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).

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