Mentor Policy and the Quality of Mentoring

Polikoff, Morgan S.; Desimone, Laura M.; Porter, Andrew C.; Hochberg, Eric D.

doi:10.1086/683134

Cited by 27 publications

(17 citation statements)

References 56 publications

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“…According to Villani (2002), four ways mentors can support new teachers are by providing emotional support and encouragement, information about the school's work style and culture, promoting understanding of the students and family culture; and providing cognitive coaching. Polikoff, Desimone, Porter & Hochberg (2015), stress that the presence of the mentor in the same school provides higher quality support and mentoring services.…”

Section: Mentoring Beginner Teachers-roles and Needsmentioning

confidence: 99%

Mentoring and Coaching Practices for Beginner Teachers—A Need for Mentor Coaching Skills Training and Principal’s Support

Vikaraman¹,

Mansor²,

Hamzah³

2017

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Mentoring and coaching seem to have taken over many other forms of job embedded professional development programmes across the globe. Mentoring involves providing professional and personal guidance to an assigned mentee. Coaching involves providing focused career assistance to a coachee. This paper focuses on sharing current mentoring and coaching services provided particularly for beginner teachers. Beginner teachers face variety of issues and challenges in their early years of teaching. These initial experiences determine the new teachers' sustainability, teaching quality and students' performance. Effective beginner teacher mentoring and coaching includes guidance in areas of professional (career, skills and expertise) and personal (work/life balance, self-confidence, self-perception, and personal influences) development. This concept paper presents an overview of current mentoring and coaching practices for beginner teachers. The study further implies the need for providing mentors with mentor coaching skills training and principals support based on the Kansas Coaching Model underpinning the principles of Adult Learning Theory to improve current mentoring and coaching practices.

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Section: Mentoring Beginner Teachers-roles and Needsmentioning

confidence: 99%

Mentoring and Coaching Practices for Beginner Teachers—A Need for Mentor Coaching Skills Training and Principal’s Support

Vikaraman¹,

Mansor²,

Hamzah³

2017

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“…Our current inquiry takes a broad view of mentoring by focusing on multiple features of mentor-mentee interactions (Moir et al, 2009; Polikoff, Desimone, Porter, & Hochberg, 2015). Through analyzing their effects on beginning teachers, we hope to demonstrate how new teacher mentoring might be conceptualized and studied as a multifaceted intervention.…”

mentioning

confidence: 99%

Looking Inside and Outside of Mentoring: Effects on New Teachers’ Organizational Commitment

Hong

Matsko²

2019

American Educational Research Journal

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This article puts forth a multidimensional framework for empirically testing the effects of teacher mentoring, focusing on interactions between formal mentors and novice teachers and the setting in which these interactions occur. Analyzing survey and administrative data from Chicago Public Schools with a multilevel propensity-score weighting approach, our analyses identifies the combination of stronger leadership and high-quality mentoring that features at least biweekly mentor-mentee interactions, comprehensive content, and opportunities for engagement with teaching practice as the most effective for building teacher organizational commitment. The results also reveal that stronger principal leadership may protect teachers from lack of access to any mentor or to high-quality mentoring while weaker leadership may diminish the potential benefits of high-quality mentoring.

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“…Likewise, in a recent study of a teacher leadership program that incorporated evaluation duties, Bradley-Levine et al (2017) found that teachers valued feedback from TLs because of their knowledge of the teachers' classroom contexts and their continued role in classroom instruction. Involving coaches in evaluation has also been found to focus observations and feedback on teaching standards (Polikoff et al, 2015).…”

Section: Benefits Of Teacher Leader Involvement In Evaluationmentioning

confidence: 99%

“…Sensemaking theory provides an especially suitable lens for investigating the tension inherent in the policy design presented. Coupled with the teacher leadership and mentoring literature, sensemaking theory provides a lens for understanding leaders' enactment of the policy, and how these enactments influence teachers' perceptions of support (Abell et al, 1995;Feiman-Nemser, 2001;Kilburg & Hancock, 2006;Polikoff et al, 2015).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“Tearing Down the Wall”: Making Sense of Teacher Leaders as Instructional Coaches and Evaluators

Comstock

Margolis

2020

Journal of School Leadership

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Some recent district-level teacher leadership programs have incorporated both instructional coaching and formal evaluations into teacher leaders’ (TLs) responsibilities, which research suggests could challenge the relational dynamics necessary for effective coaching. Using a sensemaking lens, we conducted a qualitative case study of one district’s effort to integrate coaching and formal evaluation in their teacher leadership policy. We conducted a total of 26 semistructured interviews with district administrators and school leaders, TLs, and teachers in two schools, and seven observations of teacher leadership activities. We coded interview transcripts and field notes deductively and inductively. We found that when granted autonomy, principals drew on varied sources for making sense of and enacting this policy, and the messages they conveyed through school leadership norms deeply influenced how teachers and TLs enacted and experienced the integration. The integrated district policy in and of itself did not hinder relationships between teachers and TLs; rather, what mattered most for teachers was the extent to which they perceived their TLs as part of a larger system of support or accountability. This study suggests that the school norms that school leaders put into place when enacting teacher leadership policies deeply influence teachers’ perceived relational dynamics with TLs. Teacher leaders have a unique role in implementation that is shaped by school-level norms and conceptions of effective leadership and coaching.

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Mentor Policy and the Quality of Mentoring

Cited by 27 publications

References 56 publications

Mentoring and Coaching Practices for Beginner Teachers—A Need for Mentor Coaching Skills Training and Principal’s Support

Mentoring and Coaching Practices for Beginner Teachers—A Need for Mentor Coaching Skills Training and Principal’s Support

Looking Inside and Outside of Mentoring: Effects on New Teachers’ Organizational Commitment

“Tearing Down the Wall”: Making Sense of Teacher Leaders as Instructional Coaches and Evaluators

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