The Power of Kindness: Supporting New Teachers in Their First Years
DR. JENN SHAVER, Associate • Marzano Resources & Solution TreeStarting a teaching career is both exhilarating and challenging. New teachers often enter the profession with a sense of purpose and enthusiasm, eager to make a difference in the lives of their students. If you’re a veteran teacher, think back to those years that you were preparing for your own classroom and getting ready for your new group of students, first job, decorating your classroom, etc. However, the realities of managing classrooms, meeting diverse student needs, and navigating school culture can be overwhelming. We’ve all been there. We get so excited and then reality sets in and about mid-October you start questioning your life choices, googling jobs you can get with an education degree, and you hit survival mode and disillusionment. These early years are critical for new teachers, as they lay the foundation for their long-term success and satisfaction in the profession. For these educators, kindness is not just a gesture—it is a necessity. A culture of trust, kindness, and fellowship within the school community plays a pivotal role in supporting new teachers, helping them thrive and reaffirming their commitment to teaching, while hopefully supporting them through this cycle and keep them in the profession!
The importance of kindness in supporting new teachers is backed by research. Studies consistently show that a positive and supportive school culture is one of the strongest predictors of teacher retention, especially for those in their first few years. According to Ingersoll and Strong (2011), new teachers who feel supported by their colleagues and administration are more likely to develop effective teaching practices and remain in the profession. Kindness, therefore, becomes a powerful tool in creating an environment where new educators can succeed. Acts of kindness—such as checking in with a teacher after a difficult day, providing constructive feedback with encouragement, or simply offering a listening ear—help new teachers feel valued and seen. These small but intentional gestures remind them that they are not alone in their challenges and that they are an integral part of a collaborative team. We want to foster their growth as an educator, as a person, and as a teammate!
Beyond individual acts, a school culture grounded in kindness fosters trust and psychological safety. This environment allows new teachers to take risks, seek guidance, and engage in reflective practice without fear of judgment. Trust is built through meaningful relationships, where educators feel comfortable sharing challenges, seeking help, and celebrating successes together. Fellowship among colleagues further reinforces this sense of belonging. New teachers who feel connected to their peers are less likely to feel isolated and more likely to view teaching as a collaborative endeavor rather than a solitary struggle.
Research from the Learning Policy Institute highlights the critical connection between teacher satisfaction and collegial relationships. When new teachers experience kindness and support from their community, they are more likely to feel satisfied with their decision to enter the profession, even amid its challenges. This satisfaction enhances their resilience and deepens their commitment to the work. They begin to see their role as part of a larger mission, working toward shared goals with their colleagues. Over time, these teachers are more likely to grow into confident and effective educators who mentor and support the next generation of teachers.
Kindness also has a ripple effect. When schools prioritize a culture of kindness, the benefits extend beyond the individual teacher. A supportive environment strengthens the overall school community, creating a positive atmosphere for students and staff alike. Students benefit from teachers who feel fulfilled and supported, as they are more likely to bring energy, creativity, and dedication to the classroom. Moreover, the retention of talented educators ensures continuity and stability, both of which are critical to long-term school improvement.
Ultimately, fostering a culture of kindness is an investment in the future of education. By supporting new teachers with trust, kindness, and fellowship, schools can help them navigate the complexities of their early years, ensuring they not only survive but thrive. In doing so, these teachers are more likely to remain in the profession, positively impacting countless students over the course of their careers. Kindness, therefore, is not just a moral imperative—it is a practical strategy for building a stronger, more resilient education system.
As we approach the holiday season, let us all take a moment to reflect on what it felt like to be a first-year teacher navigating the weeks before winter break. The excitement and joy of the season are often accompanied by exhaustion, overwhelm, and the weight of unrelenting to-do lists. For many new teachers, this time of year can feel particularly daunting as they juggle classroom management challenges, finalize grades, and strive to maintain student engagement during an already chaotic season. It is during these moments that our support, kindness, and understanding matter most. A simple gesture—offering words of encouragement, sharing a time-saving tip, or reminding them to take a breath and focus on what truly matters—can make all the difference. Let us commit to being the community they need, lifting them up with acts of kindness and fellowship, so they feel not just supported but truly valued. In doing so, we remind them that they are not alone on this journey, and together, we can end this semester on a high note!
DR. JENN SHAVER
Dr. Jenn Shaver is an Associate with both Marzano Resources and Solution Tree and currently resides in Houston, TX. She has most recently served as the head principal at Deer Creek 4th and 5th Grade Center in Edmond, Oklahoma. She has over 15 years of experience in education at the elementary and middle school levels, having served as a teacher, instructional coach, assistant principal, district administrator, and head principal. Dr. Shaver has worked primarily with Title I schools in Texas and Oklahoma. She has also served as an adjunct professor at the University of Central Oklahoma, working with students in the masters of educational leadership program.
As a principal, Dr. Shaver led the Deer Creek 4th and 5th Grade Center to Model PLC at Work® status in 2023, the third year of the school being open. DC45 also obtained Marzano High Reliability School Levels 1, 2, and 3 certification in their first two years. As an assistant principal, Dr. Shaver was also part of the administrative team that led Central Middle School to Model PLC at Work status. She has extensive experience in school improvement, the PLC at Work process, Marzano High Reliability Schools, common assessments, data analysis, school culture, student achievement, new teachers, and schoolwide rituals and routines.
Dr. Shaver holds bachelor’s and master’s degrees from Texas A&M University. She earned her doctorate in educational leadership and school administration from Oklahoma State University, focusing on early career teachers' preparedness.
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