A Mentoring Network for Novice and Experienced Music Teachers: Concept, Design, Outcomes, and Recommendations

Abstract

Two university music education faculty aimed to expand mentoring beyond a one-to-one relationship to a more collaborative approach by creating a year-long online mentoring network of experienced and novice music educators. The purpose of this article is to describe the network’s structure and content, and discuss outcomes and recommendations based on participating teachers’ perspectives and experiences. Network materials promoted discussion and reflection on various music teaching and learning topics; the sharing of strategies, ideas, and resources; and mutual support and encouragement. Participants discussed topics with direct application for their classes and shared rewarding teaching moments, student successes, positive assessment outcomes, and struggles with fatigue and lack of student engagement. They stated the network provided a supportive space that facilitated connection and reflection, empathetic feedback, and teaching strategy and resource suggestions. Recommendations included more active opportunities to engage with and build relationships with each other, synchronous activities via videoconferencing platforms, and more facilitator participation.

You Don’t Look Sick: Voices of Music Educators Living With Chronic Illnesses

“…Additionally, participants in this study qualified their experiences in terms of how they learned to prioritize, communicate, and advocate for their health with administrators, parents, and colleagues. Music educators need opportunities to reflect on and consider how to network, facilitate conversations and interactions, and build relationships with other music educators early in the teacher preparation program and through continued professional development (Bauer, 2007; Biasutti et al, 2019; Conway, 2007; 2008; Conway & Zerman, 2004; Weimer & Albert, 2022). One way to help teachers network, communicate, and advocate is by music teacher educators inviting in-service music educators living with chronic illnesses to share their experiences, in person or via video chat, with preservice classes.…”

“…The music education profession needs to continue promoting support for marginalized communities, including through mentoring and professional development focused on building positive relationships, designing supportive environments (Roseth, 2019), and navigating micropolitical challenges inherent to music teaching (Conway et al, 2015). Weimer and Albert (2022) found a mentoring network provided music teachers support and empathy, facilitated connections and reflection, and offered suggestions for strategies and resources. Music education researchers have examined participation in social media groups and found it provides music teachers opportunities to interact with colleagues, receive advice, network, and gain new perspectives (Bernard et al, 2018; Brewer & Rickels, 2014; Rickels & Brewer, 2017).…”

Music Mentor Preparation and Professional Development: A Program Review of the NAfME Music Mentorship Program Facilitator and Mentor Support Project (MMSP)

“…The program review of MMSP highlighted the need for oversight regarding volunteer leadership as a tenet of group work within professional organizations. Meaningful mentor preparations, for example, are labor-intensive efforts both within general education (Feiman-Nemser, 2012;Schwille, 2008) and music education (Conway & Holcomb, 2008;Vaughan-Marra, 2019;Weimer, 2017). Although SMTE ASPA members can provide research-based suggestions for future nationwide mentoring projects (such as the MMSP), dedicated staff/ leadership positions within national organizations may need to be developed to continue similar programs.…”

“…Music education researchers have examined beginning teachers' perceptions of and experiences with mentoring and induction programs (Conway, 2003(Conway, , 2012Conway & Zerman, 2004) as well as the music teacher mentors' experiences (Berg & Conway, 2020;Berg & Rickels, 2018;Conway & Holcomb, 2008;Vaughan-Marra, 2019;Weimer, 2017). Navigating program expectations (Conway & Holcomb, 2008) and effective ways for facilitating mentee learning (Vaughan-Marra, 2019;Vaughan-Marra & Shouldice, 2021) helps music mentors and program organizers accommodate for the unique needs of music teacher mentees.…”