Let Me Coach! Insight Into Daily Practices for Mentor Teachers

• In Event: 26.079 - Roundtable Session 7
  In Roundtable Session: 26.079-4 - Efficacy and Effectiveness of Mentor Teacher Leaders: A Multiperspective Session

Abstract

Purpose

A “mentor teacher” has previously been defined as support for beginning and novice teachers (Ambrosetti & Dekkers, 2010; Hawkey, 1997). Mentor teachers in a comprehensive school reform (CSR) were redefined as a teacher who serves as a peer coach, teacher evaluator and full-time classroom teacher. This particular mentoring role provides opportunities for teachers to progress into leadership positions in their schools, and is aligned to new policy expectations in the Teach to Lead Initiative (Duncan, 2014).

Current data from a CSR implemented in multi-district partner grant indicated that 82% of mentor teachers remained in their schools and/or districts from 2012-2013 to 2013-2014; however, of those, only 59.5% remained in their mentor positions after one year. As such, the researchers were interested in understanding the daily operations of mentor teachers. Their goal was to compare these teachers’ daily experiences against the expectations as per the CSR system.

Theoretical Framework

Recent studies on educational coaching have established that successful coaching is a complex mix of time, relationship building and expertise (Anderson, Feldman, & Minstrell, 2014; Huget, Marsh, & Farrell, 2014; Mudzimiri, Burroughs, Luebek, Sutton, & Yopp, 2014). Mentor teachers, as defined in the CSR, are less represented in the literature on coaching with little empirically known about their experiences. This study sought to fill this void by adding to our understanding of mentor teachers’ experiences as leaders and coaches within their schools.

Methods and Data Sources

Borrowing from social media, a short, electronic survey (Mentor Minute Journal—MMJ) captured the daily experiences of a stratified population of mentor stayers (mentors remaining in their position for two years or more). The survey sample of mentor teacher stayers represented three elementary school districts. The MMJ was electronically sent daily for two weeks with optional daily participation. Responses were analyzed using concurrent triangulation design to understand both participant responses and trends of frequency (Creswell, 2009).

Results

Results from the MMJ reflected mentor stayers weighed value in coaching peers (50% responses) in contrast to other documented areas of their role (evaluating peers 28%, participation in leadership meetings 11%, district duties 6%, and other 5%). Mentors reported positive perceptions associated with 78% of actions noting feelings such as excitement, resourcefulness, and accomplishment. Additionally, mentors indicated positive feelings towards the experiences documented which represented “every day” (26%) and “occasional days” (37%). Results from the MMJ indicate that mentor stayers see their work as collaborative, helpful and relevant to their school context. Mentors noted that they found the MMJ a positive influence on their practice providing them an efficient opportunity to reflect on their practice.

Scholarly Significance

Mentor teachers represent a significant financial and personal investment for schools and districts via professional development and stipends for extra leadership duties. Data collected from this study will inform further research regarding mentor teachers’ experiences in schools. Additionally, this research will assist in developing relevant and appropriate support for teachers in current teacher leadership roles.

Authors

• Ann Walker Nielsen, Arizona State University

• Sarah Saltmarsh, Arizona State University