Learning to Mentor: Evidence and Observation as Tools in Learning to Teach

Abstract

The purpose of this study was to examine how an experienced teacher learned to mentor as she attended ongoing professional development and worked with first- and second-year teachers across one school year as part of a university/district pilot induction partnership program. The mentoring component emphasized mentoring that was both responsive to beginning teacher needs while also challenging them to develop a framework for their thinking and asking them to consider new perspectives about what it means to teach effectively. Throughout the year, the mentor learned the value of gathering evidence from the beginning teacher’s practice to guide her continued learning, and about observation as a tool for mentor and beginning teacher learning. The findings focus on both the conceptual and practical aspects of mentoring within an induction program, including differentiation, developing a repertoire of mentoring practices, and learning in and from the practice of mentoring. Researchers have called for studies of induction programs that focus on both practical and conceptual issues related to how induction is done and what induction could be (Britton, Paine, Pimm, & Raizen, 2003; Wood & Stanulis, 2009). Mentoring is a common element in many induction programs to help novices navigate the transition between university and school and to support the ongoing process of learning to teach. The conceptualizations of what mentors should know and be able to do, however, is not commonly agreed on by those in the field. Consequently, preparing mentors can differ based on the induction purposes and the context in which the mentors develop their practices. Much of what beginning teachers learn during their first year depends on the opportunities in their school context to continue to learn (Grossman & Thompson, 2004; Worthy, 2005). It is critical to develop induction support targeted toward helping beginning teachers accelerate their development in order to have an impact on student learning early in their careers. Furthermore, the quality of interactions between beginning teachers and their colleagues can play a critical role in the success of novice teachers (Johnson & Kardos, 2004). Without any preparation,