NURTURING NEW TALENT

Norman Public Schools Personalized Approach For New Teacher Support

By Sarah Seymore

Starting a new position in education – whether as a brand-new teacher or a seasoned professional entering a new district – can be both exciting and overwhelming. Recognizing the critical importance of early support, Norman Public Schools (NPS) has developed a comprehensive, relationship-based induction model that sets new educators up for long-term success while reinforcing a positive and collaborative school culture.

Intentional mentorship is the foundation of the NPS model. Every first-year teacher is matched with an experienced mentor who provides guidance, instructional support, and encouragement throughout the school year. These mentorships are designed to be partnerships focused on growth, reflection, and building confidence during those critical first months in the classroom.

NPS also ensures that all teachers who are new to the district, whether entering the profession or joining from another system, receive support from a school site liaison. The site liaisons serve as key points of contact, helping new educators become familiar with site-specific expectations, instructional priorities, and the unique culture of each building. This structure allows for smoother integration and fosters a sense of belonging from day one.

In addition to mentorship and site-based support, all educators at NPS have access to instructional coaches who provide job-embedded coaching and personalized professional development. The instructional coaches work directly with teachers in their classrooms to model best practices, offer feedback, and support ongoing reflection and refinement. First-year teachers participate in a formal coaching cycle grounded in the work of Jim Knight, giving them the opportunity to grow their instructional skills with real-time, in-the-moment support.

Before school starts each year, Norman Public Schools holds a New Teacher Academy with tracks for early-career and veteran teachers. This year’s Academy included 147 teachers new to the district.

One of the most impactful elements of the district’s onboarding system is its four-day New Teacher Academy, held each summer before school begins. Recognizing that not all new hires are at the same point in their careers, NPS offers two tailored tracks: one for teachers with 0–2 years of experience, and a veteran track for those with three or more years. This differentiation allows early-career teachers to receive focused support while honoring the knowledge and experience that veteran educators bring to their work. Both tracks ensure that all new staff members leave the academy with a clear understanding of district goals, instructional priorities, and the collaborative culture that defines Norman Public Schools.

By combining mentorship, embedded coaching, differentiated onboarding, and a strong emphasis on relationships, Norman Public Schools has created a model of support that not only empowers educators but also strengthens student learning outcomes. The intentional structure of the new teacher support program is improving retention, building instructional capacity, and cultivating a positive staff culture. ■

Sarah Seymore is the Director of Professional Learning and Development at Norman Public Schools.