Abstract
Generation Z educators are entering classrooms with specific perspectives, motivations, and challenges that influence their transition into teaching. Many Gen Z teachers face barriers such as overwhelming onboarding processes, insufficient mentoring, and professional stress, which contribute to difficulties in retention. Chad Lang and Jessica Jones describe how Glenwood Community School District reimagined its traditional induction model by offering extended mentoring, cohort-based networking, and collaborative professional learning. These structures address Gen Z teachers' needs for professional growth, inclusivity, and well-being, fostering a positive transition into the profession. Examining Glenwood’s approach highlights strategies for cultivating sustainable support systems that empower Gen Z educators to thrive and improve student outcomes.
The Glenwood Community School District in Iowa transformed its teacher induction program to give Gen Z teachers the opportunities and support they crave. By Chad Lang & Jessica Jones
Anew teacher sits in a humid Midwestern conference room on an early fall day surrounded by a dozen anxious peers they’ve never met. An overenthusiastic central office administrator launches into an onboarding welcome message:
Welcome to our school family! We are excited you are a part of our teaching team. We can’t wait for you to dive into our CLI curriculum process, supported by our PLC framework and RTI interventions. Our MTSS structures facilitate both academic and SEBH goals for students, and thanks to state funding, we have SFAs at each building to support you and the SEL needs of our students. Oh, and did I mention we use SRG for reporting and report cards? Let’s get started...”
Now, imagine the waning enthusiasm of that new teacher as they contemplate whether they’ll need a decoder ring just to navigate their daily experiences in their new district.
In 2021, Glenwood Community School District, an Iowa school district of approximately 2,000 students in southwest Iowa, recognized this was precisely how its onboarding felt to the newest teaching staff. Even though the district had tried to ease the transition by bringing in new teachers in June instead of August, they couldn’t stop themselves from bombarding new teachers with organizational jargon, philosophies, procedures, and systems. When some honest feedback from their newest teachers revealed that they were overwhelmed before ever stepping foot in their classroom, district leaders began to overhaul the onboarding and support system for a new cohort of Generation Z educators.
Why teacher induction needs to change
The challenges of 21st-century preK-12 education are daunting even for veteran educators. The stress of meeting student and school needs, the pressure to perform, and the anxiety associated with maintaining one’s well-being are very real. However, with thoughtful planning and preparation, we can support our newest generation of teachers in this high-flying act of teaching.
Today, nearly 30% of American teachers are over 50 and approaching retirement (Ingersoll et al., 2021). As these educators exit the workforce, a new wave of teachers is emerging, with around 10% now age 22-26, signaling the entry of Gen Z into teaching (National Center for Education Statistics, 2024).
Understanding who these teachers are, what motivates them, and how schools can support them is critical. Why is this especially important now?
The U.S. has been facing a growing national teacher shortage, making retention of new talent paramount. As of 2024, 406,000 teaching positions were unfilled or filled by an uncertified teacher (Tan, Arellano, & Patrick, 2024). Compare this to 2015-16, when this shortage was as low as 64,000 unfilled teaching positions (Nguyen, Lam, & Bruno, 2024).
Baby boomers are retiring at a faster rate than the influx of Gen Z teachers can keep pace with, especially at a time when they have a plethora of career options — many offering more flexibility than teaching (Donelan, 2023).
Traditional teacher induction and mentoring often fall short in duration, intensity, and opportunities for leadership, all of which are key factors in retaining Gen Z educators (Kraft & Lyon, 2024).
The evolution from a traditional mentoring and induction program to a multifaceted tiered approach — varying in intensity and breadth of support — positions schools and districts to better nurture and ensure the success of this newest generation of educators (Lang, 2023).
AT A GLANCE
As more Generation Z teachers enter the workforce, schools need to rethink their induction programs so they provide the learning and support these new teachers need.
Higher salaries, work-life balance, ongoing learning opportunities, and pathways for professional growth can make teaching more appealing to Generation Z.
New teachers want opportunities to make a difference and to connect their work to a larger mission.
