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1.
Mentoring is an established method of supporting principals as they begin their careers; however, early studies focus on how a veteran principal supports a novice principal in acquiring the skills to manage the school. As the role of a principal has evolved from a building manager to a leader of learning, the role of mentoring has also evolved. The purpose of this study was to explore the mentoring experiences of novice principals and their mentors in a school district’s mentoring program, and how developmental mentoring relationships support novice principals to be leaders of learning. The ?ndings suggest that a strong mentoring relationship can support a novice principal in developing skills to be a leader of learning by clarifying the mentor’s role as a leader of learning, focusing mentoring sessions to build the mentee’s capacity as a leader of learning, and a commitment to mentoring sessions that support teaching and learning.  相似文献   

2.
The purpose of this study is to examine the perceptions of primary school principals about the influence of ‘trust’ in their mentoring experiences. Both quantitative and qualitative methods were used in the study. The Primary School Principals’ Mentoring Questionnaire previously developed by the researchers was applied to 1462 primary school principals. As a follow‐up study, focus groups were carried out with 50 school administrators at various career phases in order to gather more in‐depth data about the impact of ‘trust’ in the mentoring process. Results of the study showed that in different career phases, principals attached varied levels of importance to trust in the mentoring process.  相似文献   

3.
Mentoring as a strategy to assist and retain beginning teachers in the profession has been perceived as the panacea for reducing attrition rates. Whilst this may be true in many cases, mentoring alone has been unable to stem the flow of resignations. In this essay on scholarship and teaching, the author explores surrounding mentoring programs. New ways of professional learning are suggested that encompass mentoring within a whole school approach, with a particular focus on the school as a collaborative community of learners.  相似文献   

4.
Mentoring is a powerful and often effective tool in supporting the work of new and experienced teachers. It can also be a means of attracting and retaining talented teachers in schools which face challenges in staffing and turnover. In this article we describe and analyze the first 2 years of a mentoring program designed to support teacher retention and growth. The program, planned between a Jewish education agency and university faculty, was implemented in several Orthodox Jewish day schools. Mentoring was provided by university faculty and the relationship between the mentor and teacher was non-evaluative and fully collaborative. Data collected from mentors, teachers, and principals are analyzed and presented, and implications for Jewish day schools are discussed.  相似文献   

5.
校长培训作为系统化提升校长专业领导力的重要手段受到了新西兰政府的高度重视。目前新西兰为有志成为校长的领导者、新任校长、资深校长以及毛利学生学校领导者开发了专门的培训项目。本文介绍这四类培训项目,归纳新西兰校长培训的经验,指出其对我国校长培训改进的借鉴意义。  相似文献   

6.
Research on mentoring outcomes and characteristics of various types of mentoring programs in different settings is limited. The present study sampled 39 graduate students at a small Midwestern university to evaluate peer mentoring in a graduate school setting. Mentoring function and outcome relationships as well as program characteristics were explored. As expected, mentoring functions were highly correlated with various outcomes. Results indicated psychosocial assistance, networking help, and relational outcomes were reported most among participants. Interestingly, pair compatibility and mentor preparation were not found to be essential program characteristics. Program recommendations and future research are discussed.  相似文献   

7.
ABSTRACT

Mentoring relationship quality has frequently been associated with improved effectiveness of mentoring interventions for youth. As youth mentoring research has largely been undertaken in community-based, one-to-one mentoring programs in the United States, there have been recent calls to investigate mentoring relationships in specific contexts. Accordingly, this research examines relationship quality within nine mentor-mentee dyads involved in a New Zealand school-based mentoring program that combines one-to-one and group mentoring. This research identifies key features of and perceived influences on mentoring relationship quality using qualitative interviews with program staff and mentor portfolios. The results indicate that high quality relationships were formed during the program, and were primarily facilitated by mentors who demonstrated attunement, critical self-reflection, self-efficacy, and a holistic view of their mentee. Implications for practice and future research are discussed.  相似文献   

8.
Mentoring teachers during the induction years has long been recognized as a powerful means to support and acclimate new teachers to the profession. Once the induction years are over however, mentoring is rarely offered for experienced educators. Additionally, teachers in their mid to late career stages often find professional development poorly suited to their interests or needs. As a result, frustration, cynicism, early attrition, and ‘burnout’ occurs.This study explores the perceptions of 20 experienced teachers in order to understand their professional needs and their perceptions about being mentored. Recommendations for the design of post induction mentoring programs are offered to schools looking to retain experienced teachers and inspire them for a full career of teaching.  相似文献   

