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Developmental Phases of Beginning Educators
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The California New Teacher Project describes the phases that a
beginning educator may go through during their first year of teaching and
the types of support that might be needed throughout these phases.
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Phases vary among early career educators and are intrinsic to the needs and
experiences of the teachers.
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Anticipation Phase
Description: (Sept - Dec) : The new teacher is excited, but anxious.
Support: Mentors can support them by building their self-confidence through encouragement
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Survival Phase
Description: (Jan - March): The new teacher is making it one day at a time, feelings of frustration are building.
Support: Mentors can answer their specific questions and concerns, working on one issue at a time. Offer any assistance requested.
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Disillusionment
Description: (March-April):
The new teacher will often question their abilities and their decision to become a teacher.
Support: Mentors can build in time for discussion,
focus on reflection and successes, offer to teach a lesson, and/or suggest that the
beginning educator make observations in other settings.
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Rejuvenation Phase
Description: (April-May): Early career educators
feel a sense of relief that they have survived until now, self-confidence begins to rise.
Support: Mentors can focus on curricular programs and new teaching strategies.
Offer challenges to the beginning educator.
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Reflection Phase
Description: (May - June): They made it! Early career educators begin planning for the next year.
Support: Mentors can encourage self-reflection, what worked and what they would change for the upcoming year.
Praise accomplishments no matter how small.
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Mentor Reflection Questions:
1. What developmental phase is your early career educator experiencing now?
2.What can you do to support your early career educator’s current developmental phase?
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