“It Helped to Fuel the Fire”: Preparing Teacher Leaders

• In Event: Poster Session 1
  In Poster Session: Research on Mentoring and Mentorship

Abstract

This qualitative survey inquiry investigated the reported teacher leadership perceptions and actions of former Fellows, who had been in a comprehensive induction program. Results of the 224 former Fellows indicated that they defined teacher leadership in collaborative and “mentor-like” terms. As teacher leaders they served not only as leaders in school organizations, but also as resources to their colleagues. They suggested that the Teacher Induction Program and especially their mentor helped them prepare for teacher leadership. We theorize that as the Fellows observe their mentor supporting and guiding them as well as taking on school duties, they subconsciously learn about teacher leadership. Once they are out of the program they move toward leadership opportunities and depend on their mentor’s models.

Authors

• Carol J. Gilles, University of Missouri

• Joanne Carol Smith, Fontbonne University

• Yang Wang, University of Missouri

• Jennifer Stegall, University of Missouri - Columbia