From Ongoing Teacher Support to Integration: Challenges, Best Practices, and Process Refinement

This capstone project examined the effectiveness of the educator onboarding and support process at Propel Schools, with a focus on improving retention and instructional performance among new teachers. Grounded in Bandura’s theory of self-efficacy and best practices in induction and mentoring, the study aimed to identify strengths, challenges, and opportunities for refinement in the network’s current onboarding and ongoing support system. A mixed-methods approach was used, combining survey data, focus groups, questionnaires, and observation analysis from a sample of new and veteran educators, coaches, and school leaders. Results indicated that early-stage supports, such as Immersion Week and induction mentor assignments, were effective in promoting teacher confidence and readiness. However, the study found a significant decline in coaching frequency and mentor engagement after the first thirty days, particularly for mid-year hires and experienced teachers new to the network. The findings suggest that differentiated and sustained support is essential for maximizing teacher effectiveness and long-term retention. Recommendations include revising the onboarding timeline, implementing tiered coaching models, and enhancing role clarity for mentors. These improvements aim to support a more consistent and impactful transition for new educators and strengthen Propel Schools’ talent development strategy.