Abstract
This study investigated the experiences of novice, secondary education specialists in a Northern California school district. Using Participatory Narrative Inquiry, three novice education specialists recorded voice journals and participated in group sensemaking sessions to describe their personal experiences pertaining to mentorship, community building, and pedagogy development. The results of the study validate what research has shown to increase teacher retention, such as mentorship and induction programs, a strong sense of belonging and collaboration; however, it is evident that there should be differentiation of these strategies that relate to the unique struggles of education specialists. The three participants found that hands-off mentorship boosted confidence, there was a disconnect between themselves and general education teachers, and their pedagogy develops from conversations with colleagues. Discussion of the results and implications for practice were outlined.