Improving Teacher Practice‐based Knowledge

Yendol‐Hoppey, Diane; Jacobs, Jennifer; Burns, Rebecca West

doi:10.1002/9781119128304.ch21

Cited by 5 publications

(4 citation statements)

References 96 publications

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“…Subsequently, the affective dimensions of the mentoring relationship between ECT and mentor should be nourished to create effective and mutually beneficial mentoring pairings (Hudson and Hudson, 2010; Kilburg, 2006). Trust is crucially important within interpersonal relationships and is reliant upon open lines of communication between mentor and ECT (Levin and Rock, 2003; Yendol-Hoppey and Fichtman, 2007). In addition, mentors should be supportive, good listeners, non-judgmental, and accepting of the ECT’s pedagogical practice, even if it differs from their own (Johnson, 2002; Marable and Raimondi, 2007).…”

Section: Review Of the Literaturementioning

confidence: 99%

The impact of mentoring on the Canadian early career teachers’ well-being

Kutsyuruba

Godden

Bosica

2019

IJMCE

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Purpose The purpose of this paper is to explore the impact that mentoring has on Canadian early career teachers’ (ECTs’) well-being. The authors describe findings from a pan-Canadian Teacher Induction Survey (n=1,343) that examined perceptions and experiences of ECTs within K–12 publicly funded schools, with particular interest in retention, career interests and the impact of mentoring on well-being. Design/methodology/approach An online survey was used to examine perceptions and experiences of ECTs within publicly funded K–12 schools across Canada. For this paper, the authors selectively analyzed 35 survey questions that pertained to mentorship and well-being of ECTs, using quantitative and qualitative procedures. Findings The findings revealed a strong correlation between the mentoring experiences and well-being of the participating Canadian ECTs. The teachers who did not receive mentorship indicated significantly lower feelings of well-being, and conversely, teachers who participated in some kind of mentorship demonstrated much higher levels of well-being. Research limitations/implications This paper draws on the selective analysis of the data from a larger study to elicit the connections between the mentoring support and perceived well-being. Due to inconsistencies in terminology and multifaceted offerings of induction and mentoring supports for ECTs across Canada, there might have been some ambiguity regarding the formal and informal mentorship supports. A longitudinal study that is designed to specifically examine the connection between the mentorship and well-being of ECTs could yield deeper understandings. A comparative study in different international contexts is commended. Practical implications The findings showed that the ECTs who did not receive any mentorship scored significantly lower feelings of well-being from external, structural, and internal well-being sources, and conversely, the ECTs who participated in some kind of mentorship scored much higher levels of feelings of well-being. Policy-makers should therefore continue to confidently include mentorship as an intentional strategy to support and help ECTs to flourish. However, inconsistent scoring between individuals and their levels of external, structural and internal well-being suggest that more research on the connection between mentoring and well-being of the ECTs. Social implications Work-life imbalance seems to be more challenging for ECTs than policymakers who provide these expectations are aware. Therefore, excessive work demands and intensive workloads need to be given proper attention for their potential negative effects (such as stress, burnout and absence) on the beginning teachers’ health and well-being. Likewise, purposeful strength-based approaches should be undertaken to establish generative and pro-social efforts to enhance the connectedness, collaboration, collegiality and resilience-building opportunities for novice professionals within flourishing learning communities. Originality/value In this paper, the authors have undertaken the first steps in exploring the impact that mentoring has on Canadian ECTs’ well-being. The study increases the understanding of how mentoring can be used as a purposeful strategy to support the well-being of ECTs and retain them in the teaching profession in Canada and potentially in different international contexts.

