Mentoring for Sustainable Disruption in an Urban Teacher Residency Induction Program

• In Event: Dimensions of Newly Hired Teachers' Understanding and Praxis

Abstract

The purpose of this paper is to develop a deeper understanding of how teaching residents in a social justice-focused urban teacher residency program conceptualize and assess mentoring support they received during teacher preparation, and how the induction framework employed by the program supports their end-of-preparation transition into the classroom. To investigate this transition, we asked, ‘How are teaching residents supported throughout their teacher preparation?’ and ‘What kinds of support do they hope to receive as they begin their induction year?’ We explored these questions through end-of-year teaching resident interviews and learned that teaching residents’ hopes for assistance in the coming year prioritized democratic classroom community-building and mentors who could help them enact social justice teaching.

Authors

• Kelsey Darity, Teachers College, Columbia University

• Colleen Horn, Marino Institute of Education

• A. Lin Goodwin, Teachers College, Columbia University