Supporting the Development of Novice Teachers: A Multi-tiered and Differentiated Approach

Kathleen Adair Creghan, Casey Creghan, Lee, E. L.


This article explored innovative methods of delivering novice teacher induction in support of assisting and retaining new teachers. Rather than conducting traditional mentoring and new teacher professional development days, the authors advocate for more personalized, differentiated, and systemic ongoing methods including assigning and training Support and Content Mentors, providing a Streamlined and Scaffolded Teacher Induction Program, and then offering in-depth Differentiated Instructional Coaching support in order to assist in developing and retaining new teachers.

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