The Induction and Mentoring of Beginning

Kansas Public School Principals

Dr. Marcy K. Aycock

April 2008

Background of the Researcher Classroom Teacher – 7 years

– Art (7-12)– Elementary Classroom

Principal – 14 years– Middle Level – Elementary

Graduate of KSU Doctoral Program May 2006– Balanced family and career responsibilities while

completing program of study.

Role of the Researcher Mentored 22 individuals into administration,

including:– 1 Superintendent– 2 Central Office – Remainder are working as Principals or Assistant

Principals

Co-founder of KAESP’s Principal Mentoring Program

Past President of KAESP

What is Mentoring? Mentoring is not a new concept. The word

“mentor” comes from Homer’s Odyssey. Before departing for Troy, Ulysses entrusts his son to his wise friend Mentor. Mentor serves as a teacher, guardian and guide to the prince during Ulysses’ 20-year absence. Most importantly, Mentor does not replace Ulysses in the parental role; rather, Mentor, with the help of the goddess Athena, helps the young prince to understand and embrace the difficulties that lie before him.

The Problem

While there is a large amount of information available about teacher mentoring programs, there is little information on the induction process and mentoring for beginning principals.

Characteristics and activities often found in teacher mentoring programs;

Mentor-beginning teacher relationships were voluntary.

The relationships had cycles of several stages.

Teacher mentors passed down information.

Mentor teachers helped beginning teachers set and reach short and long-term goals.

Mentors taught skills and guide beginning teachers in professional development.

Mentors helped prevent beginning teachers from making major mistakes.

Beginning teachers observed mentors. Mentors acted as role models. Mentors helped beginning teachers

become involved in professional organizations.

The mentoring relationship ends.

Teacher mentoring programs benefit all parties involved: students, mentors, school districts, and most importantly, the protégés.

Mentors benefited from involvement in the mentoring process. Their careers were enhanced by the opportunity to provide leadership – it was often a stepping stone to an administrative position.

Mentors received recognition and gratitude from their protégés and administrators, they reported renewed enthusiasm for their profession, and they received other more tangible rewards, including stipends, college credit reimbursement, and comp time (Mutcher, 2000).

School districts benefits from teacher mentoring programs

Helped stop problems early. Reduced attrition. Demonstrated long-term professional interest in

faculty. Provided a good environment for long-term

teaching careers. Provided faster assimilation to the school district

for new faculty. Provided professional growth opportunities for the

mentor.

Consider: If Teacher Mentoring is so

advantageous to mentors, protégées, and school districts, wouldn’t similar programs for Principals also be beneficial?

What is the status of Mentoring and Induction programs for Kansas’ principals?

This study examined the status of principal induction and mentoring in Kansas. The impact of induction and mentoring programs for the beginning principals as well as the long-term effects, and it’s relationship with job satisfaction were investigated.

Areas of Focus for the Study

Induction Experiences

Induction Recommendations

Long-Term Effects of Mentoring

Job Satisfaction

Other Advice for Beginning Principals

Scope and Limitations

The population in this study was limited to individuals who were in their 2nd or 3rd year as a principal at the time of the study, (N=135).

This study was limited due to its reliance on the participant’s perceptions as the sole data source.

Principal Induction and Mentoring Survey

Summary of the

Findings

Beginning principals have had very little experience with or opportunity to observe experienced principals.

It is not common for beginning principals to participate in a support group for beginning principals.

Few beginning principals receive district orientation information.

Few beginning principals receive assistance developing improvement strategies.

Induction Facts

Few beginning principals are observed interacting with teachers and/or students, then offered feedback.

Most beginning principals receive support from other principals and central office administrators in their district. Many receive support from other principals outside their districts.

 Approximately half of the respondents reported receiving assistance from someone they considered a mentor. The many of the mentors are described as a colleague in their own district.

Only 3 formal mentoring programs were reported.

Mentoring Facts  Approximately half of the respondents reported

receiving assistance from someone they considered a mentor. The many of the mentors are described as a colleague in their own district.

Only 3 formal mentoring programs were reported.

A wide variety of approaches are used for interaction between mentor and mentee, including: visits at the mentors job site, visits at the mentee’s job site, meetings at a site away from both schools, telephone calls, and emails.

Many beginning principals found their mentor’s advice helpful and reported forming a strong, collegial relationship with their mentor.

Most beginning principals reported the support provided by their mentor continued after the first year.

Job Satisfaction Many respondents had an interest in moving

to a district office position.

Almost all respondents felt they made the right career choice, liked their school and district, it’s size, and grade configurations/grade levels.

All respondents felt their staff had confidence in their abilities

The majority felt the parents of children at their school had confidence in their abilities.

The majority of beginning principals intend to stay in their current position for the foreseeable future.

Research Hypotheses

1. There is a significant difference in levels of support perceived between principals who had a mentor and those who did not. This is a significant difference in decisions to remain in the principalship between beginning principals who receive support from a mentor and those who do not.

2. There is a significant correlation between the types of induction and mentoring for beginning principals in Kansas and their level of job satisfaction.

3. There is a significant correlation between the types of induction and mentoring for beginning building principals in Kansas and their level of job satisfaction.

