Building a sustainable structure to support the Adaptive Mentorship model in teacher education

Abstract

Purpose – The purpose of this paper is to develop a deeper understanding of how to implement a professional development training strategy for the Adaptive Mentorship (AM) model (Ralph and Walker, 2010a) and explore how cooperating teachers used the model, not only to assist pre-service teachers in their development, but also to reflect on their role as a mentor. Design/methodology/approach – This research design uses a collective case study approach. The researchers are positioned in the study as active agents, not only in the traditional way as administrating a questionnaire but as participant leaders. The questionnaire was designed to collect data on the frequency of use and effectiveness of the AM model. It was sent to cooperating teachers, for two years from two different cohorts (n=141, n=123). Findings – By the end of the second year 84 percent of the cooperating teachers said they “did or mostly did” understand the AM model after the seminar. Less than half of the cooperating teachers (42 percent) recommended that the AM model should be used at seminar. Of the rest, while 21 percent were not in favor of the AM model being used, 37 percent would consider using it at seminar. The findings in this study suggest that for many cooperating teachers the notion of reciprocal development had not yet permeated their consciousness. Originality/value – This study will guide future cooperating teacher professional development sessions to support cooperating teachers as they make the paradigmatic shift from supervisor to mentor. To the knowledge it is the only study that explores the professional development training necessary for implementing the AM model with an entire cohort of interns.

Mentoring for educators’ professional learning and development

“…In this type of approach, both mentor and mentee have control over the behaviours and roles to be performed. This model is centred on a programme set by the mentor and on the reciprocal nature of the mentoring relationship (Godden et al, 2014;Salm and Mulholland, 2015). Applying this type of model to two cohorts of a teacher training programme in Canada, Salm and Mulholland (2015) concluded that in order for a model with a reciprocal approach to work, a paradigm shift from "maestro to mentor" needs to happen first.…”

“…An example of a mentoring model that shows the importance of the mentees' attitudes, behaviours and competences as well as the complex nature of mentor roles is the Adaptive Mentorship© model, discussed by Godden et al (2014) and Salm and Mulholland (2015). This model focusses on mentees by recognizing their behavioural, developmental and learning differences, assuring that mentees' needs are addressed and their voices heard (Godden et al, 2014).…”

“…In this type of approach, both mentor and mentee have control over the behaviours and roles to be performed. This model is centred on a programme set by the mentor and on the reciprocal nature of the mentoring relationship (Godden et al, 2014;Salm and Mulholland, 2015). Applying this…”

“…Mentoring for educators' professional learning type of model to two cohorts of a teacher training programme in Canada, Salm and Mulholland (2015) concluded that in order for a model with a reciprocal approach to work, a paradigm shift from "maestro to mentor" needs to happen first (p. 64).…”

Examining the impact of a university mentorship program on student outcomes

“…Consistent with Castanheira’s (2016) meta-synthesis, we define mentoring as “a process by which a more experienced person (the mentor) gives support to a less experienced person (the mentee) across a wide range of issues relevant to work and professional development” (p. 337). While the current study focused on the experiences of undergraduate student mentees, we view mentorship as a reciprocal relationship (see the Adaptive Mentorship Model; Godden et al ., 2014; Salm and Mulholland, 2015). In the current context, mentorship involves specific behaviors, including conversations about the mentee’s career interests, goals and job search strategies; conversations about transitioning from university to the workplace; and facilitating connections (i.e.…”