Beginning Music Teacher Induction and Mentor Policies: A Cross-State Perspective

Conway, Colleen M.; Krueger, Patti J.; Robinson, Mitchell; Haack, Paul A.; Smith, Michael V.

doi:10.1080/10632910209605998

Cited by 36 publications

(41 citation statements)

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“…Many state music education organizations are working to create music-specifi c mentoring opportunities (with offi cial initiatives currently in Michigan, Virginia, North Carolina, and Texas), and the National Association for Music Education (NAfME) is also making mentoring a priority (Correia, 2015). However, very little empirical data exists to guide these program initiatives, a point also made in other articles (Conway, Krueger, Robinson, Haack & Smith, 2002;Conway, Albert, Hibbard & Hourigan, 2005;Strong, 2009). While other professional music teaching organizations have nationallevel mentor programs (e.g.…”

Section: Need For the Researchmentioning

confidence: 99%

The Design and Implementation of the ASTA Mentor Program: Perceptions of Program Developers and Mentor Preparation Workshop Participants

Berg

Conway

2016

String Research Journal

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The purpose of this research was to examine the development and implementation of the ASTA Mentor Program. Research questions included: (a) How did ASTA staff, leadership, and Mentor Preparation Workshop providers describe the opportunities and challenges associated with the development of a national level mentor program?, (b) What were the perceived successes and benefi ts of the Mentor Preparation Workshop?, and (c) What suggestions did mentor teachers have for future ASTA Mentor Preparation Workshops? Data were collected via interviews, a workshop evaluation, and researcher logs. Potential program opportunities included targeted mentoring leading to student growth, lifespan professional development for ASTA members, increased ASTA member recruitment and retention, and association-level leadership. Implementation challenges included mentor effectiveness, design and implementation of processes and supports, and long-term sustainability. The workshop was perceived to be successful and benefi cial through mentors' increased understanding of novice teacher needs, development of effective observation and conferencing skills, and increased ability to help beginning teachers prioritize string-specifi c instruction. Suggested workshop improvements included more hands-on activities, access to all workshop materials, and more opportunity for interaction among the mentors.

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Section: Need For the Researchmentioning

confidence: 99%

The Design and Implementation of the ASTA Mentor Program: Perceptions of Program Developers and Mentor Preparation Workshop Participants

Berg

Conway

2016

String Research Journal

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“…Findings from other research have revealed that beginning music teachers tend to feel less isolated and more supported when they are able to forge strong relationships with experienced music teachers. Lower levels of satisfaction were reported when these teachers were assigned to mentors outside of music (Conway, 2003;Conway et al, 2002;Krueger, 1999).…”

Section: Mentoring Beginning Teachers In Music Educationmentioning

confidence: 99%

Education: Mentoring and Community through Research

Roulston

Legette²,

Deloach³

et al. 2005

Research Studies in Music Education

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This paper reports findings from a year-long self-study of the development of a music teacher-research group. Analysis of transcripts of audio-recorded talk from group meetings, and individual interviews with group members demonstrates that in spite of obstacles encountered in the process of conducting collaborative work, university educators and elementary music teachers involved described outcomes of the group's work as mutually beneficial. We propose that a teacher-research group involving university educators and K-12 teachers in music education is one form of "professional learning community" (Feiman-Nemser, 2001) that may be used to mentor early career music teachers. More than a "support" group, a teacher-research group designed to develop members' understanding of and abilities to conduct action research will foster professional skills in asking critical questions of classroom practice and seeking evidence-based answers. For teacherresearch groups to contribute to the professional development of music teachers, however, we suggest that they be developed over a substantial period of time, and use a structured framework with specific goals for group members. Ideally, to be sustained and developed over time, such groups would be funded.

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“…This finding mirrors my findings that curricular issues become more important after the first year. Finally, Elle and Brian (above) discussed the need for music organizations to be involved in mentoring, and this, too, is supported in past research (Conway, Krueger, Robinson, Haack, & Smith, 2002).…”

Section: Lack Of Consistency In Mentor Programs and Teacher Perceptiomentioning

confidence: 88%

Beginning Music Teacher Mentor Practices

Conway

2013

Journal of Music Teacher Education

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The purpose of this inquiry was to examine the current reflections of 13 experienced teachers on their past perceptions of mentoring as documented by Conway (2003a). Participants read the 2003 study and examined all data collected in 1999-2000, including journals, two questionnaires, individual interviews, focus group interviews, mentor interviews, and principal interviews. They then wrote an e-mail reflection on that reading and participated in an individual interview regarding their current perceptions on mentoring beginning music teachers. I sought to understand whether findings represented in the 2003 study were perceived to be still relevant today. In addition, I sought to uncover additional insights regarding mentoring that these participants could offer. Findings are presented in the following categories: (a) mentoring can be valuable for the mentor; (b) disagreement regarding who should mentor; and (c) new teachers must be proactive in finding answers to questions. Themes consistent with the 2003 findings include (a) a lack of consistency in mentor programs and teacher perceptions of value, (b) curricular concerns, (c) music teachers need music mentors, and (d) time for mentor-mentee interaction. Connections are made to past research, and suggestions for future research and mentoring practice are provided.

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Beginning Music Teacher Induction and Mentor Policies: A Cross-State Perspective

Cited by 36 publications

References 0 publications

The Design and Implementation of the ASTA Mentor Program: Perceptions of Program Developers and Mentor Preparation Workshop Participants

The Design and Implementation of the ASTA Mentor Program: Perceptions of Program Developers and Mentor Preparation Workshop Participants

Education: Mentoring and Community through Research

Beginning Music Teacher Mentor Practices

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