Mentoring as an Induction Tool in Special Education Administration

Abstract

Hope CollegeMentoring is a widely used method of induction into a variety of professional roles, including educational leadership. However, little scholarly literature has focused on the role of mentoring in the career development of special education administrators. In this examination of 14 such mentoring relationships, the existence of career and psychosocial functions as theorized by Kram is explored and the perceived value of the functions to mentors and protégés in the career development of beginning special education administrators is identified. Evidence of coaching, a career function, and counseling, a psychosocial function, was found in all relationships studied and these two functions were ranked as most important to the career development of beginning special education administrators by both mentors and protégés. Recommendations include incorporating mentoring functions into mentor and protégé training to increase the positive effect of mentoring on the career development of beginning special education administrators.

Evidence on the Use of Mentoring Programs and Practices to Support Workplace Learning: A Systematic Multiple‐Studies Review

“…Not surprisingly, as researchers have begun to focus on how mentors are trained and develop skills for mentoring, we also found a more recent and an increased focus on consideration of mentors' qualifications prior to engaging in mentoring relationships (Abedin, 2012;Arnold, 2006;Alhija & Fresko, 2014;Burnham & Fleming, 2011;Eissner & Gannon, 2018;Forgione et al, 2015;Harrison et al, 2015;Hudson, 2016;Lai, 2010, Smith & Arsenault, 2014, Gagliardi et al, 2015. Employees selected for the mentor role need the right skills, competencies, and qualifications to be a mentor.…”

“…Most of the research that has been completed on the mentor's role focuses on their responsibilities and function (Abedin et al, 2012;Deichmann & van den Ende, 2014;Desimone et al, 2014;Eissner & Gannon, 2018;Holmberg-Wright, 2013;Kay & Wallace, 2009;Lai, 2010;Luckhaupt et al, 2005;Smith & Arsenault, 2014). Researchers agree that mentors serve as role models (Lai, 2010;Smith & Arsenault, 2014). In addition, mentors are generally responsible for supporting both the career-development and psychosocial needs of their mentees (Hudson, 2016, Smith & Arsenault, 2014.…”

“…Researchers agree that mentors serve as role models (Lai, 2010;Smith & Arsenault, 2014). In addition, mentors are generally responsible for supporting both the career-development and psychosocial needs of their mentees (Hudson, 2016, Smith & Arsenault, 2014. For example, Kay and Wallace (2009) found that male mentees who had access to mentors with senior status benefited with elevated earnings and a greater perception of fairness in their workplaces.…”

“…The existing research on the mentoring approach focuses on the strategies and methods used by mentors to support their work with mentees (Eissner & Gannon, 2018;Farmer et al, 2009;Harrison, Lawson, & Wortley, 2005;Hudson, 2016;Lai, 2010;Luckhaupt et al, 2005;Webb et al, 2007;Reid & Slinger, 2006;Smith & Arsenault, 2014;Stanulis et al, 2014). Observation of performance with the goal of offering constructive feedback is a common tool used by mentors and valued by mentees (Arnold, 2006;Forgione et al, 20015;Lai, 2010;Reid & Slinger, 2006;Stanulis et al, 2014).…”

“…Collaboration on projects (Burnham & Fleming, 2011;Lai, 2010;Sobeck et al, 2007;Stanulis et al, 2014) or problem solving and sharing resources (Hudson, 2016) have also been shown to positively influence mentees' experiences. Developmental conversations (Arnold, 2006;Burnham & Fleming, 2011;Eissner & Gannon, 2018;Holmberg-Wright, 2013;Lai, 2010;Reid & Slinger, 2006, Smith & Arsenault, 2014Sobeck et al, 2007;Stanulis et al, 2014) and network contacts (Eissner & Gannon, 2018;Holmberg-Wright, 2013;Smith & Arsenault, 2014) were other common strategies and methods reported for helping mentees make improvements and further develop their careers. There is a growing body of literature to suggest that mentors need specific skills to be effective (Abedin et al, 2012;Abedin et al, 2013;Arnold, 2006).…”