Session Information
01 SES 03 A, Mentoring Policy and Practice
Paper Session
Contribution
We are investigating approaches to the induction and support of Beginning Teachers in rural and urban school divisions in Saskatchewan, Canada. While we have focused on key components of a mentorship approach that supports beginning teachers, we also question how participation in an induction-by-mentorship program does or might support professional and personal development of experienced teacher mentors. As part of our investigation, we address three sub-questions: (1) Do mentors in Saskatchewan derive benefits from their participation in a beginning teacher mentorship program? (2) Do mentors experience difficulties/drawbacks because of their participation? (3) What recommendations arise out of the data for development of an effective and sustainable mentorship approach that helps both mentors and mentees thrive and flourish? By addressing these questions, our study provides insights to improve and sustain induction and professional development practices within school divisions in our province and we intend to contribute to the knowledge base regarding how to provide professional development support for teachers in urban and rural locations around the world, while demonstrating how stakeholders can work together to contribute to teacher learning in reciprocal, collaborative relationships.
Perspectives
School Divisions often assign significant portions of their budgets to support professional development of in-service teachers with the ultimate goal of improving student learning (Rhodes, 2001). To achieve the inter-related goals of improving teacher performance and student learning, several studies (eg., Rhodes & Beneicke, 2002; Hudson, 2013) have pointed out potential professional development benefits of serving as a peer coach and/or mentor. For example, research indicates that mentors develop by being explicit about their own practice while engaging in reciprocal critical reflection (Lopez-Real & Kwan, 2005; Simpson, Hastings & Hill, 2007; Davies et al., 1999), learning new teaching strategies and enhancing their knowledge and use of information technologies (Davies, et al, 1999; Lopez-Real & Kwan, 2005), and improving their communication skills. Studies also suggest that mentoring impacts the personal development of mentors because they feel more confident, less isolated, and that their ideas are validated (Lopez-Real & Kwan, 2005; Simpson et al., 2007; Davies et al., 1999)
At the same time, several studies point out the challenges that mentors can experience, including an increased and possibly unmanageable workload (Lee & Feng, 2007; Simpson et al., 2007), stress related to undermining of work-life balance, and feelings of insecurity related to a lack of understanding of the role of mentor or nervousness about being observed as a master teacher. Some studies reveal that some mentors have felt isolated in the role (Bullough, 2005).
We hold that mentorship can provide professional and personal development benefits for mentors when the approach fosters a culture of inquiry and a relational, collaborative environment of safety and trust. We take the position that both beginning teachers and their mentors can thrive and flourish when the mentorship approach takes into account the multiple complexities and challenges faced by classroom teachers. The notion of ‘flourishing’ (i.e., happiness, well-being, or wellness) as it relates to teachers and teaching, is only recently under study (Cherkowski & Walker, 2012). Teachers often struggle with finding a healthy balance in their lives (Naylor, 2001) so these professionals need support in enhancing their personal wellness to enhance energy levels, resiliency and job satisfaction. We posit that mentorship could enhance teachers’ wellness/flourishing by helping to provide a “positive, supportive community where teachers feel noticed, valued, challenged, and loved…” (Cherkowski & Walker, 2012, p. 11). To ensure that teachers flourish, mentorship programs are needed which include continued growth and learning through well supported opportunites for trust building and collaboration (Howe, 2008; Carroll, 2005).
Method
Expected Outcomes
References
Boyatzis, R.E. (1998). Transforming qualitative information: Thematic analysis and code development. Thousand oaks, CA: Sage Publications. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. Bullough, R. V., Jr. (2005). Being and becoming a mentor: school-based teacher educators and teacher educator identity. Teaching and Teacher Education, 21, 143–155. Cantril, H. (1965). The pattern of human concerns. New Brunswick, NJ: Rutgers University Press. Carroll, T.G. (2005). Induction of teachers into 21st century learning communities: Creating the next generation of educational practice. The New Educator, 1(3), 199-204. Cherkowski, S., & Walker, K. (2014). Flourishing communities: Re-storying educational leadership using positive research lens. International Journal of Leadership in Education: Theory and Practice, 17(2), 200-216. Davies, M. A., Brady, M., Rodger, E., & Wall, P. (1999). Mentors and school-based partnership: ingredients for professional growth. Action in Teacher Education, 21(1), 85–96. Diener, E., Lucas, R., Schimmack, U., & Helliwell, J. (2009). Well-being for public policy. New York: Oxford University Press. Hobson, A.J., Ashby, P., Malderez A. & Tomlinson, P.D. (2009) Mentoring beginning teachers: What we know and what we don’t. Teaching and Teacher Education, 25, 207–216. Hudson, P. (2013) Mentoring as professional development: ‘growth for both’ mentor and mentee. Professional Development in Education, 39(5), 771-783. Howe, E.R. (2008). Teacher induction across the Pacific: A comparative study of Canada and Japan. Journal of Education for Teaching, 34(4), 333-346. Lee, J. C., & Feng, S. (2007). Mentoring support and the professional development of beginning teachers: a Chinese perspective. Mentoring and Tutoring: Partnership in Learning, 15(3), 243–263. Lopez‐Real, F. & Kwan, T. (2005) Mentors' erceptions of their own professional development during mentoring. Journal of Education for Teaching, 31(1), 15-24. Prytula, M., Makahonuk, C., Syrota, N., & Pesenti, M. (2009). Toward successful teacher induction through communities of practice. Project #184. McDowell Teaching and Learning Research Exchange, Saskatoon, SK. http://www.mcdowellfoundation.ca/main_mcdowell/projects/research_rep/184_successful_teacher_induction.pdf Rhodes, C.P. (2001) Resource Management for Schools: a handbook for staff development activities. London: David Fulton Publishers. Rhodes, C.P & Beneicke, S. (2002) Coaching, mentoring and peer-networking: challenges for the management of teacher professional development in schools. Journal of In-Service Education, 28(2), 297-310. Simpson, T., Hastings, W., & Hill, B. (2007). ‘‘I knew that she was watching me’’: the professional benefits of mentoring. Teachers and Teaching: Theory and Practice, 13(5), 481–498.
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