This brief but important session gives new teachers an honest look at the arc of early career experience in independent schools, including the research finding that perceived organizational support tends to decline the longer someone is in a role. Rather than leaving new teachers to discover this on their own, this conversation names the pattern directly and equips participants with language for advocating for themselves. Participants discuss what support looks like at years one, three, and five; how to ask for what they need; and who in their school community is positioned to help. The goal is to leave not with worry, but with agency.
