Finding the Right Fit: What Early Career Teachers Should Really Look for in a School (and Position)

When you are searching for your first teaching job, it is very easy to focus on one goal: getting hired. After all, you have worked hard to complete your program, pass your exams, and prepare yourself for the classroom. The idea of finally having your own students and your own space is exciting, and it is completely understandable to want to say yes to the first opportunity that comes your way.

However, after years of sitting on the hiring side of the table and watching early career teachers begin their journeys, I can tell you this with confidence: where you teach matters just as much as what you teach. I have seen talented, dedicated educators accept positions quickly, only to feel overwhelmed and unsupported within a few years. Nearly half of all teachers leave within their first five years, and in many cases, it is not because they lack ability. It is because they prioritized getting hired over finding the right environment to grow.

Your long-term success is not determined by your instructional ability alone. It is shaped by the leadership, systems, and culture surrounding you. The goal is not to find a perfect school—because that does not exist—but to find a place where you can build, develop, and sustain yourself in the profession.

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What to Look for in a School: Beyond the Surface

One of the most important indicators of a strong school is leadership—but not in the way many candidates initially think. Almost every administrator will tell you they have an “open-door policy.” In reality, what matters far more is whether leadership is visible and engaged in the daily life of the school. Leaders who are present in hallways, classrooms, and common spaces tend to have a much clearer understanding of what teachers and students actually experience. This visibility allows them to provide proactive support rather than reactive evaluation.

In my experience, strong leaders do not just evaluate teachers—they develop them. They provide coaching, feedback, and opportunities for growth. When you are interviewing, listen carefully to how administrators talk about their staff. If the language centers around compliance, expectations, and monitoring, that tells you something very different than a conversation focused on growth, collaboration, and support.

Another critical factor is how the school supports new teachers. Early career teachers need structure, guidance, and consistency, especially in their first few years. Schools that recognize this will have systems in place, such as mentorship programs, regular check-ins, and collaborative planning time. When you ask about support, pay attention to whether the answer is specific. A school that truly supports new teachers can describe exactly how that support works. A vague response often signals that the responsibility will fall back on you to seek help when needed.

Closely connected to support is collaboration. In some schools, teachers operate as a team, sharing resources, planning together, and learning from one another. In others, teachers work in isolation, closing their doors and managing everything independently. For a new teacher, collaboration can make the difference between surviving and thriving. Access to experienced colleagues who are willing to share ideas and problem-solve with you is one of the most valuable resources you can have.

Student behavior and school-wide expectations also deserve careful attention. Every school has challenges, but what matters is how those challenges are addressed. You are not looking for a school with no behavior issues—you are looking for a school with clear systems and consistent responses. During the interview process, listen for specifics. How are expectations communicated? What happens when issues arise? Most importantly, will you be supported when you need it?

Another often overlooked indicator is teacher retention. Asking how long teachers tend to stay in the building can provide valuable insight into the school’s culture. Schools with strong leadership and supportive systems tend to retain staff. If this question is difficult for the interview team to answer, or if the response feels vague, it may be worth paying closer attention.

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Decoding “Culture Fit” (and Why It Can Be Misleading)

One of the most common phrases you will hear during the hiring process is “culture fit.” While it sounds positive, it is often loosely defined and sometimes used in ways that are not particularly helpful. In many cases, it reflects a general feeling rather than a clearly defined set of expectations.

A stronger approach is to ask the school to clarify what they mean. How do they define culture in measurable terms? What behaviors or practices reflect that culture in action? Schools that can answer these questions clearly are more likely to have a shared vision and consistent expectations. Those that rely heavily on general statements may be operating without a clearly defined instructional direction.

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Signs of a Healthy Professional Environment

Beyond the basics, there are deeper indicators that a school is designed to support long-term success. One of these is teacher autonomy. In strong schools, teachers are not just implementing decisions—they are part of the decision-making process. This may include input on curriculum, professional development, or school-wide policies. When teachers have a voice, they are more invested in the work and more likely to stay.

Another indicator is how the school approaches professional growth. In some environments, evaluation is high-stakes and stressful, focused primarily on accountability. In others, there are opportunities for low-stakes peer observation and collaboration. These experiences allow teachers to learn from one another without fear, which ultimately leads to stronger practice and a more supportive culture.

