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Abstract
Research typically has focused on the benefits of mentoring for those who are mentored by more experienced educators (CitationOdell & Huling, 2000; CitationFeiman-Nemser, 2001). Few studies examine the inherent benefits for the mentors. This study investigates the benefit of the mentoring experience for the veteran educator. It analyzes how the experience has changed the way the mentors view themselves as educational leaders. Based on group and individual interviews, written documents and surveys, the data reveal the personal and professional significance of being part of a structured mentoring community.
Acknowledgments
An early version of this article was presented at the Network for Research in Jewish Education June, 2009. The author would like to thank her colleagues at HUC and JTS Jo Kay, Lisa Grant, Jeff Kress, and Michael Zeldin for their thoughtful comments on an earlier draft of this article as well as the Leadership Institute mentors for their rich insights and commitment to their work.
Notes
1Naturally, I include education directors.