A Supporting Hand for New Teachers: Helping Educators Find Their Place in the Profession
For many new teachers, the first year in school begins with great enthusiasm, but also with a significant sense of uncertainty. During their studies, they learn teaching methodologies, lesson planning, and instructional processes, yet theory and practice do not always go hand in hand. In everyday school life, they encounter children with different needs, emotions, and experiences. Complex relationship dynamics emerge, accompanied by parents’ expectations and demands. At the same time, teachers face personal questions about setting healthy boundaries, establishing authority, and developing their own approach to relationships with students.
To support educators during this important transition, the Induction Year Programme was created in Latvia with support from the European Union Funds. The programme is designed for newly qualified teachers who have recently graduated and started working in schools.
One of the programme’s mentors, Elīna Apsīte, has experienced the field of education from many different perspectives. After completing her studies in philosophy, she worked as a lecturer at the Latvia University of Agriculture. Later, as she describes it, she “accidentally” found herself in a school environment. She began leading a philosophy club at Jelgava Spīdola Gymnasium, became a drama teacher, taught classes, and later also took on the role of deputy principal. She subsequently became involved in educational content development as a member of the School2030 project team, co-authoring the field of artistic creativity. Alongside her work in the Induction Year Programme, she currently works at the Methodological Centre of the State Education Development Agency as a national methodology expert in theatre arts and lectures at the Jāzeps Vītols Latvian Academy of Music, where she works with future music teachers.
“I have always felt it is important to show young people that life is beautiful, multifaceted, and full of opportunities,” Elīna says when reflecting on her path in education.
This belief continues to guide her today. The difference is that now, in her role as a mentor, she works not with students but with new teachers. When discussing the Induction Year Programme, Elīna repeatedly returns to one important idea: new teachers need a sense of support and reassurance that they are not alone during this challenging stage of their careers.
“I remember very clearly what it was like when I first started working in a school. A new teacher, who only recently sat at a school desk as a student, suddenly returns in a completely different role—as a teacher. The familiar school environment seems to turn upside down, and an identity crisis often follows. The questions teachers face are extremely varied: Can I be a student’s friend? How do I establish healthy boundaries? How do I prevent school from taking over my private life? Unfortunately, the emotional burden and society’s high expectations of teachers often lead to a harsh outcome—some new teachers burn out and do not make it through their first years in the profession,” says Elīna.
The idea behind the Induction Year is simple and deeply human: to provide new teachers with a sense of security, help them remain in the profession, and support their growth not in isolation, but together with others and with the guidance of a mentor.
At the heart of the programme are regular meetings, peer learning, and facilitated discussions. New teachers are grouped according to similar professional contexts—either by age groups of students or by subject area—allowing them to share professional challenges, emotions, and ideas.
In addition to group work, teachers also receive individual support. Mentors observe lessons either in person or remotely and then help teachers reflect on their experiences from an outside perspective. As Elīna emphasizes, these conversations are not about handing over a “correct recipe” but about embarking on a shared journey in which the mentor serves as a companion, helping teachers discover solutions that fit their specific situations.
“Most often, it is an empathetic conversation with the teacher. The methods I use vary, but they frequently involve guiding questions that help people arrive at their own answers. Sometimes it resembles supervision, where a challenging situation is unpacked layer by layer: What are the facts? What are the emotions? What do you actually know? How could you respond differently? The purpose of this work is to encourage new teachers to be themselves—not to imitate either the good or the unfortunately bad teachers they remember from their own school years, but to see each student as a unique person and, in turn, develop into a confident individual in the role of a teacher,” says Elīna.
When discussing the daily realities faced by new teachers, Elīna identifies one major challenge: classroom management. While young teachers are generally well-prepared in subject-specific methodology, knowing what to do in the classroom and how to respond to different situations can be a real challenge. This is where the collective experience of the group often becomes invaluable. One teacher shares an experience, another offers a perspective, and a third suggests a solution. Through these exchanges, teachers realize that they are not alone in their situations or thoughts.
“I believe this programme gives new teachers something truly important—the confidence to be human and to remain human in the role of a teacher. This is not something that can be learned solely through theory at university. It is a process in which teachers gradually discover their own formula, their own voice, and their own identity. As they gain confidence in themselves, they also build a stronger connection with their students by recognizing each student’s individuality, strengths, and challenges. That is when a personal teaching approach begins to emerge, along with answers about how to work effectively and how best to support each child,” says Elīna.
The Induction Year support programme is intended for graduates of teacher education programmes during their first or second year after obtaining a teaching qualification and beginning work in a school. Its goal is to help new teachers successfully integrate into the school environment, strengthen their professional skills, and encourage long-term commitment to the teaching profession.
During the Induction Year, participants receive a scholarship, individual professional support through development groups, classroom observations with feedback, and opportunities to participate in professional competence development programmes.
The project is implemented by the University of Latvia in cooperation with regional partners—the University of Daugavpils, RTU Liepāja Academy, RTU Rēzekne Academy, Jāzeps Vītols Latvian Academy of Music, and RSU Latvian Academy of Sport Education—ensuring that the programme is accessible throughout Latvia.
More information about the Induction Year Programme for new teachers: ESF+ 4.2.2.7.
This story was created with the support of the European Union Funds.
