Jennifer Sharples Reichenberg, Michelle Gallagher and Gina Dudkowski
This study investigated a mentor academy that was co-created within a school–university partnership (SUP) to support continuity in high-quality mentoring for teacher candidates…
Abstract
Purpose
This study investigated a mentor academy that was co-created within a school–university partnership (SUP) to support continuity in high-quality mentoring for teacher candidates, student teachers, novice teachers and teachers new to the school. We explored growth in the mentors and aspects of the academy that impacted that growth.
Design/methodology/approach
This instrumental case study included eight mentors and one administrator participating in six sessions of the mentor academy during one academic year. Data included surveys, an interview, artifacts and notes. Additional survey data were gathered from teacher candidates and novice teachers who were mentees and other administrators. The academy focused on identifying the needs of mentees at different levels of experience, approaches to communication, feedback and observation and building a sustainable and life-giving mentoring program. The constant comparative method was applied within and across sources to reveal themes. Numerical data from Likert scale survey questions were cross-referenced with qualitative data.
Findings
Mentors improved their ability to build trusting relationships with mentees, provide individualized support based on mentees’ developmental levels, confer and offer specific feedback. They learned to mentor for independence, and mentors grew in confidence, suggesting and enacting leadership roles.
Research limitations/implications
This study is limited to data from only one cohort. Furthermore, studying the content of mentoring sessions could provide a more nuanced understanding of mentors’ growth. Therefore, future research will include analysis of mentoring sessions and mentees’ goals and progress.
Originality/value
The mentor academy spanned the school–university boundary by cultivating cohesive mentoring practices, which supported the clinical preparation of teacher candidates, the development of teachers and the professional learning of mentors. The tools, procedures and network created by the mentors contributed to a self-sustaining and life-giving mentoring culture in the SUP.
Details
Keywords
Kristien Zenkov, Elizabeth Rozas, Jennifer Hatch Knight, Gina Dudkowski, Eva Garin and Drew Polly
Annually, the National Association of School-University Partnerships (NASUP) awards individuals with the Exemplary PK-20 Boundary Spanner Award. The award goes to a…
Abstract
Purpose
Annually, the National Association of School-University Partnerships (NASUP) awards individuals with the Exemplary PK-20 Boundary Spanner Award. The award goes to a university-based or a PK-12 school or school district-based individual who “innovates the systems or practices to enhance the learning of all of those involved in the partnership (NASUP, n.d.).” This article describes the boundary-spanning activities and perspectives of recipients of the NASUP Boundary Spanner Award during its first two years that it was awarded (2023 and 2024).
Design/methodology/approach
The article includes autobiographical and biographical accounts about the recipients of the NASUP Exemplary PK-20 Boundary Spanner Award.
Findings
While there are no empirical findings, recipients of the NASUP Exemplary PK-20 Boundary Spanner Award shared their backgrounds, reasons for serving as a Boundary Spanner, and the impact of their work.
Originality/value
This article provides firsthand accounts of the experiences and activities of individuals who serve as Boundary Spanners to support teaching and learning.