Curriculum for mentor development: problems and promise in the work of new teacher induction leaders

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.

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