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.
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