Creating Relational Co-Mentoring Circles for Aspiring Pre-K–12 School Leaders

• In Event: Mentoring Scholars: Building a Network for Research in the Field of Mentoring

Abstract

Over the past six years, 60 aspiring school leaders (ASLs) from the Northwest participated in co-mentoring circles. Creating the relational co-mentoring circle integrates the work of Fletcher and Ragins (2007) which utilizes the three components of Relational Cultural Theory (RCT). The first component of RCT is “interdependent self-in-relation.” This component describes a perspective about human development that all one does is in relation to others. Interdependent self-in-relation interactions do not view the mentoring relationship as one directional, mentor to mentee. The second component of RCT is focused on “growth-fostering interactions.” A growth-fostering interaction is where all parties, both mentor and mentee, are learning and growing. Key to a growth-fostering interaction is mutual authenticity, where you can be your true self without worry of judgment; mutual empathy, where you can consider someone else’s reality without forgetting your own; and mutual empowerment, where both the mentor’s and the mentee’s experiences create growth and new learnings (Fletcher & Ragins, 2007). The third component of RCT is “systemic power.” An example of examining systemic power would be to consider discussing regularly and frankly the power structures that exist within one’s mentoring practices. Acknowledging that power structures do exist and clearly discussing how systemic power can affect trust and confidentiality is key to transparent relational mentoring interactions.

The co-mentoring circle is formed through a series of components. Group agreements are based on the work of Gibbs (2006) and Palmer (2011) and are grounded in the concepts of respect, appreciation, valuing diversity, communication, and creating community. A written practice of reflection, and giving and receiving feedback from a critical friends perspective, was developed from the work of Arredondo-Rucinski (2005), Rogers (2002), Costa and Kallick (1993), and Sullivan and Glanz (2013), and are used as a part of each co-mentoring circle. Communication styles are explored through a self-assessment (Alessandra & O’Connor, 2011, 2013) as well as discussing confidentiality (Courage to Lead, 2017); and trust (Combs et al., 2015; Tschannen-Moran, 2007, 2014). Then the co-mentoring circle participants complete three interactive group activities called: hopes and dreams, the professional timeline, and a self-portrait (Lawrence-Lightfoot & Davis, 1997).

The results of the co-mentoring circle have been unanimously positive. Aspiring school leaders have expressed that having a trusting, confidential space to discuss concerns and release pent up emotion from the hard work of learning to lead schools, with others who understand the true nature of the work, and who you know will listen deeply, respectfully, with authenticity, and empathy, makes participation in their co-mentoring circle worth their time. Here is one representative quote from among many:
After you have shared a really personal part of who you are, and what it means to you, you feel like you have a bond within our circle, that you have others who ‘get’ you, and you can share other problems without worrying about what they might think of you. (Unnamed participant, personal communication, 2018)

Author

• Kathleen Mary Cowin, Washington State University - Tri-Cities