Using Liberatory Design in the Development of a Responsive New Teacher Mentorship Program

• In Event: Collaborative Approaches to Mentoring and Induction for Early-Career Teachers

Abstract

This paper outlines the design and development of a responsive induction program for early career teachers. University District Induction Program (UDIP) is an intervention aimed at supporting early career teachers (ECTs). The program is designed to enhance district and school induction systems by supporting and training the site-based mentors and reexamining the existing district structures to afford more time and resources for that mentoring. This proposal details the creation of the UDIP mentor curriculum, which is grounded in the experiences of ECTs and their mentors. Using human-centered design methodology (IDEO, 2015), the program developed a responsive framework to improve competencies across four domains: instructional practices, navigating systems, coaching strategies, and transformational mindsets.

Rooted in liberatory design methodology, UDIP emphasizes empathy, inclusivity, and co-creation with those directly impacted (Pal, 2023). This approach addresses inequities by involving stakeholders in experiential learning. The curriculum prioritizes stakeholder voices, assets, and mentor needs, drawing on best practices in mentoring, as highlighted by Authors (2023), Portner (2005), and Radford (2016), who emphasize trust, mutual respect, and reflection. The project team employed human-centered design methods, starting with empathy conversations and focus groups. Analyzing this data, they created user personas to represent composite participant experiences. This ensured the curriculum addressed specific ECT challenges like classroom management, student engagement, and professional isolation by grounding it in real-world contexts and addressing systemic inequities.

Inductive analysis revealed key themes: the importance of trust between mentors and ECTs, the necessity of ongoing reflective practice, and the value of culturally responsive mentoring. Consequently, the UDIP curriculum includes structured reflection opportunities, strategies for building trust and respect, and modules on cultural competence and equity. The responsive design process continued into the pilot phase, with District and Faculty Advisory Committees—comprised of stakeholders, designers, researchers, and users—co-constructing learning and making real-time adjustments as needed.

UDIP will pilot in select Texas school districts during the 2024-25 academic year. Data collection and analysis aim to identify mentor competencies, highlighting areas of confidence and those needing growth. UDIP is designed to contribute to teacher mentoring and professional development by addressing immediate needs of new teachers and mentors and providing a systemic solution for responsive, inclusive, and accessible professional development. The use of human-centered and liberatory design methodologies underscores the importance of co-creating solutions with stakeholders, ensuring the model's effectiveness and sustainability. The project draws on existing research and best practices in teacher mentoring and professional development, documented by sources like the National Center for Education Statistics (2004) and the National Commission on Teaching and America’s Future (2003). These sources offer a robust evidence base for understanding effective mentoring strategies and critical mentor-mentee relationship elements. This approach aligns with Wetzel et al. (2018) on the benefits of collaborative and reflective mentoring practices and contributes to the broader discourse on supporting teacher retention and effectiveness through strong, responsive mentoring relationships.

Authors

• LeAnne Lesher Hernandez, University of Texas at Austin

• Kelly Ocasio, University of Texas at Austin

• Audrey See, University of Texas at Austin

• Valerie Taylor, University of Texas at Austin