Exploring a Supervisor’s Role in Fostering Mentor Teacher Community and Feedback Practices in Professional Learning

• In Event: Thursday Roundtable Session 2:30 pm
  In Roundtable Session: Perspectives on Professional Learning (Table 23)

Abstract

Although supervisors play an integral role in preparing new educators, their role and reflection opportunities are underexplored in the literature. In this self-study with qualitative inquiry, I aim to critically reflect on my efforts as a TESOL supervisor to engage mentor teachers in asset-based professional learning sessions and examine mentors’ contributions. Specifically, mentors co-analyzed their teaching observation notes and feedback to collaboratively identify strengths, growth areas, and offer suggestions for improvement. I focused on building community and negotiating mentors’ note-taking and feedback practices as mentor teachers named these professional learning goals. This study suggests that mentor teacher expertise, while currently undervalued, is a rich source for mutual professional learning when supervisors and mentors collaborate to unpack a problem of practice.

Author

• Amanda Moody Maestranzi, Lehman College - CUNY