You should also pay attention to how initiatives are introduced and sustained. Schools that constantly add new programs without clear purpose often create what can feel like “initiative fatigue.” In contrast, schools that are intentional about what they implement—and why—tend to be more organized and less overwhelming for staff.

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How to Know If the Position Itself Is the Right Fit

Even in a strong school, not every position is a good match. Early career teachers often focus on student behavior, but one of the most significant factors affecting job satisfaction is workload.

Grade level and content alignment should be your starting point. While some level of flexibility is expected, taking on a role that is far outside your preparation can quickly become overwhelming. It is also important to understand how many different courses or “preps” you will be responsible for. Managing multiple preps requires significantly more planning time and can be especially challenging in your first year.

Resources also matter. You do not need a perfect classroom, but you do need a reasonable starting point. Asking what materials are provided and what you will need to create can help you better understand your workload. In addition, consider responsibilities beyond instruction, such as duties, meetings, and extracurricular expectations. These elements often have a greater impact on your daily experience than you anticipate.

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Paraprofessional vs. Teacher: Which Path Makes More Sense?

One of the most common dilemmas for early career educators is whether to accept a paraprofessional position in a preferred district or a teaching position in a district that may not feel like the ideal fit.

Working as a paraprofessional can provide valuable insight into a school’s culture and allow you to build relationships within the district. It can also give you a clearer understanding of expectations and daily routines. However, it does not replace the experience of leading your own classroom, and there is no guarantee that a teaching position will become available.

On the other hand, accepting a teaching position allows you to begin building experience immediately. This experience is critical for developing confidence, refining your instructional practice, and becoming a more competitive candidate in the future. While the district may not feel like your long-term destination, it can provide an important foundation for your career.

From a professional perspective, gaining teaching experience in a supportive environment is often the stronger choice. While relationships and familiarity matter, your growth as an educator depends on having the opportunity to lead, reflect, and improve within your own classroom.

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A Final Reality Check

It is important to say this clearly: there is no perfect school, and there is no perfect first job. Every environment will have challenges, and every position will require adjustment.

The goal is not to avoid difficulty. The goal is to find a place where you are supported through those challenges, where you have access to guidance, and where you can continue to grow.

Choosing your first teaching position is one of the most important decisions you will make early in your career. Pay attention to what you see, listen carefully to what is said—and just as importantly, what is not said. Look beyond the surface and focus on the systems and structures that will shape your experience.

Because in the end, the right fit does more than help you succeed.

It helps you stay.

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If you’re preparing for interviews, you may also want to read:

• The Complete Guide to Getting Your First Teaching Job

•  Every Type of Teacher Interview Explained

•  The Model Lesson: What Makes or Breaks Your Demo

From Application to Offer: The Complete Guide to Getting Your First Teaching Job

The Complete Guide to Getting Your First Teaching Job

From Application to Offer

If you are working through the full hiring process, start here. This guide is designed to walk you through every stage of getting your first teaching job in a way that is clear, practical, and grounded in real experience.

Starting your teaching career is exciting. It is also one of the most uncertain transitions you will make. You move from a structured preparation program into a hiring process that can feel unclear, inconsistent, and, at times, discouraging.

You submit applications and hear nothing back. You interview and feel confident, only to receive a rejection. You begin to question whether you are doing something wrong.

After 34 years in education, including time as a classroom teacher and a principal responsible for hiring, I can tell you this with complete confidence: most early career teachers are far more capable than they think. The challenge is not a lack of ability. The challenge is understanding how the hiring process works and how to present yourself within it.

This guide is meant to simplify that process. It will help you move from guessing to understanding, from reacting to preparing, and from uncertainty to confidence.

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Understanding the Teacher Job Search Process

The teacher hiring process is not a single step. It is a sequence of decisions that build on one another. Each stage is designed to answer a different question about you as a candidate.

At the application stage, schools are asking whether you meet the basic qualifications. During screening interviews, they are assessing communication and professionalism. In panel interviews, they are looking for alignment with their values and instructional expectations. During demonstration lessons, they are trying to envision you in front of students.

When you understand this, the process begins to feel more logical. You are no longer trying to be everything at once. You are responding to what each stage is actually designed to measure.

If you want a deeper understanding of how these stages work and what hiring teams are really looking for, you can explore the teacher interview process in more detail in your related post on interview types.

