An Examination of District-Sponsored Beginning Music Teacher Mentor Practices

Abstract

The purpose of this inquiry was to examine the beginning music teacher mentor practices in 13 school districts in mid-Michigan. Data included beginning teacher interviews, teacher journals, focus-group meetings, mentor interviews, administrator interviews, and the principal investigators log. Profiles of the teachers show a lack of consistency in the types of mentor programs in the schools and varying degrees of teacher satisfaction with the programs. The lack of consistency is discussed in relation to the type of school, the teaching responsibility and classroom setting, the type of mentor assigned, and the degree to which that mentor was paid or trained. Teacher perceptions of the value of the program are discussed in relation to the degree and type of contact with the assigned mentor. The content of mentor interactions included administrative duties, classroom management, parent interaction, building and district policies, and personal issues. The need for music mentors is discussed, and the article concludes with general suggestions for mentor practices, including early identification of mentor, scheduling so mentors can observe, and opportunities for mentors and mentees to get to know each other.

Beginning Music Teacher Mentor Practices

“…In addition to supporting findings from Conway (2003a), the findings in this section also mirror findings from many of the music education mentor studies conducted between 2004 and 2010. All of the past music education mentor articles have suggested there is a lack of consistency in mentor program offerings and that music teacher perceptions of program value are mixed (Baril, 2006;Benson, 2008;Jacobs 2007Jacobs , 2008Mcllhagga, 2006;Stevanson, 2005).…”

“…Participant Hard Copy Reflections on Conway (2003a) Report and1999-2000 Data. Twelve of the 13 of the participants completed the hard copy reflection.…”

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The purpose of this inquiry was to examine the current reflections of 13 experienced teachers on their past perceptions of mentoring as documented by Conway (2003a). Participants read the 2003 study and examined all data collected in 1999-2000, including journals, two questionnaires, individual interviews, focus group interviews, mentor interviews, and principal interviews.

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“…An awareness has emerged that a focus on new teachers represents powerful leverage for increasing teacher, and teaching quality throughout the system. (p. 1) As more than10 years had passed since I first began studying the mentoring experiences of beginning music teachers (Conway, 2003a), I saw a unique opportunity to provide an update on music teacher mentoring by returning to the teachers who participated in the 2003 study. The thought was that since these teachers had participated in a study of mentoring years ago they might have unique insight into the changing educational landscape mentioned above on mentoring.…”

Emotional Differences Between Early and Late Degree Program Music Teacher Education Students Using a Concise Emotional Inventory

“…Experienced music educators report that the worst aspects of their days are related most often to unruly student behavior, job-related tasks required of teachers (Conway, 2003;Pembrook & Fredrickson, 2000, and perceived lack of support by building administrators (Baker, 2007). Pellegrino (2009) (1) roles of teacher and musician as having potential to create emotional stress.…”