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Abstract
This study examines four case studies of mentors of new teachers who assumed leadership of teacher induction programmes. Using cycles of action research conducted in a teacher induction leadership network, the case‐study authors inquired into the features of the mentor curriculum. Cross‐case analyses suggest the need for three elements of mentor curriculum. Tools, scripts, and routines can support the work, but generic scaffolds need to be adapted and tailored to local needs. In a time of standards reform and high‐stakes assessment in the US, the needs of new teachers should be tied to students and their learning, the ultimate target of mentor development, particularly in many urban and other high‐need districts. Finally, action research and inquiry skills can enable mentors and induction leaders to respond to data about how mentor curriculum must be tailored to the particular needs of mentors, new teachers, and students.
Acknowledgements
The Leadership Network for Teacher Induction, which supported action research and case‐study writing for study‐participants, was facilitated by Betty Achinstein, Janet Gless, and Barbara Davis of The New Teacher Center, University of California, Santa Cruz (Ellen Moir, Executive Director), US. The Network was funded by the William and Flora Hewlett Foundation. The authors thank Anna Richert for support with action research; Betty Achinstein for assistance with case writing and data analysis; and Kim Ferrario, Brenda Rinard, and David Ross for critical feedback on an earlier draft of this paper.
Notes
1. Six of the seven project participants are women; five are white, one African American and one Asian American. The lead author is a white male who teaches and conducts research on teacher education, teacher inquiry, and diversity and equity in education.