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Where to Find Teaching Jobs and How to Stay Organized

One of the first challenges early career teachers face is simply knowing where to look. Education hiring is not centralized. Unlike other professions, there is no single platform that captures every opportunity.

Positions are posted across district websites, state systems, regional job boards, and sometimes not widely posted at all. Because of this, relying on a single source limits your opportunities.

Strong candidates take a broader approach. They check district websites regularly rather than waiting for aggregated listings. They monitor state job boards and regional consortiums. They also begin to pay attention to networking opportunities, even in simple ways, such as connecting with educators or attending local events.

Just as important as where you look is how you stay organized. Without a system, it becomes difficult to track what you have applied for, which deadlines are approaching, and when to follow up.

A simple spreadsheet or notebook can make a significant difference. When you can clearly see your progress, the process feels more manageable. Organization reduces stress, and that clarity allows you to focus on preparing strong applications rather than reacting to scattered information.

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Building an Application That Reflects Who You Are as an Educator

Your application is more than a requirement. It is your first opportunity to communicate your identity as a teacher.

What I often see from early career candidates is a tendency to play it safe. Applications are written in a way that feels general and polished but lacks specificity. While this approach feels professional, it does not help hiring teams understand what makes you distinct.

Schools are not looking for perfect candidates. They are looking for educators who can clearly explain how they approach teaching and learning.

This means your application should begin to answer questions such as: How do you create a classroom environment where students feel safe and engaged. How do you support students who are struggling. How do you think about lesson design and assessment.

These ideas do not need to be complex. They need to be clear.

One of the most important shifts you can make is tailoring your application to each district. When you reference a school’s mission or values and connect them to your own experiences, it shows that you have taken the time to understand where you are applying.

This level of intentionality stands out.

At the same time, clarity in your application is just as important as content. One of the most common mistakes early career teachers make is trying to include everything they have ever done. There is a belief that more information will make a stronger impression. In reality, it often creates the opposite effect.

Your resume is not a timeline of your life. It is a professional document designed to highlight what matters most for the role you are seeking.

As a general rule, early career teacher resumes should be one page. This is not about limiting your experience. It is about focusing it. Hiring teams are reviewing many applications, often in a short amount of time. A concise, well-organized resume makes it easier for them to see your strengths quickly.

This means making thoughtful decisions about what to include and what to leave out.

For example, listing a job from when you were 14, such as scooping ice cream, does not strengthen your application unless you can clearly connect it to skills relevant to teaching. In most cases, it is better left off. The same is true for listing every club, activity, or organization you have ever been part of.

Instead of trying to show everything, focus on showing what matters. If you held a leadership role, collaborated with others, worked with students, or developed skills that connect directly to teaching, those experiences are worth including. If not, they are likely taking up space that could be used more effectively.

Your goal is to make it easy for someone reading your resume to understand who you are as an educator.

This also applies to how you describe your experiences. Avoid vague statements and focus on what you actually did. Rather than saying you “supported student learning,” describe how you structured a lesson, managed a classroom routine, or adjusted instruction for different learners. Specificity makes your application stronger and more memorable.

Another important component of your application is your references.

Strong references can reinforce everything your resume and interview are communicating. Weak or generic references can leave hiring teams with unanswered questions.

Early career teachers should be intentional about who they ask. The strongest references come from individuals who have seen you in a teaching or educational setting. This often includes your cooperating teacher, a university supervisor, a professor in your education program, or an administrator who has observed your work.

These individuals can speak directly to your ability to plan, teach, manage a classroom, and build relationships with students. That kind of insight is far more valuable than a general character reference.

When you ask someone to serve as a reference or write a letter of recommendation, be thoughtful and professional. Give them time, ideally at least two to three weeks, and provide context about what you are applying for. Sharing your resume or a brief summary of your experiences helps them write a stronger, more specific letter.

A simple and respectful request might be to reach out and explain that you are beginning your job search and would value their perspective on your work. Let them know why you are asking them specifically. People are much more willing to help when they understand the impact they can have.

Most districts will ask for three references. Some may request additional contacts, but three strong, well-chosen references is a solid standard.

It is also important to keep your references informed. Let them know when you are actively applying and when they may be contacted. After the process, take the time to thank them. These are professional relationships, and maintaining them matters.

In the end, your application should feel focused, intentional, and aligned. Every part of it should help answer the same question: What kind of teacher are you becoming, and how are you prepared to step into this role.

