This issue of the Mentoring &amp; Tutoring: Partnership in Learning Journal includes research from scholars representing Australia, Canada, and the United States (Massachusetts, Michigan, Mississippi, New Hampshire, and North Carolina). The authors present research on teachers, university faculty members, and executives as mentors

Hewitt, Kimberly Kappler

NC DOCKS at The University of North Carolina at Greensboro

English

The University of North Carolina at Greensboro

Mentoring as professional development By: Beverly J. Irby, Julia Lynch, Jennifer Boswell, Kimberly Kappler Hewitt Irby, B. J., Lynch, J., Boswell, J., & Hewitt, K. K. (2017) Mentoring as professional development (editorial). Mentoring and Tutoring: Partnerships in Learning, 25(1), 1-4. This is an Accepted Manuscript of an article published by Taylor & Francis in Mentoring and Tutoring: Partnerships in Learning on 23 Apr 2017, available online: http://www.tandfonline.com/10.1080/13611267.2017.1312895  ***© Taylor & Francis. Reprinted with permission. No further reproduction is authorized without written permission from Taylor & Francis. This version of the document is not the version of record. Figures and/or pictures may be missing from this format of the document. *** Abstract: This issue of the Mentoring & Tutoring: Partnership in Learning Journal includes research from scholars representing Australia, Canada, and the United States (Massachusetts, Michigan, Mississippi, New Hampshire, and North Carolina). The authors present research on teachers, university faculty members, and executives as mentors. Keywords: Education | Mentoring | Professional Development Article: This issue of the Mentoring & Tutoring: Partnership in Learning Journal includes research from scholars representing Australia, Canada, and the United States (Massachusetts, Michigan, Mississippi, New Hampshire, and North Carolina). The authors present research on teachers, university faculty members, and executives as mentors. In this editorial, I focus mentoring as professional development. Such professional development can be observed in schools, universities, and companies. At the very least (and I say at most), mentoring can become an important part of professional development programs. Mentoring as professional development, in my experience with having directed such programs, though virtually, across the state of Texas provides a way to ensure that human capacity is built in schools or companies among their employees and that programs are improved (see Mentoring & Tutoring Journal Editor’s Overview: Virtual Mentoring, Volume 23, Issue 3 for more information). Our research team (Irby, Tong, & Lara-Alecio) has found via our research that mentoring as professional development in schools can do the following: (a) retain teachers in the programs/schools, (b) improve productivity and performance of the teachers, (c) increase commitment to and comfort with the program, and (d) effectively integrate new teachers into a program. We have also determined that use of mentors can help with inducting teachers into working within a new program. Mentors can be paid mentors by the organizations, or they can be co-teachers or instructional specialists. Usually, these mentors will be ones with experience with the program area and those who can offer support and guidance. In the case of the virtual mentoring as professional development, our research team has found that the mentors build the skills of the teachers who are better able to reflect on their own practice. Also the mentors are not judgmental or critical; rather, they develop relationships that create a trusting environment for instructional improvement. Following are ways that other researchers have found mentors working in developing others professionally. Richmond, Dershimer, Ferreira, Maylone, and Kubitskey, in their article Developing and Sustaining an Educative Mentoring Model of STEM Teacher Professional Development through Collaborative Partnership, presented details of a partnership to provide ongoing support for teachers serving as mentors for individuals preparing for careers in high-poverty schools. This endeavor included educative mentoring professional learning community component, utilized as a professional development (PD) model for these mentors. The authors express that when faculty, mentors, and interns engage deeply in professional learning communities to explore common challenges and experiences, they develop trust, professional friendship, and community. As they develop a positive co-dependence of professional support, the mentee teachers prove their capacity to enact reform-based teaching practices as effective teachers. In her article, Exploring the Dyad: The Relationship Establishment between a Novice Physical Education Teacher and His Mentor, Gordon posits that the attrition of physical education teachers can be combated by induction programs that have a strong emphasis on mentoring. Gordon describes the working relationship (e.g. improving job related skills) and personal relationship (i.e. outside of the school walls) developed in this dyad. She suggests that effective relationship building between mentor and mentee will assist with the retention and preparation of novice teachers in all fields and that the mentoring process should benefit both parties. In the next article, Mentoring Triad: An Alternative Mentoring Model for Preservice Teacher Education?, Ambrosetti, Dekkers, and Knight speak and report about pre-service teachers’ experiences in Australia as using an alternative, holistic mentoring model that placed two pre-service teachers with one classroom teacher. This mentoring triad breaks from the traditional dyadic model used in Australia to extend the scope of mentor support to pre-service teachers. Participants from this study discussed how the triad model should be structured during the pre-service teachers’ final year, as the mentor’s role as mentor changes to a needs-based model. In their article, Nursing Student Peer Mentorship: A Review of the Literature, Rohatinsky, Harding, and Carriere wrote about the benefits of peer student mentorship programs in nursing education in this review and synthesis of 20 articles. Peer mentorships showed to foster the development of skills that are transferable to students’ academic studies and future careers. Emerging themes include the development of students’ skills in the areas of (a) clinical (psychomotor and professional nursing skills), (b) laboratory (psychomotor skills), (c) socialization (to the post-secondary education system), and (d) academia (study skills to enhance academic success). Kroll advances that effective mentorship hinges upon the personal characteristics of the mentoring collaborators. In this paper, Requisite Participant Characteristics for Effective Peer Group Mentoring, he explored requisite participant characteristics of one dozen executive-level professional women. He shows that the characteristics of (a) intrinsic interest; (b) a learning disposition; (c) commitment to the mentoring experience; (d) comfortability with vulnerability and having the courage to share struggles; and (e) an inherent desire to support others in their learning, growth, and development are essential characteristics for mentors to possess. In the final article of this edition, Women Mentoring in the Academe: A Faculty Cross-racial and Cross-cultural Experience, Guramatunhu-Mudiwa and Angel examined the informal mentoring relationship of two women faculty members, one White from southeastern US and one Black African from Zimbabwe. Their goal was to illuminate the complexities associated with their affirmative cross-racial, cross-cultural experience in which a deep appreciation for the importance of engaged dialog is put forth. Themes of trust, care, and power dynamics emerge in as factors in defining productive mentoring relationships. Publishing in Mentoring & Tutoring Authors are reminded as they submit their work to the journal to ensure all manuscripts follow the American Psychological Association’s Publication Manual (6th edition) format. We receive quite a number with APA formatting errors. In Volume 20, Issue 1, we outlined several common concerns with submissions. When writing your manuscript, please remember to check your headings, spacing, table formats, and references for correct 6th edition usage. Because the journal is very popular and competitive, and we are receiving on average three to five manuscripts every 2 weeks. Please prepare works that are extremely attentive to detail (e.g. current and relevant citations, high-quality writing, careful proofreading, proper formatting style) and that are making specific contributions to the field of mentoring and tutoring. For further information, consult the Taylor & Francis posting of the M&T author guidelines for article manuscripts and book reviews: http://www.tandf.co.uk/journals/authors/cmetauth.asp (ISSN 1361-1267). We do not conduct pre-reviews; rather, we will be mentoring authors in the publication process within the FastTrack system review process. That said, the Editor reserves the right to conduct desk rejections at the outset if manuscripts do not follow the prescribed guidelines. Please go to the NCPEA Manuscript FastTrack system to register as a user and then upload your manuscript and any additional information through the system. The FastTrack system helps with the ease of communication between authors, reviewers, and the editor, and resolves issues of overloaded email inboxes. The current requirements for M&T are that the paper, not including references and abstract, should be a maximum of 30 pages, including references, tables, and figures. Depending on the manuscript, we may consider manuscripts that are longer than 30 pages, and certainly we will accept manuscripts shorter than the prescribed 30 pages. If you have any questions about how to submit your manuscript to M&T, please go to National Council of Professors of Educational Administration (NCPEA) Publications at http://www.ncpeapublications.org. Click on M&T from the Menu of Buttons on the top of that screen. The submission link appears there on the M&T home page. You may, of course, access the journal page from the Taylor & Francis Publisher page at http://www.tandf.co.uk/journals/titles/13611267.asp. Qualified individuals who serve on the Review Board, along with select Editorial Board members, provide commentaries. We would also like for you to register in the same location as you submit to be considered to be a member of the M&T Journal Review Board. We will be acknowledging the Review Board at the end of the year and a top reviewer will be honored. The acceptance rate of the journal is currently 10%. Mentoring & Tutoring is abstracted in Academic Search; Australian Education Index (AEI); Australian Research Council (ARC) Ranked Journal List; Cabells; National Database for Research into International Education (NDRI); British Education Index; Contents Pages in Education; Educational Research Abstracts online (ERA); EBSCOhost EJS; Emerging Sources Citation Index (ESCI); Education Resources Information Center (ERIC); PsycINFO and SCOPUS®, and Cabell’s Directory of Publishing Opportunities in Educational Curriculum and Methods. Many authors have been turning to the M&T journal as the venue-of-choice for publishing high-quality works for over 20 years. M&T is the longest-running mentoring journal in the field. This refereed, peer-reviewed journal is known worldwide. Authors, readers, and subscribers are from different countries and various types of institutions and professional environments. The editorial team is committed to producing timely, thorough reviews, modeling conscientious guidance and support, and being open to a wide scope of topics and methods related to mentoring and tutoring, collaboration, and learning. Books to be reviewed must be about mentoring and tutoring. Visit this journal’s website, http://www.tandf.co.uk/journals/carfax/13611267.html, for more information about M&T, as well as special rates and discounts. Publishing in Mentoring & Tutoring Contact Information for the M&T Editors Beverly J. Irby, Ed.D. Professor and Chair, Educational Administration Programs Associate Department Head, Department of Educational Administration and Human Resource Development Director, Educational Leadership Research Center College of Education and Human Development Texas A&M University College Station, TX 77843-4226 Office: 979-862-2092 Cell: 936-870-5536 Email: irbyb@tamu.edu or beverly.irby@tamu.edu Associate Editors Dr. Jennifer Boswell, University of Houston-Victoria (boswell@uhv.edu) Dr. Kimberly Kappler Hewitt, University of North Carolina Greensboro (kkhewitt@uncg.edu) Assistant Editor Nahed Abdelrahman, Graduate Student, Department of Educational Administration and Human Resource Development, Educational Leadership Research Center (nrahman@tamu.edu)   

Mentoring as professional development

http://libres.uncg.edu/ir/uncg/f/K_Hewitt_Mentoring_2017.pdf

Mentoring as professional development

Abstract

Similar works

Full text

Available Versions

The University of North Carolina at Greensboro