9.
An earlier exploratory study (Chong, 1991) suggest that a collaborative style of principalship is expected to emerge from the mentoring process. This paper highlights aspects of the environment of school management in Singapore which are beginning to support this emerging style that future principals are learning to adopt. It also identifies some possible areas for further research. Implications for policy and management are discussed. Mentoring episodes in Singapore could provide a unique opportunity for research that explicate a theory of morphogenesis.  相似文献   

10.
In this article, I explore the concepts of mentoring and role modeling with regard to developing student leaders within the girls’ school context. The foundation for this discussion lies in two qualitative studies involving staff and students from girls’ schools located in Australia, New Zealand, and South Africa. Both survey and focus groups were used as methods of data collection. Mentoring and role modeling in school settings is reported in this study as taking place in two different forms: student/student and staff/student. This research identified the multidimensional nature of these relationships with regard to female school staff who then became role models for female students. Ultimately, mentoring and role modeling may help female students in developing the knowledge and skills required for leadership as well as assisting in an understanding of gender barriers in relation to leadership roles.  相似文献   

11.
Mentoring is an increasingly important element in the preparation of principals in many countries, including Singapore, the United States (US) and the United Kingdom (UK). In Singapore and the US, mentoring forms part of a pre-service programme of training for intending principals. In the UK, it is a voluntary programme which takes place during their first year as principals. The efficacy of mentoring depends on the quality of the mentor/protege relationship at least as much as the organisational and cultural framework within which it operates. Definitions and conceptions of mentoring are remarkably similar in different societies and its advantages appear to outweigh its disadvantages in both Singapore and the UK.  相似文献   

12.
新西兰被认为是拥有世界上最好教育体制的国家之一,特别是在教师教育制度方面另有一套完全独立的教育体系。"入职指导计划"是新西兰教师委员会为新教师的专业学习提供实践支持的一项教育指导计划,旨在提高教师专业发展能力,促进新西兰教师教育职前培养、入职指导和在职专业发展的一体化进程,以推动教师终身教育体系的形成与完善。  相似文献   

13.
ABSTRACT

Mentoring plays a critical role in providing a quality professional experience for pre-service teachers in their initial teacher education. There have been numerous studies about pre-service teacher mentoring, yet actual mentoring practice still remains varied and poorly understood. Consequently, there is a need for mentoring processes that can enhance graduate teacher quality. In response to this call, this study aims to elucidate an understanding of how mentoring is operationalized, as perceived by the teacher mentor. Semi-structure interviews, with experienced teacher mentors, provided understanding on mentoring practices used within differing school contexts. These findings increase our understanding of actual mentoring processes that are used during the different phases of support for the preservice teachers. Understanding how the mentor–mentee relationship is operationalized has implications for supporting and enhancing quality mentoring experiences.  相似文献   

14.
Mentors and Muses: New Strategies for Academic Success   总被引：2，自引：0，他引：2  
Mentoring programs in higher education institutions have met with mixed success. In response to the limitations inherent in the dominant approaches to mentoring, we present an example of a unusual mentoring program, the New Scholars Network (NSN). The NSN is a variant of traditional mentoring approaches, having evolved from mentoring into musing. Framed within a radical humanist philosophy, musing is a process of creating peer communities that facilitates connections between naturally developing relationships, shared power, and collective action. Through mentoring as musing new faculty have the potential to evolve as change agents in the institution, instead of assimilating into the existing system.  相似文献   

15.
ABSTRACT

In New Zealand, school buildings are being remodelled to accommodate several teachers and a large number of learners in one flexible learning space. School leaders’ perspectives were sought on what is happening in the teaching of reading, writing and mathematics. Interviews of the principal and deputy principal at a case study were conducted, and an online survey was used to target views of school leaders across New Zealand: completed by 115 principals and 56 deputy principals. The research found positive responses to the implementation of flexible learning spaces and the impact on the teaching of these three core curriculum areas. The findings suggest that given appropriate experience of such spaces, New Zealand principals (school leaders) seem to have the attitudes and understanding to support adoption of Innovative Learning Environments and recognise their potential benefits. However, the quality of teaching was key no matter which learning space was considered. Although Innovative Learning Environments, along with the cooperation between teachers that such spaces require, were seen as beneficial to learning, successful implementation will also require those leading the changes to place the learner as the focus of change, particularly for the substantive percentage of students who are underachieving in reading, writing and mathematics.  相似文献   

