Principal mentoring: A sustainable program?

In the context of US policy change in the field of educational leadership, this is the third of three research presentations exploring the sustainability of three specific change initiatives in the state of North Dakota.... [ view full abstract ]

In the context of US policy change in the field of educational leadership, this is the third of three research presentations exploring the sustainability of three specific change initiatives in the state of North Dakota. Following a general introduction to the policy landscape, the presenters will explore the role played by mentors in bridging the gap between college preparation programs and workplace practice. Despite opportunities for field experience and internships, novice principals and head teachers often experience challenges in adjusting to the demands of school leadership. Mentorships are designed to provide professional support for those transitioning from graduate study into administrative roles.

During this presentation, the authors will share the findings from of a three-year qualitative study examining the perceptions of mentor and mentee participants in a newly established statewide principal mentorship program. Previously unavailable connections between new principals assigned to experienced administrators allow faculty development opportunities for both. A shortage of administrators has inspired agency support for mentoring as a means to educate and retain administrators, particularly in smaller, rural communities. Currently funded by school districts, the Department of Public Instruction and principal associations, the efficacy of the program is in question. Perceptions from both sides of the mentoring contract are explored. What are the perceived benefits and challenges of the mentor-mentee relationship? What impact has guidance had on the new principal’s practice? What has been the role of the organizing agency in promoting communication between members of the mentoring partnership? What skills, qualities, experience, and dispositions do effective mentors exemplify? Is the program sustainable in the long-term?

This research study began with a thorough review of all documents which informed the program design and implementation. Research subjects were drawn from the pool of successful applicants and their mentors participating in the program during three cycles in 2016, 2017, and 2018. The researchers conducted open-ended interviews with volunteer participants from each of the three cohorts. Codes and themes were distilled from transcribed interview data. Initial findings suggest elements of good practice to be replicated and lessons learned for future program evolution at the local level with implications for practice further afield.

Proficiency in leadership may be enhanced through formalized mentorship but the program is vulnerable to recent policy changes and budget reductions. This session will be of particular interest to those facing the challenges and dilemmas of educating and retaining accomplished school administrators in a fast-changing policy environment.