Glenwood Community School District in Iowa revamped its induction program to include expanded mentoring, time to connect with other educators, and opportunities for collaboration.
Who are the Gen Z educators?
This generational shift isn’t just about age; it’s also bringing increased diversity to the profession. The proportion of nonwhite teachers has gradually risen, making up about 20% of the teaching workforce (Ingersoll et al., 2021). This increasingly diverse teacher workforce better reflects the diverse student populations they serve and is poised to significantly influence practices by promoting inclusivity and collaboration.
Gen Z teachers bring technological proficiency, social consciousness, and innovative teaching approaches to education. Raised in a digital era, they seamlessly integrate technology into learning, viewing digital tools as essential for engaging and supporting students. Their approach goes beyond mere technical skills; they see technology as a way to create accessible, personalized learning experiences that cater to diverse student needs (Demirbilek & Keser, 2022).
Deeply committed to social justice, many of these teachers prioritize culturally responsive teaching that celebrates diversity and promotes empathy. They view teaching as a platform for social change, designing classrooms that encourage critical thinking and foster understanding across different backgrounds. Their teaching philosophy has a heavy focus on inclusivity, social justice, and social-emotional learning (York, 2021).
A comprehensive Deloitte study (2023) revealed that 63% of Gen Z professionals prioritize a healthy work-life balance with a heavy focus on physical and mental well-being. This shift reflects broader societal changes in workplace expectations, particularly in high-stress professions like education (Choughari, 2024; Venida, 2022). Gen Z teachers bring a new awareness of mental health challenges, advocating for supportive environments that address emotional well-being for both themselves and their students (Southern Regional Education Board, 2023; York, 2021).
Gen Z is drawn to teaching because it offers opportunities for social impact and professional fulfillment. They see education as more than just a career — it’s a platform for meaningful change.
Despite the Gen Z motivations to enter the teaching profession, significant obstacles persist. The National Center for Education Statistics (2024) reports stagnating teacher wages, making the profession less competitive. Moreover, the demanding nature of teaching — managing classroom dynamics, addressing diverse student needs, and navigating ongoing challenges like those intensified by the COVID-19 pandemic — creates substantial stress (LaTronica-Herb & Karalis, 2023; Southern Regional Education Board, 2023).
To attract and retain Gen Z teachers, schools must implement comprehensive strategies that:
Enhance the appeal of teaching by creating supportive and varied opportunities for growth.
Offer professional development, mentorship, and coaching that is multifaceted in both breadth and intensity.
Change the paradigm for professional learning and leadership.
Enhancing the appeal of teaching
To attract more Gen Z graduates to the teaching profession, schools and districts must implement strategies that address these challenges. Improving working conditions is a foundational step. A Deloitte Global (2023) study highlighted the importance of increasing salaries to match the demands of all young professionals, including teachers. Fostering a supportive school culture where teachers feel valued and heard can significantly enhance job satisfaction when schools and districts have limited financial resources.
Professional development opportunities tailored to the needs of early-career teachers are also crucial. Gen Z teachers are eager for continuous growth and learning. Mentorship programs, small-scale professional development, collaboration time, and training sessions that focus on innovative teaching practices can empower teachers and increase their confidence (Kraft & Lyon, 2024; Southern Regional Education Board, 2018). Consistent in-person micro-trainings and social gatherings for new staff help new teachers feel connected and supported.
Flexible career pathways can also play a role in attracting Gen Z to teaching. Many Gen Z teachers want to explore various aspects of the profession, from curriculum development to administration. By providing pathways for growth and advancement, schools can retain talented teachers who might otherwise leave the profession. Generation Z, unlike their predecessors, are less likely to rely upon seniority to determine leadership and growth opportunities. Schools should analyze traditional structures that may limit the newest teachers’ opportunities to lean into their strengths and grow professionally.
