Supporting Beginning Music Teachers: The Development of the Oklahoma Music Educators Association Mentorship Program

Abstract

In the fall of 2016, leadership in the Oklahoma Music Educators Association (OkMEA) recognized the need for a formal, music mentorship program for beginning educators. I provide a detailed description of how the mentorship co-chairs, president, immediate past president, and president-elect of OkMEA designed and implemented a statewide music teacher mentorship program. Interviews, documents, and participant survey responses highlighted the rationale for program creation as well as characteristics of program design, recruitment, and implementation that resulted in successes and challenges during the first year. Music teacher educators and music education leaders charged with designing MEA-sponsored mentorship programs in other states should carefully consider how they address participant recruitment, mentor preparation, communication with and among program participants, community-building among beginning teachers, and long-term funding needed for program sustainability.

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

“…These three experienced educators noted the importance of building community and investing time in relationships early on to create a greater sense of investment and motivation to assist each other despite time-consuming occupational obligations. Researchers have suggested program facilitators create opportunities for social engagements and interactions to help foster a feeling of community among participants (Baumgartner, 2020; Conway, 2003).…”

Mentor Identification, Selection, Preparation, and Development: A Literature Review

“…Those charged with designing and implementing music teacher mentoring programs should carefully consider the mentor preparation and development components of the program. Baumgartner (2019) described the process of establishing a state-wide MEA-sponsored music mentorship program for beginning teachers, recognizing the importance of providing support and resources to selected mentors. All mentors were given the Handbook for the Music Mentor (Conway et al, 2010), links to resources and activities, and offered guidance about facilitating mentor/mentee communications.…”

“…Even when given opportunities to meet with one another, mentors still needed continued guidance, and wanted more resources and opportunities to interact, support each other, and share strategies (Baumgartner, 2019; Conway & Holcomb, 2008). Baumgartner (2019) suggested hosting social engagements, and posting prompts, resources, and activities on social media to provide support.…”

“…Even when given opportunities to meet with one another, mentors still needed continued guidance, and wanted more resources and opportunities to interact, support each other, and share strategies (Baumgartner, 2019; Conway & Holcomb, 2008). Baumgartner (2019) suggested hosting social engagements, and posting prompts, resources, and activities on social media to provide support. Berg and Conway (2016) indicated that mentors must take some responsibility for their development, but having them be completely responsible can contribute to their dissatisfaction of the process and risk their effectiveness.…”

Before the singing : the journey of an artistic director

“…Mentor programs for beginning teachers (Blair, 2008;Baumgartner, 2019;Conway, 2003;Miksza et al, 2009) and professional development for established teachers, could focus on reflective teaching practices for music educators who, like Catherine, may need the opportunity to develop or refine these skills after they begin teaching. Advanced degrees and professional development workshops may provide a time of focused study and experiential learning.…”