  

Interviews

Summary of the

Findings

Induction Facts None of the interview participants had participated

in a formal mentoring program.

All interview participants’ induction experiences were informal.

Superintendents provided very informal induction experiences to the participants.

Former positions of the interview participants provided experiences which aided them in the principalship.

Interview participants reported attending support group session provided by their professional organization or a service center.

Induction activities were helpful, and met at least some of their needs.

Increase information about finance and budgeting.

Increase information about state forms, policies and requirements.

Increase information about staff development planning.

Increase opportunities to develop policies.

Assistance is needed to better understand the negotiated agreements of each district.

Interview Participants Recommendations for Changes/Additions to Induction Programs

Long-Term Effects of Mentoring;Mentoring Facts

Participants reported their mentors as: Principals – in their district and in other

districts Former supervisors A college/university professor

All participants felt having a mentor made a positive impact on their first year experience.

None of the participants had a formal mentor.

All participants had someone who they

considered an informal mentor.

Participants reported their mentoring relationship continued past their first year.

All participants felt their positive induction and mentoring experiences made a long-term impact on their career.

Job Satisfaction

All participants reported the induction support they received made them more satisfied in the principalship.

Some hinted to switching jobs – they were unhappy with their location or their supervisor; but none mentioned leaving the principalship as a way to improve their job satisfaction.

Recommendations for the

Kansas Principal Internship Program:

The development of a formal induction process. It should include a set time and place to meet. The experience should include time where you can collaborate, share, and be reflective.

Participation in a coaching program, such as “Coaching for Results” or cognitive coaching.

On the job observation and feedback from an outside the district mentor.

Assistance in understanding the required forms, assessment processes, and the QPA process mandated by the state of Kansas.

The creation of a professional portfolio.

Other Advice from Interview Participants for

Beginning Principals

Put kids and their needs first

Have a mentor

Seek advice from those you trust

Ask questions

Take risks

Have a clear vision

Decisions do not have to be made immediately

It is ok to make mistakes

Consider a transitional leadership position (ex. assistant principalship)

Don’t take things personally – it is often your position – not you!

Have fun!

Visit and network with other principals

Recommendations

Beginning principals must receive orientation information to their school district. In most industries, such as business, new managers undergo extensive orientation to the corporation. School districts direct time and resources to this endeavor for teachers.

Beginning principals must receive assistance developing goals and strategies for continued professional growth.

Beginning principals must be observed interacting with teachers and/or students.

Beginning principals should be encouraged to attend and become involved in support groups.

Professional Organizations and Educational Service Centers must provide more support activities for beginning principals.

Beginning principals must have a mentor. A caring, knowledgeable individual, who is committed to helping the novice principal grow, while offering support.

Mentoring approaches must be flexible enough to meet the needs/schedules of those involved. Specific guideline for types of interactions, frequency of interactions, and the types of activities mentors and mentees participate in must be established.

A comprehensive induction program must be established for beginning principals. It must include, but not be limited to information/training in the areas of:

Financial issues, especially at the building level Understanding State policies and procedures Completion of State-required paperwork, The negotiated agreement – general

understanding and legal issues Staff development Professional organizations, including reasons to

join and benefits of membership.

Stakeholders must develop a consistent, structured induction program as a part of the internship requirement. It must uniformly administered to beginning principals and closely monitored by the Kansas Department of Education.

Observation of beginning principals with feedback must be included in the internship program.

Internship activities must include information about State required forms, assessment processes, and continuous school improvement processes (QPA).

Internship participants should be encouraged to create a professional portfolio that provides information and artifacts about their first-year experiences.

Internship participants must have time for reflection and self-assessment during the internship process.

Conclusions

Beginning principals are receiving a wide range of support activities and induction experiences from a diverse group of individuals.

Induction and mentoring activities are haphazard and poorly organized, if they occur at all.

Activity Person/Group Responsible FrequencyOrientation to the school district Superintendent or Central Office staff

member will provide to the beginning principal.

Once, at beginning of employment.

Tour of the school and community (if needed)

Superintendent or another principal in the district will provide to the beginning principal.

Once, at beginning of employment.

Selection of a mentor Beginning principal working in cooperation with Superintendent and other appropriate Central Office staff members

Once, but mentor could change as the needs of the mentee change.

Development of guidelines for mentoring and discussion of expectations for mentor and mentee.

Beginning principal and mentor Created at beginning of the year, revisited at least once each semester.

Training provided on a “just in time” basis to avoid overload for the beginning principal.

Mentor and Superintendent will provide to the beginning principal.

As needed.

Membership in at least one professional organization

Beginning principal, encouraged by superintendent and mentor

Yearly

Development of professional growth goal.

Beginning principal, assisted by mentor Created at beginning of the year, revisited at least once each semester.

Observation of the beginning principal interacting with staff, parents, and students in a variety of settings.

Mentor and beginning principal At least once a quarter, more if the beginning principal or the mentor believes it is beneficial.

Attendance at workshops and/or support activities

Beginning principal, encouraged by superintendent and mentor

At least once each semester.

Reflection and self-assessment Beginning principal, but monitored by mentor.

On-going

Questions