A multifaceted approach to supporting new teachers
While mentoring and induction programs have been a staple of teacher support since the 1960s (Serpell, 2000), today’s educational landscape demands a reimagining of these practices. More extended and supportive onboarding practices are particularly necessary for Gen Z teachers because they have more fear and anxiety about the workplace than previous generations (Bresman & Rao, 2017). Deloitte (2023) found 46% of Gen Z professionals feel stressed or anxious at work all or most of the time. This stress is compounded by the lack of preparation Gen Z teachers are feeling from their preservice preparation. One study found that 80% of Gen Z teachers entering the profession cite gaps in their preparedness (Booker et al., 2024).
Since 2022, Glenwood Community School District has evolved its mentoring support into a comprehensive system designed to provide new teachers with diverse and sustained support. The Glenwood model includes 1-to-1 mentoring, support from a comprehensive team of school and district instructional coaches, collaborative team support, and monthly peer cohort support.
Extended 1-to-1 mentoring
Pairing new teachers with experienced mentors for a two-year period can provide the consistent, personalized guidance they need. Extending mentoring beyond the traditional induction phase allows for deeper relationships to develop.
While mentoring itself is not new, supporting Gen Z teachers requires a thoughtful evolution in approach. Mentors must be trained in intergenerational awareness to better understand Gen Z teachers. For example, Gen Z teachers prioritize opportunities to make a meaningful impact over routine, transactional tasks (Carter, 2018). However, changing youth employment trends and the disruptions of the COVID-19 pandemic mean that many lack the early work experience or professional exposure earlier generations often had when they entered teaching.
To address these needs, mentors must go beyond pedagogical guidance, providing support in professional skill development, workplace dynamics, and career sustainability. This includes helping mentees master critical skills such as effective communication with parents, managing workplace relationships, and achieving a healthy work-life balance, all of which are essential for building new teachers’ confidence and resilience.
Because mentors often teach at the same time as their mentees and cannot easily visit their classrooms regularly, schools can have instructional specialists or coaches work in tandem with mentors to enhance their support. Glenwood reduces the mentor’s load by offering a full-time instructional coach in each building, a district coach dedicated to new teachers, and special education instructional coaches.
When mentoring and coaching new teachers, it’s important to know that Gen Z teachers desire a collaborative coaching approach versus the traditional “telling” approach (Schroth, 2019). These preferences align with research showing that teachers who practice, receive feedback, and reflect have a 75% to 90% chance of implementing what they learn (Joyce & Showers, 2002). Collaborative approaches like team-based learning, peer coaching, classroom observations, and common planning time allow teachers to grow alongside their peers and work with other instructional experts (Burns & Harvey, 2024). Instructional coaches are particularly effective because they are non-evaluative colleagues who are often trained in effective coaching frameworks, impact cycles, and data analysis (Borko Koellner, & Jacobs, 2014; Woulfin & Rigby, 2017).
Cohort-based support
Collaboration between teacher-preparation programs and school communities can provide a continuum of mentoring support that begins during the preparation phase and continues into early-career (Cook, DiCicco, & Faulkner, 2018). It’s not always possible for a school district to partner with a teacher-preparation program, but districts can create opportunities for growth and connection beyond the school.
To provide more extended, ongoing support, Glenwood developed a cohort-based networking model that involves monthly gatherings — or “huddles” — of mentors, mentees, and instructional coaches from across the district. This approach provides a diverse and enriched collaborative community where new teachers can:
Share experiences with peers facing similar challenges.
Collaborate with a diverse range of experienced teachers across various grade levels and content areas.
Break down isolation associated with specific teaching assignments.
Grow their local social and professional network of new educators.
By fostering connections across the district, this model encourages new teachers to develop a broader support network beyond their immediate school environment and assigned 1-to-1 mentor. Planned, professional, and timely events for new teachers are essential in helping them feel included, valued, and confident in the foundational first year of teaching.
Collaborative work environments
Collaborative environments and professional growth opportunities are attractive to new teachers (Southern Regional Education Board, 2018). Collaborative systems, such as professional learning communities (PLCs), are vital for fostering collaboration and professional growth among teachers. Being part of a PLC where they contribute their own ideas and influence decisions about instruction and assessment can help new teachers feel valued and empowered.
