Mentoring and Coaching

• In Event: Roundtable Session 84
  In Roundtable Session: Contemporary Preparation Program Initiatives: Lessons Learned From School Leadership Programs

Abstract

This workshop session strand will focus on the myriad mentoring and coaching models available to those engaged in leadership preparation, with particular attention to the mentoring design used in a rural SLP grant. Mentoring has been found to provide a variety of advantages to individuals aspiring to leadership positions in the educational setting (Browne-Ferrigno & Muth, 2004; Crow & Matthews, 1998; Daresh, 1992, 1995, 2003; 2004; Ehrich, 1995; Ehrich, Hansford, & Tennent, 2004; Mertz, 2004; Playko, 1995; Ryder, 1994; Winn, 1993). Mentoring can be of benefit to both the mentee and the mentor (Ehrich, Hansford, & Tennent, 2004). For example, mentees can be provided with the opportunity to share their experiences, be provided with meaningful feedback and support, and increase their levels of confidence in their own leadership abilities (Daresh, 2004; Ehrich, Hansford, & Tennent, 2004). “Protégés gain leadership knowledge and skill through dialogue with mentors and opportunities to enact best practice” (Sherman, & Crum, 2008, p 110). Mentors are able to grow professionally and reflect on their own administrative practices through their interactions with their mentees, as well as increase their own potential for career advancement (Daresh, 2004; Ehrich, Hansford, & Tennent, 2004).
As within-district leadership programs increase in popularity, more formal aspiring leadership mentoring activities have increased (Skinner, 2009). This has occurred, in part, to the degree of uncertainty and discomfort many new principals report (Browne-Ferrigno & Muth, 2004). Fusarelli and Smith (1999) have found that a formal mentoring program helps prepare future leaders for responsibilities in finance, curriculum and instruction, and school law. Mentoring paired with a district-based leadership program provides districts an opportunity to reach a more diverse candidate pool and increase the number of aspiring leaders (Fleming, 1991) and increase the level of support provided to mentees from their mentors (Ehrich et al., 2004). These programs need to ensure that appropriate individuals are selected and assigned to the aspiring leader with recognition of the leadership styles of those being paired, their learning needs, and the professional development needs (Daresh, 2004).
This strand will provide an opportunity for conversation and engagement about the lessons learned, challenges overcome, and future opportunities for mentoring and coaching designs with leadership preparation.

Author

• Jennifer K. Clayton, The George Washington University