The Federated States of Micronesia (FSM) has identified improving access to a diverse pool of effective educators as an essential component for both school improvement as well as the expansion of educational equity, opportunity, well-being, and positive outcomes for FSM students. FSM posits that a high-quality and culturally responsive induction and mentoring program will play a critical role in building the pool of effective educators to improve access and meet this need.

Studies indicate that new teachers are less likely to leave the profession if they are provided with a mentor in their content area and if they participate in planning and collaborative activities with other teachers (Ingersoll & Smith, 2004; Ingersoll & Strong, 2011). A 2017 Ronfeldt & McQueen correlational study found that teachers receiving induction and mentoring supports were more likely to stay in their school and in teaching even five years later, and a 2009 quasi-experimental study (Stanulis & Floden)  (2009) found that teachers receiving intensive mentoring scored higher on a measure of teaching practice than teachers who did not. While there is relatively little research on the impact of induction and mentoring programs in rural and remote settings, state education agencies using induction and mentoring programs as a strategy for growing equitable access to effective educators may choose to prioritize evidenced-based practices from studies that measure and report outcomes specifically for disadvantaged or minority students, and studies that include outcomes such as reducing achievement gaps and diversifying the educator workforce.