Induction Mentors as Teacher Leaders and Agents of Change

• In Event: 66.034 - Teacher Leaders: Agency, Advocacy, and Change

Abstract

In what ways are induction mentors teacher leaders and agents of change? How do they conceptualize their role? What challenges do they experience as teachers who lead from the classroom? What benefits do they derive? This paper presents empirical findings derived from a qualitative study conducted with 17 secondary school induction mentors involved in the implementation of the provincial New Teacher Induction Policy in Ontario, Canada. Analysis of interviews conducted with these teachers who have repeatedly mentored new teachers amplifies and extends existing understanding surfacing the following: how induction mentors define their role as teacher leaders; how mentor preparation impacts their role understanding; the challenges they encounter; and the benefits they derive in enacting this role as teacher leaders.

Author

• Suzanne J. Molitor, University of Toronto