When your materials reflect that clearly, you make it much easier for hiring teams to see your potential.

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Preparing for Teacher Interviews with Confidence

Interviews are where many early career teachers feel the most pressure. Not because they lack knowledge, but because they are unsure how to communicate what they know.

The most common mistake is speaking in general terms. Candidates say they value engagement, differentiation, and classroom management, but they struggle to explain what those ideas look like in practice.

Hiring teams hear these phrases repeatedly. What they are looking for are examples.

Instead of saying that you value classroom management, describe a specific routine you implemented during student teaching. Instead of saying you support all learners, explain how you adjusted a lesson for a student who needed additional support.

When you connect your answers to real experiences, your responses become more credible and more memorable.

Confidence in interviews does not come from having perfect answers. It comes from understanding your own experiences well enough to talk about them clearly.

If you are preparing for your next conversation, it is worth taking the time to prepare for your next teacher interview by identifying a few strong examples you can adapt across different questions.

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The Model Lesson as Your Opportunity to Stand Out

If you are invited to teach a demonstration lesson, you have moved into one of the most important stages of the hiring process.

This is where hiring teams begin to move beyond what you say and focus on what you do.

Many early career teachers approach this moment as a test. They try to design a lesson that is complex, creative, and impressive. In doing so, they often lose sight of what schools are actually looking for.

Schools are not evaluating how elaborate your lesson is. They are observing how you interact with students, how clearly you communicate expectations, and how you respond in real time.

A simple, well-structured lesson with clear student engagement will always be more effective than a complex lesson that is difficult to manage.

What matters most is your presence. Are students involved in the learning process. Are your directions clear. Are you able to adjust when something does not go as planned.

These are the indicators that help hiring teams imagine you in their classrooms.

If you want to strengthen this area, reviewing teacher demo lesson tips can help you approach this stage with greater clarity.

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Teacher Certification and What Happens After Graduation

Certification is one of the most misunderstood parts of the process. Many early career teachers assume that completing their degree automatically leads to licensure. In reality, there are additional steps that must be completed before you can be fully certified.

These steps vary by state but often include exams, application processes, and background checks. Delays in any of these areas can impact your job search, especially if districts are unable to verify your certification status.

Taking the time to understand teacher certification after graduation allows you to move through this process more smoothly. It also signals to hiring teams that you are organized and prepared.

Attention to detail in this area matters more than many candidates realize.

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Your Digital Presence and Portfolio

As you move further into the hiring process, schools begin to look beyond your application and interview responses. They start to consider how you present yourself professionally in a broader sense.

Your digital presence plays a role in this. Searching a candidate’s name is a common step, and what appears should reflect the same professionalism you bring into your work.

This does not mean removing your personality. It means being intentional about what is public and how it aligns with your role as an educator.

A digital portfolio can also strengthen your candidacy in meaningful ways. It allows you to show your work rather than simply describe it.

Including lesson materials, classroom visuals, student work, and evidence of growth helps hiring teams see how you think about teaching. It provides a clearer picture of your practice.

Portfolios do not need to be complex. In fact, the most effective ones are often simple and focused.

If you want to strengthen this area, exploring teaching portfolio and digital presence strategies can help you refine how you present your work.

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What to Do If You Do Not Get the Job

One of the most difficult parts of the process is not receiving an offer. It is easy to interpret this as a reflection of your ability, but that is rarely the full picture.

Hiring decisions are influenced by many factors. Sometimes another candidate has more experience in a specific area. Sometimes a school is looking for a particular personality or instructional style. Sometimes timing simply does not align.

Understanding what to do if you did not get the teaching job is an important part of moving forward.

Rejection is not the end of the process. It is part of it.

Strong candidates reflect on their experiences, identify areas for growth, and continue applying. Over time, this process builds both skill and confidence.

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What Schools Are Really Looking For

After years of participating in hiring decisions, I can say with confidence that schools are not searching for perfect candidates. They are not expecting you to walk in with years of experience or to have every aspect of teaching mastered. What they are looking for is much more specific, and in many ways, much more attainable.

They are looking for educators who show clear potential and a strong foundation.

