Purpose – The purpose of this paper is to present findings from an initial year of mentoring and induction provided to new assistant principals (APs) served by the Kansas Educational Leadership Institute (KELI) and to identify program characteristics that support leadership development for first year APs. Design/methodology/approach – The current research utilized surveys and interviews for data collection. The participants included 12 new AP mentees and five mentors currently participating in the KELI program. Two comparable questionnaires are designed to examine perceptions of both groups on the effectiveness of the program in general, mentoring/induction approaches used, and the appropriateness of the intensity of engagement required. The semi-structured interviews provide contextualized understanding of the same aspects examined in the surveys. Findings – The findings reveal that mentees found mentoring/induction experiences with KELI highly valuable. The mentor-mentee matching mechanism together with other structured components in the KELI program such as mentor coaching training and multiple professional learning opportunities was instrumental for promoting a trustful relationship, reciprocal learning, and personalized and growth-based assistance that are key to successful mentoring/induction experiences. Research limitations/implications – The study findings will inform the research-based requirements in KELI’s model and further define effective components in serving the unique and varied responsibilities inherent in the AP position. Originality/value – There is a need to identify elements in effective mentoring and induction support for new APs and to encapsulate best practices to further develop skills and dispositions for this important leadership position.

Because almost one half of students enrolled in American doctoral programs do not complete their degrees, the factors that lead to doctoral student attrition need to be identified. Research suggests that the nature of the advisor–advisee relationship contributes to the persistence levels of doctoral students. In this study, we conducted a content analysis of institutional documents related to advising in two types of doctoral programs in education. Using data collected from a purposeful sample from universities, we analyzed policies, procedures, and expectations related to doctoral student advising. The findings lead to important implications for clarifying roles of advisors and expectations for graduate student advising.

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