ABSTRACT
This chapter looks closely at the role that the supervisor plays in facilitating the development of resilience in the novice teacher, considering how the supervisor’s agency to act serves both as a model for the novice and as a crucial part of ensuring that as much as possible is done to give the teacher the capacity and tools necessary to prosper or thrive through those first few difficult years of teaching. It addresses the importance of building the resilience of supervisors and mentors as they work to meet the needs of novice teachers who are impacted by the experiences their students have with trauma and toxic stress. Trauma is far more prevalent than previously understood and may have a significant, toxic impact on the development of the human brain. The face of public education in the United States has transformed across many communities.
