A Mentor’s Development While Leading a Mentoring Program for Novice Teachers in Mathematics and Science.

• In Event: AERA Roundtable Session Thursday 8:00 a.m. Four Seasons Ballroom 2-3
  In Roundtable Session: Self-Studies of Teachers' Knowledge, Pedagogy, and Practice (Table 8)

Abstract

Novice teachers benefit from individualized and cohort mentoring, especially in their early teaching years. Post-pandemic, schools face rising attrition rates, particularly in math and science. Mentoring, goal setting, and community-building are vital for retaining novices and supporting them with instructional and professional challenges. I explored leading a new mentoring initiative for novice math and science teachers in this self-study. Using Educative Mentoring and Hegarty’s Reflective framework, I conducted a reflective analysis to improve my mentoring methodologies and program structures. This process identified areas of competence and development, highlighting the mutual benefits of mentoring, goal setting, relationship cultivation, and supportive learning environments. These findings can help universities and schools enhance induction and mentoring programs.

Authors

• Krishna R. Millsapp, Loyola University Chicago

• Lara Smetana, Loyola University Chicago