Examining a Rural Mentor-Coach Professional Learning Network

• In Event: Professional Learning Networks: Facilitating Transformation in Diverse Contexts With Equity-Seeking Communities

Abstract

This paper presents the findings from a qualitative case study that examined a rural teacher induction program in Québec from a ‘communities of practice’ (Wenger, 1998) lens. Specifically, it reports on the experience of mentor-coaches (MC) who are part of the school district’s Mentoring and Coaching Fellowship (MCF). Teaching fellows and mentor–coaches learned together in a social and situated context (Lave & Wenger, 1991) as they focused on four elements: the practice of teaching, navigating school and district culture, what it means to be a teacher, and the formation of a teaching identity. This paper examines the strengths and challenges of this rural school district’s Mentor–Coach PLN (MC PLN) from the perspective of network members. Data collected from questionnaires, an MC focus group, and semi-structured interviews were analysed with and against Brown and Poortman’s (2018) five conditions for effective PLNs. Findings indicated that the MC PLN offers valuable professional learning and development for participants and is a critical feature in an induction program. However, challenges highlight the need for the district to ensure ongoing attention to equity, the PLN’s structure, and processes in order to sustain MC motivation, engagement, and commitment.

Author

• Trista Hollweck, University of Ottawa