A Statewide Examination of Mentors as Teacher Leaders: Their Influence on Beginning Teachers in Induction Programs

• In Event: Roundtable Session 3
  In Roundtable Session: Position and Perspectives of Mentors and Teacher Educators

Abstract

The purpose of this statewide study was to examine mentors as teacher leaders and their influence on beginning teachers in induction programs. A combination of Teacher Leader Standards and State Induction Standards served as the conceptual framework. Participants included beginning teachers (n=1,973) and mentors (n=1,323) involved in 39 state-supported induction programs. Survey research was utilized. Findings focus on (a) mentor requirements (i.e., selection, training, accountability); (b) mentoring activities experienced/not experienced; (c) other supports provided to enhance mentoring; (d) the influence of mentoring on beginning teacher self-efficacy; and (e) successes/barriers to successful mentoring. Discussion includes how mentors serve as teacher leaders, including their influence on members of the school community to improve instruction with the aim of increasing student learning.

Author

• Elizabeth A. Wilkins, Northern Illinois University