"I Know You're Here to Support Me": Context-Attentive Mentoring for Early Career Teachers

• In Event: Fairmont Roundtable Session Eleven
  In Roundtable Session: Shifting the Power Dynamic: Mentoring as a Tool to Support Teacher Retention (Table 2)

Abstract

In this study, we examine how experienced teachers mentored early career teachers (ECTs) in 14 elementary schools designated by the district as “high needs.” Both the program and our research were designed in response to the growing issue of teacher attrition. Through qualitative data analysis using a sociocultural lens, we learned that ECT mentors attended closely to physical, social, and political contexts as they mentored. We found that systems and structures within districts can run counter to the conditions that support early career teachers’ growth and retention in the field. These findings call into question commonplace models of induction support programs. We conclude with a call to reform induction programs to be more responsive to individuals and local contexts.

Authors

• Beth Maloch, University of Texas at Austin
  Presenting Author

• Melissa Mosley Wetzel, University of Texas at Austin
  Presenting Author

• Audrey Wright, University of Texas at Austin
  Presenting Author

• Jessica Murdter-Atkinson, University of North Texas
  Presenting Author

• Jimmy McLean, University of Texas at Austin
  Presenting Author