Using Developmental Relationships in Mentoring to Support Novice Principals as Leaders of Learning

Autor/in	Hayes, Sonya D.
Titel	Using Developmental Relationships in Mentoring to Support Novice Principals as Leaders of Learning
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 27 (2019) 2, S.190-212 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2019.1611289
Schlagwörter	Mentors; Beginning Principals; School Administration; Administrator Role; Case Studies; Faculty Development; School Districts; Teaching Methods; Learning Processes; Capacity Building; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; School district; Schulbezirk; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess
Abstract	Mentoring is an established method of supporting principals as they begin their careers; however, early studies focus on how a veteran principal supports a novice principal in acquiring the skills to manage the school. As the role of a principal has evolved from a building manager to a leader of learning, the role of mentoring has also evolved. The purpose of this study was to explore the mentoring experiences of novice principals and their mentors in a school district's mentoring program, and how developmental mentoring relationships support novice principals to be leaders of learning. The findings suggest that a strong mentoring relationship can support a novice principal in developing skills to be a leader of learning by clarifying the mentor's role as a leader of learning, focusing mentoring sessions to build the mentee's capacity as a leader of learning, and a commitment to mentoring sessions that support teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01