16.
Effective school leadership in supporting outcomes for all students is critical. This study focuses on six New Zealand principals as they endeavour to make a difference to reading outcomes for 11 to 13 year-old students. In New Zealand, there are approximately 20% of students who are underachieving in reading. Once they reach the final years of primary schooling, this is the final opportunity to rectify this underachievement before these at-risk students enter secondary schooling. Interviews were conducted with the six principals at six case study schools, which represented a range of schools. Findings showed that there was widespread use of standardized testing results in reading to provide accountability for the New Zealand National Standards requirement, and also to inform next teaching steps. However, principals differed in the manner that they led the schools-wide analyses of the data. There was a stark diversity in the implementation of sustained and focused professional development in reading. The use of teacher aides to support our most vulnerable students, low-progress readers and English Speakers of Second Language was widespread, with only two schools providing in-school support and training of these paraprofessionals.  相似文献   

17.
Framed as collective case studies, this study examined the perspectives that mentors, who are considered exemplary in the field, exhibit towards mentoring in different mentoring contexts in the Israeli school system from a variety of view points: The mentors themselves, their mentees, supervisors, school principals, and project leaders. Mentoring contexts are distinguished by their organisational, instructional and professional orientations towards teaching and mentoring. Perspectives towards mentoring are reflected in the language that the mentor uses in order to describe his/her work and the behavior that the mentor exhibits as it plays out in his/her actions. The findings of the study reveal that, despite the different contexts of practice, star mentors shared common perspectives towards mentoring in terms of educational ideologies and envisioned roles and practices, exhibited through the use of a similar professional language. We also learned that these attributed meanings were highly congruent with their mentees, principals, supervisors and colleagues' perceptions of the mentors' practice. The common emergent themes that surfaced in mentors and their respective participants' characterizations of their practice were: Organisational skills, interpersonal relationships, integration of theory and practice, knowledge and expertise, challenge, modelling and reflexivity. Mentors also acted upon some of these characterizations in unique, idiosyncratic ways, guided by the distinctiveness of their organisational and educational mentoring context. Thus, alongside similar ideologies and beliefs across contexts we also identified differences as to the emphasis that each mentor gave to a particular aspect of organisation, knowledge and relationships.  相似文献   

18.
Over the past 10 years, mentoring of children and young people has become an increasingly important feature of social policy in the United Kingdom. This is evidenced in the rapid growth in the number of mentoring schemes operating in a range of educational settings. In 2006 the Mentoring and Befriending Foundation was contracted by the Department for Education and Skills to pilot nationally a formal and sustainable peer mentoring scheme in 180 secondary schools in England, generating 3600 matched pairs. The evaluators, appointed by the Department for Education and Skills, had the overarching aim of supporting the development of evidence‐based peer mentoring and enhancing the capacity of those involved to engage in evaluation practice. This article reports the methodology and main findings of the evaluation of the programme. It was evident that schools engaged positively and productively with the project and with this structured form of mentoring. Qualitative interview evidence, self‐report data from the ‘About Me’ scale, and the teacher and mentee and mentor ‘voice’ attested to benefits, but impact data (attendance, attainment, behaviour) did not provide corroborative evidence of a positive effect.  相似文献   

19.

Mentoring as a time‐honored and effective mode of training and teaching is briefly reviewed, highlighting the valuing of the mentoring relationship in educating gifted and talented youths in Chinese history. The current development of mentorship programs for gifted students at the Chinese University of Hong Kong is explained with examples from the search for potential mentors within the university community, and the development and operation of the mentorship program of Chinese creative writings for Hong Kong students. Future directions in the development of mentorship programs for gifted students using information technology and peer mentors in double mentoring are discussed, and a model of three levels of mentoring encompassing telementoring, double mentoring, and one‐to‐one mentoring is suggested.  相似文献   

20.
This survey‐based study examined the benefits of mentoring for 299 pre‐service teachers who voluntarily worked with children at‐risk in a nationwide Israeli mentoring project. Results revealed that mentoring taught prospective teachers about the world of children, increased their sensitivity to children at‐risk and to children as individuals, and improved their ability to cope with difficult situations. Mentoring was particularly beneficial for mentors majoring in special education, when viewed as a professional development opportunity, and when guidance was provided that aimed at connecting between academic studies and mentoring experiences. Unlike other field experiences in teacher training programs which emphasize classroom teaching, mentoring offers pre‐service teachers an opportunity to learn about the individual child and the social factors influencing his/her success in school.  相似文献   

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