculum and instruction: 

• Overview of each subject’s scope and sequence
• New program implementation
• Updates to programs
• Use of supplemental resources and materials
• Administering and interpreting formative and summative assessments
• Monitoring progress
• Differentiation

Classroom management and school policy: 

• Establishing daily classroom routines
• Understanding school policies and requirements (such as documenting attendance, organizing field trips, and navigating common area like hallways and restrooms)
• Family communication protocols
• Time management and workload strategies 

Technology integration: 

• District-approved tools, platforms, and resources
• Managing student devices and tech troubleshooting basics

These topics should be reinforced through professional development activities for teachers that provide practical strategies, collaborative discussions, and opportunities to apply learning in real classroom contexts. 

Support your new teachers with professional development

Everybody remembers their first year in the classroom. What a great honor it would be to be a part of a new teacher’s story. You have the opportunity to provide new teacher professional development opportunities that will not only affect this school year but also influence how they teach for years to come. When planning for the professional development of all your teachers, but especially the new teachers, consider your school’s needs and align them with the teachers’ experiences. Identify the purpose and intended outcome, as well as how support will continue throughout the year. Finally, remember that your veteran teachers are a wealth of knowledge, and are almost always willing to lend support, even before the holiday break. 

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