Beginning Music Teacher Mentor Practices

Abstract

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.

A Retrospective Appraisal of Teacher Induction

“…While retrospection may be biased insofar as it is selective (Gonzales-Morganti, Lovejoy, Burke-Beckjord, Haviland, Haas, & Farley, 2013), and general as opposed to detailed (Brewin et al, 1993), it also has the potential of enhancing comprehension of complex circumstances from a more mature perspective (Cherubini, Kitchen, Goldblatt, & Smith, 2011). A recent follow-up study by Conway (2013) provides some support for this assertion. In a study of music teachers 10 years after participating in an induction program she found that their retrospective views concurred with their earlier reflections while at the same time they demonstrated a deeper understanding of the needs of inductee teachers that was related to more experience in the field.…”

Instrumental Music Educators’ Experiences in a Professional Development Course

“…The teachers identified these activities in daily reflections, end-of-course reflections, and individual interviews. Participants in Bowles (2002) and Conway (2015) also found these activities important. LUSD teachers believed that carefully-developed curricula and rubrics would increase rigor in their instruction and bolster student achievement.…”

“…Teacher choice may be an important feature of professional development due to their varying needs (Conway et al, 2005; Schmidt & Robbins, 2011; Stanley et al, 2014). Bauer et al (2009) said that “as music educators progress though their careers, it appears their professional development requirements and interests evolve” (p. 121), a statement supported by other researchers (Conway, 2007, 2008, 2015; Eros, 2011; Hammel, 2007). Appropriate professional development should be congruent with the career stage of the teacher (Eros, 2011; Hammel, 2007).…”

Supporting Music Teacher Mentors

“…While these suggestions might be common knowledge for some, it is crucial that we, as professional music educators and mentors, advocate for and request such support from our own school districts, state music educators associations, and university teacher-preparation programs. 39 Assigning mentors and mentees to teach in the same school is optimal but might not be realistic for those in small schools or for those who teach at the elementary level. Release time for travel will help alleviate this potential problem.…”