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Section: Review Of the Literaturementioning

confidence: 99%

The impact of mentoring on the Canadian early career teachers’ well-being

Kutsyuruba

Godden

Bosica

2019

IJMCE

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“…There are some programs that have no clinical components. Other programs can be classified as clinically accompanied, clinically rich, clinically centered, or clinical only (Dennis et al, 2017;Yendol-Hoppey & Hoppey, 2018). Clinically accompanied programs have clinical practice usually positioned as a capstone experience and detached from the rest of the educator preparation curriculum; clinically rich programs have strong school-university partnerships and intentional and scaffolded clinical practice throughout the curriculum; clinically centered programs position clinical practice as the center of the educator preparation curriculum; and clinical programs only have clinical preparation placed only in schools without university collaboration.…”

Section: Clinical Practicementioning

confidence: 99%

What it means to be a professional development school: the Nine Essentials

Cosenza,

Badiali,

Burns

et al. 2023

PDSP

Self Cite

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PurposeThe National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term “PDS” (Professional Development School) to be used as a catch-all for various relationships that constitute school–university partnership work. The intent of this NAPDS statement is to assert the essentials, or fundamental qualities, of a PDS. NAPDS encourages all those working in school–university relationships to embrace the Nine Essentials of PDSs communicated in this statement. The Essentials are written in tangible, rather than abstract, language and represent practical goals toward which work in a PDS should be directed.Design/methodology/approachPolicy statement.FindingsNAPDS maintains that these Nine Essentials need to be present for a school-university relationship to be called a PDS. Without having all nine, the relationship that exists between a school/district and college/university, albeit however strong, would not be a PDS. How individual PDSs meet these essentials will vary from location to location, but they all need to be in place to justify the use of the term “PDS.”Practical implicationsFor those in established PDSs, some aspects of this document will be confirmed, while other aspects may be identified as needing attention. For those aspiring to establish PDSs, the authors offer this statement as a useful guide for their work. NAPDS invites individuals involved in school–university partnerships to share this statement with colleagues in the spirit of continuous improvement. By coming to terms with the challenges and opportunities inherent in this statement, the study can collectively fulfill the vision of this remarkable and distinct partnership called PDS.Originality/valueThis policy statement articulates how the Nine Essentials are the foundation of PDS work.

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“…A cursory glance at our initiative might suggest the project fully embodies the 14 underlying concepts purported by the National Association for Professional Development Schools’ Nine Essentials (NAPDS, 2021) and on some level it does. However, a deeper scan reveals that the clinically centered (Yendol-Hoppey & Hoppey, 2018) project aligns mainly with four ideas from that framework, namely: boundary-spanning roles and structures (Clark et al. , 2005); community (Day, Gu, Townsend, & Holdich, 2021; Lieberman, Miller, Wiedrick, & von Frank, 2011; Nieto, 1992); equity and social justice (Chang et al.…”

Section: Relationship To the Nine Essentialsmentioning

confidence: 99%

Leveraging community-based assets in coaching, wellness and mentorship to increase the African American and Latinx math teacher workforce

Warner

2023

SUP

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PurposeThere is some evidence to suggest that the historical challenge associated with recruiting and retaining Black and Brown Science, Technology, Engineering and Math (STEM) collegians is tied to early their teaching and learning experiences in Mathematics. This paper describes an National Science Foundation (NSF) funded project (NSF #2151043) whose goal is to attract, prepare and retain math teachers of color in high need school districts ensure that those teachers remain in the field long enough to make a meaningful impact on the minds and hearts of BIPOC students who are often, extrinsically, and intrinsically, discouraged from pursuing careers in STEM professions.Design/methodology/approachThis mixed-methods study, which began in the summer of 2023, seeks to recruit, prepare, support and retain nineteen (19) Black and Brown math teachers for two (2) high need urban school districts. The expectancy value theory will be used to explain the performance, persistence, and choices of the teachers, while grounded theory will be utilized to understand the impact of the intensive mentorship and wellness coaching that applied over the first year of their preservice preparation and subsequent in-service years.FindingsMeasures of project efficacy won’t begin until 2025 and as such there are no findings or implications to draw from for the study at this time.Originality/valueThe intention of this paper is to augment the body of knowledge on recruiting and retaining Black and Brown math teachers for urban schools where the need for quality STEM teachers is critical.

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Improving Teacher Practice‐based Knowledge

Cited by 5 publications

References 96 publications

The impact of mentoring on the Canadian early career teachers’ well-being

The impact of mentoring on the Canadian early career teachers’ well-being

What it means to be a professional development school: the Nine Essentials

Leveraging community-based assets in coaching, wellness and mentorship to increase the African American and Latinx math teacher workforce

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