From Surviving to Staying: Supporting Novice Teachers at Moorestown Township Public Schools

Abstract

Moorestown Township Public Schools in New Jersey anticipates increased staffing demands due to projected enrollment growth and rising teacher retirements. Although the district does not currently face acute recruitment or retention challenges, administration identified a proactive problem of practice centered on strengthening support structures for novice teachers to mitigate potential future attrition, particularly in light of state and national teacher shortage trends. To investigate this concern, the study employed a three-phase mixed-methods design, including a survey that was directed toward certified faculty members, focus groups and individual interviews conducted through purposive and snowball sampling, and an examination of existing district resources. Findings revealed that novice teachers were insufficiently oriented to their school environments, lacked adequate opportunities for collaboration with experienced colleagues and mentors, and reported limited confidence in their mastery of curriculum and pedagogy, leading to recommendations for a formalized induction program, structured mentorship infrastructure, and expanded collegial networking opportunities across the three-year novice period. Evidenced by the resource assessment, the district is well-positioned to enhance its support systems for novice teachers.