One of the first things hiring teams look for is your ability to manage a classroom in a way that supports learning. This does not mean having a perfectly controlled environment. It means showing that you understand how routines, expectations, and relationships work together to create a space where students can focus and feel supported. When candidates can talk about how they establish structure, respond to challenges, and maintain a positive learning environment, it immediately signals readiness.

Equally important is your ability to build relationships. Schools are not just hiring someone to deliver content. They are hiring someone who will work with students, collaborate with colleagues, and communicate with families. They are asking themselves whether you will be someone students feel comfortable approaching, whether you will contribute positively to a team, and whether you understand the importance of connection in the learning process.

Communication plays a significant role in this as well. Hiring teams pay attention to how clearly and thoughtfully you express your ideas during interviews. They are also considering how you will communicate in everyday practice, whether that is explaining a concept to students, collaborating with colleagues, or reaching out to families. Clear, professional communication builds trust, and schools are looking for candidates who demonstrate that consistently.

Another quality that stands out is reflection. Strong candidates are able to talk honestly about their experiences, including challenges. They can describe what did not go as planned, what they learned from it, and how they adjusted their approach. This ability to reflect shows a level of self-awareness that is essential for growth. It tells hiring teams that you are not only thinking about what you are doing, but also how you can improve.

Along with reflection comes a willingness to grow. Schools understand that early career teachers are still developing their practice. What they want to see is that you are open to feedback, willing to learn, and committed to improving over time. Candidates who present themselves as eager to learn and adapt often stand out more than those who try to appear as though they already have everything figured out.

It is also worth recognizing that hiring teams are thinking about fit. They are considering how you might contribute to their specific school environment. This includes your approach to teaching, your personality, and how you interact with others. It is not about changing who you are to match a school. It is about clearly presenting who you are so they can determine whether there is alignment.

These qualities are not developed overnight. They are built through experience, reflection, and a willingness to engage in the work of teaching in an honest way.

Your goal is not to present yourself as fully developed. In fact, trying to do so can work against you. Hiring teams are experienced enough to recognize when a candidate is overstating their readiness. What resonates much more is authenticity. When you can clearly articulate what you know, what you are working on, and how you are continuing to grow, you present yourself as someone who is ready to step into the profession in a meaningful way.

Ultimately, schools are looking for teachers they can invest in. They want individuals who have a strong foundation, a clear sense of purpose, and the capacity to grow into the role.

When you approach the hiring process with that understanding, it shifts your focus. Instead of trying to prove that you are perfect, you begin to show that you are prepared, reflective, and ready to continue developing as an educator.

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Final Thoughts on Getting Your First Teaching Job

Your first teaching job is not out of reach. It requires preparation, reflection, and persistence, but it is absolutely attainable.

Focus on what you can control. Be intentional in how you present your experience. Take the time to understand the process rather than rushing through it.

Most importantly, remember that this is not just about getting a job. It is about finding the right environment where you can grow, feel supported, and make an impact.

That takes time, and it is worth getting right.

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You Might Also Find Helpful

If you are preparing for your first teaching job, you may also want to read:

The Complete Guide to Getting Your First Teaching Job
Start here if you want the full application to offer roadmap.

Every Type of Teacher Interview Explained
Learn what each stage of the interview process is really looking for.

Didn’t Get the Teaching Job
Encouragement and next steps for early career teachers after rejection.

The Professional Finish: Digital Presence and Portfolios
How to strengthen your LinkedIn, portfolio, and interview follow up.

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Start Here

If you are just beginning your journey, you can follow this roadmap:

Teacher Job Search Roadmap

The Complete Guide to Getting Your First Teaching Job
Licensure Locked Down
Every Type of Teacher Interview Explained
The Model Lesson
The Professional Finish
Didn’t Get the Teaching Job

The Best States for Teacher Support and Retention (What Early Career Teachers Should Know)

 

The Best States for Teacher Support and Retention (What Early Career Teachers Should Know)

If you are entering the teaching profession—or even deciding where to begin your career—there is one important reality to understand early:

Not all states support teachers in the same way.

While teaching is a demanding profession everywhere, the level of support you receive can vary significantly depending on where you work. Some states are making meaningful investments in teacher retention, financial stability, and professional growth, particularly for early career educators. Others are still working toward that goal.

Understanding these differences can help you make more informed decisions—not just about where to work, but about where you are most likely to grow and stay in the profession.

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Why Teacher Retention Programs Matter

The first few years of teaching are often the most challenging.

