why
THRIVE
Nearly half of first-time Texas teachers have no teaching credentials or experience, leading to lower student achievement in reading and math (Kirksey, 2024). However, ECTs who receive consistent, high-quality mentorship are more likely to employ effective instructional practices and achieve strong student outcomes (Ingersoll & Strong, 2011).
Mentorship is also a protective factor in supporting ECTs’ wellbeing. Stress and work-life balance are the most significant reasons that ECTs resign (Savill Smith, 2019) and up to 50% leave the profession within the first five years (Alen and Sims, 2018). However, research shows that ECT retention is positively impacted by mentoring (Tomkins, 2023).
Mentorship matters, yet mentors receive little training (Schlaack, 2023). Mentors benefit from professional development about coaching, communication, analyzing their own practice, and co-constructing knowledge with others (Betlem, Clary, & Jones, 2019). Mentors gain confidence through shared experiences in a university partnership such as THRIVE (Chizhik, Chizhik, Close, and Gallego, 2018).
THRIVE draws upon this research base to make sustainable, scalable advancements in mentoring and induction through three key levers:
Focus on SUSTAINABILITY
Focus on MENTORS
Focus on CAMPUS LEADERS