This collaborative approach strengthens teachers’ professional identities while promoting shared ownership of student success (Darling-Hammond, Hyler, & Gardner, 2017). New teachers who have regular opportunities to collaborate on how to improve student achievement get to learn from other educators about strategies that work in practice. This is especially helpful when their assigned 1-to-1 mentors are not a member of their regular collaborative team.
In the Glenwood Community School District, new teachers join collaborative teams organized by grade level or content area. These teams meet weekly for two hours, with time intentionally built into the master schedule. The sessions focus on analyzing student achievement data, sharing best practices, and establishing roles and norms through consensus-based decision making. This structure fosters a culture of trust and professional growth, where best practices and instructional strategies are openly shared. These opportunities to share create a supportive environment where new teachers can thrive yet be vulnerable (Reynolds, 2016; Will, 2020). And the learning is mutual: Veteran teachers benefit from fresh perspectives, while new teachers gain from the expertise of their experienced colleagues.
Changing the paradigm for professional learning and leadership
Intergenerational differences in education are nothing new, but the arrival of Gen Z teachers presents specific challenges and opportunities. The disconnect between the values and methods of this cohort and those of previous generations can lead to misalignment, frustration, and fragmented practices. For this reason, school leaders must be thoughtful in how they develop and deploy professional development so that the needs of all generations are accounted for (White, 2021).
Traditional mentorship models, often rooted in a “do as I say” approach, may fall short for Gen Z teachers, who seek deeper connections, meaningful engagement, and opportunities to influence the educational landscape. They desire to learn not just procedural aspects but also the purpose and impact of their work (Schroth, 2019). Our newest teachers thrive when they connect their daily responsibilities to the bigger picture (De Smet et al., 2023; Venida, 2022).
For example, schools adopting research-based practices, like the science of reading, have seen greater success when professional learning connects to a shared mission — such as improving student literacy — and provides structured, ongoing support (Fairman et al., 2020). Gen Z teachers want their efforts to align with broader school goals, and they thrive in environments where their contributions are visibly tied to outcomes (De Smet et al., 2023).
Schools can also capitalize on Gen Z teachers’ specific strengths, such as their tech-savviness, understanding of mental health, and innovative approaches to engagement. Collaborative structures that honor all voices, such as PLCs, can empower these teachers to share fresh ideas while learning from veteran colleagues. Reverse mentoring — where newer teachers share insights with more experienced staff — creates mutual growth and respects the value Gen Z teachers bring.
Finally, schools must consider leadership pathways that help Gen Z teachers grow into advocates and change-makers within the profession. Cultivating their leadership potential not only deepens their connection to the school’s mission but also strengthens the profession by preparing them to lead future generations. By embracing an adult learning mindset, schools can acknowledge that they have as much to learn from these new teachers as these teachers do from them, fostering a culture of reciprocal growth and continuous improvement.
The future of teaching
The journey of a new teacher is fraught with challenges, excitement, and immense potential. As Gen Z teachers enter the profession, the onus falls on schools and districts to meet them where they are while guiding them toward sustainable success.
The Glenwood Community School District’s evolution of teacher support — from a linear mentoring model to a dynamic, tiered system — serves as a powerful example of how schools can rethink traditional approaches. Through extended mentoring relationships, cohort-based support networks, and collaborative PLCs, districts can foster environments where novice teachers feel connected, empowered, and ready to thrive. Riley Wiederhold, a Gen Z fourth-grade teacher at Glenwood Community School District, said:
As a first-year teacher, having both the guidance of a mentor and the camaraderie of my cohort has made all the difference. The support I receive from my team as well as administrators has been invaluable. I feel like I’m never navigating challenges alone, and I always have someone to lean on or collaborate with.
The tightrope walk of your first years of teaching is never without challenges. But with thoughtful planning, inclusive support systems, and a recognition of the unique strengths Gen Z teachers bring to the classroom, we can transform this balancing act into a sustainable, rewarding career. In doing so, we not only invest in the teachers of today but also secure the future of learning for generations to come. ■