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Abstract
The purpose of this study was to examine how school leaders can support early career mathematics teachers with job-embedded professional development using action research cycles. The challenges of early career teachers are great and the high attrition rate that plague education is even greater. Early career teachers need leader support to face challenges as they arise in the classroom context. Job-embedded professional learning situates the learning directly in the context of the problem. Leaders can promote environments that foster collaboration, feedback, and reflection to support early career teachers with their just-in-time needs. The following thematic findings emerged from the study: 1) Reflective conversations matter; 2) Time and proximity are key supports for early career teachers; 3) Connection supports learning; and 4) Is just-in-time enough? The findings illuminate that while just-in-time support provides a solution to the most pressing challenge at that moment, there is a need to go deeper and create structures that support reflective inquiry into classroom practice to foster growth.