New teachers are balancing lesson planning, classroom management, assessment, and the realities of school culture—all while building confidence in their practice. Without strong support systems, this can quickly become overwhelming.

That is why teacher retention programs are so important.

The most effective states are not only focused on recruiting teachers. They are focused on keeping them—by reducing financial stress, providing mentorship, and creating clear pathways for long-term growth.

If you have explored The First-Year Teacher Emotional Journey (https://proteacherproject.blogspot.com/), you already know how critical support is during those early stages.

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States Investing in Student Teacher Stipends

One of the most significant shifts in recent years has been the move to pay student teachers during their clinical experience.

For many candidates, student teaching is a full-time commitment that limits their ability to work. Without financial support, this can become a barrier to entering the profession.

States like Pennsylvania, New Mexico, Michigan, and New Jersey are addressing this challenge directly. These states have introduced stipend programs—some exceeding $10,000—that recognize student teaching as meaningful professional work.

This type of investment does more than support candidates in the moment. It creates a more sustainable pathway into teaching, which has a direct impact on long-term retention.

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States Offering Bonuses and Financial Incentives

Some states are focusing on retention by offering financial incentives tied to performance, placement, or continued service.

Texas, for example, has implemented the Teacher Incentive Allotment, which allows educators to earn substantial annual bonuses based on effectiveness and student outcomes. North Carolina and Virginia have also introduced signing bonuses and retention incentives, particularly for teachers working in high-need schools.

These programs reflect an important shift in thinking.

Encouragement alone is not enough to retain teachers. Sustainable careers require tangible, ongoing support.

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States Expanding Teacher Residencies and Apprenticeships

Another promising trend is the growth of teacher residency and apprenticeship programs.

These models allow candidates to gain hands-on experience in classrooms while receiving financial and professional support. States such as California, Washington, Utah, Kansas, New Hampshire, and North Dakota are investing in these pathways.

What makes these programs effective is their structure. They bridge the gap between preparation and practice, providing a smoother transition into full-time teaching.

For early career teachers, this can make a significant difference in both confidence and long-term success.

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Loan Forgiveness and Long-Term Financial Support

Support for teachers does not end once certification is complete.

Some states are addressing long-term financial challenges through loan forgiveness programs and service-based incentives. In states like Wisconsin, teachers can receive financial support tied to continued service in the classroom.

These programs reward stability and encourage teachers to remain in the profession, particularly in areas where retention has been historically challenging.

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What Effective Teacher Support Actually Looks Like

When you look across states, a clear pattern begins to emerge.

The most effective retention strategies are not isolated programs. They are part of a broader system that supports teachers at multiple stages of their careers.

This often includes financial support during student teaching, structured mentorship in the early years, incentives for continued service, and opportunities for professional growth. Residency programs and apprenticeship models further strengthen this system by providing meaningful preparation before teachers enter the classroom independently.

The most important takeaway is this:

The earlier the support begins, the stronger the long-term impact.

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What This Means for You as an Early Career Teacher

If you are preparing to enter the profession—or considering a move—it is worth taking the time to look beyond salary alone.

Ask deeper questions.

Does the state or district offer structured mentorship programs? Is there financial support available during your first years? What does professional development look like in practice? Are there incentives that encourage teachers to stay and grow?

These factors shape your daily experience far more than a job description ever will.

If you are still learning how to evaluate school environments, Finding the Right School: A New Teacher’s Guide to Cultural Fit (https://proteacherproject.blogspot.com/) can help you think through what matters most.

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Final Thoughts

Teaching is one of the most meaningful careers you can pursue—but it should also be sustainable.

The encouraging news is that many states are beginning to recognize this. They are investing in teachers not just as employees, but as professionals who need time, support, and resources to do their work well.

As you begin your career, remember this:

You are not just choosing a job.
You are choosing an environment.

And the right environment can shape not only your experience—but your decision to stay in the profession.

If you are looking for practical strategies and support as you move forward, you can explore more resources here:
👉 https://proteacherproject.blogspot.com/

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About the Author

With over 30 years of experience as a public school teacher and principal, I now prepare pre-service teachers at the university level. I regularly work in PK–12 classrooms alongside mentor teachers, staying closely connected to the realities of today’s schools. I am a strong advocate for treating teachers as professionals—supporting them with the respect, resources, and working conditions they need to thrive.