10 minute read
SAIL for Education
BY DR. REBECCA HORNBERGER
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In this two-part series, we will explore the profound impact principal mentorship has on growing strong and effective future building leaders. In this issue, we will examine mentorship research and hear from voices in the field. In the upcoming winter issue, we will delve into how mentoring can elevate not only the mentee’s practice, but also that of the principal mentor.
As educational leaders, principals are often called upon to serve as mentors to aspiring leaders. This mentorship might take place as the culmination of a principal preparation program or as part of a structured program to support principals who have just taken on new roles as building leaders. Regardless, it is critical that principal mentors understand the power they have to influence the career trajectories, and leadership practices of their mentees. Further, by utilizing specific strategies and methods, mentors have the opportunity to not only develop the mentee, but also to nurture their own professional growth.
THE IMPORTANCE OF MENTORSHIP
The role of the principal has grown significantly, with a shift toward viewing instructional leadership as a key factor for school and student success. However, more traditional responsibilities of the principalship are still expectations as well (discipline, scheduling, budget, etc.). Thus, it is critical that aspiring leaders have support and direction as they learn to function effectively in all of these roles. Scott (n.d.) advocates for mentorship because it “enhances
performance and increases retention” of new principals in the following ways:
• Mentoring helps principals learn how to reflect on how they do their job and understand their leadership style and development needs. • Mentored principals are better able to develop instructional focus, clear missions, and increased collaboration that can lead to improved student performance.
Further, the Southern Regional Education Board (2007) emphasized the importance of high-quality principal preparation that includes mentorship. They stated, “Schools constantly need strong leaders adept at strategies that motivate people and elevate achievement for all groups of students. Today’s new principals need to hit the halls running, ready to lead their staff to accelerate the improvement of teaching and learning.”
WHAT HIGH-QUALITY MENTORSHIP LOOKS LIKE
Research shows that good mentors provide an opportunity for highquality experiences within a school-based setting in which aspiring leaders tackle authentic challenges to student achievement. They should have the opportunity to lead real change in teaching and learning. Further, constant feedback and coaching from mentors as mentees conduct this work is critical to the growth and success of the aspiring leader (Southern Regional Education Board, 2007).
Scott (n.d.) shared that high-quality mentoring programs bring unique contributions to principal preparation and development. Specifically, mentoring programs provide aspiring leaders with strategies that are individualized to address the distinct needs of their school environment. Further, high-quality mentoring programs provide the mentee with valuable mentor expertise that accelerates their development as leaders. In addition, the content shared with aspiring leaders during the mentoring program is individualized to the strengths and growth areas of mentees. The mentoring program is also flexible and responsive to the unique needs of aspiring leaders. Finally, high-quality mentorship is not just beneficial to the mentee – it also benefits the mentor in numerous ways. Parylo, Zepeda, and Bengston (2012) found that mentoring is a reciprocal process that proves beneficial for all who are involved. Mentors often describe their roles as being very rewarding, informative, and gratifying. Mentors find the experience to be a learning opportunity that reduces the feeling of isolation that is often felt by building leaders. Parylo, Zepeda, and Bengston (2012) explained that mentoring “not only benefitted all leaders involved, but also promoted networking and sharing.” VOICES FROM THE FIELD To provide you with a more in-depth perspective on the power of principal mentorship, we asked several experts from the field to weigh in on their experiences mentoring aspiring leaders: WHAT IS THE MOST POWERFUL ASPECT OF PRINCIPAL MENTORSHIP? Heidi Kegley (HK): I believe the most powerful aspect of the principal mentorship is enabling the mentee the opportunity to experience the various aspects of the principalship before actually assuming the role. The principalship includes so many aspects and the day-to-day activities are what provide real learning opportunities. The mentorship also allows the mentee to experience a real picture of the various learning opportunities to occur daily even for veteran principals. Lucy Ozvat (LO): Prospective school administrators must make the “shift” from viewing the teaching and learning process from the narrow view of the classroom to the broader view of leading a community of individuals. The year-long internship program provides the time needed for prospective school administrators to experience interactions with the many and varied stakeholder groups who make up this educational community. Another powerful aspect of the principal mentorship program is the growth students make in understanding the role of the principal is more than management. Students experience first-hand the many different situations and personalities effective leaders must manage in schools. The third powerful aspect of the principal mentorship program is the time given to reflection. Students must reflect on leadership behaviors and compare and contrast these observations with research and best practices. It is through this reflection that students have time to understand others and more importantly, have time to understand their own personal beliefs and values. Scott Burton (SB): The most powerful aspect of being a mentor is when the mentee is able to take on the perspective of the mentor. So much of the time teachers are not able to put themselves in the shoes of the administrator until they have the opportunity to experience it. With the several whom I have had the privilege of working, it is always the case at some point they say, “I had no idea.” When I hear this I know there is growth taking place which is the most important aspect. WHAT SPECIFIC STRATEGIES ARE KEY TO DEVELOPING ASPIRING LEADERS? HK: It is critical to include the mentees in as many ways as possible. This includes all of the tasks. It is so important to allow them to have as many unique and different experiences as possible. It is also important to ensure they have an opportunity to take the lead on some of the events and experiences as well. They are able to learn and grow with the support of their mentor. LO: Aspiring leaders need many opportunities to interact with the various stakeholder groups and build those necessary relationships with these individuals. Aspiring leaders also need many opportunities to lead adults. Most prospective school leaders are coming from the classroom where they have been very successful in working with students. But many of them have never led a team of adults. This experience is crucial. Aspiring leaders must be able to create a vision based on data and create an action plan to implement their vision. In addition, these individuals must have opportunities to create a monitoring and evaluation system to ensure their plan continues to work toward the desired goals. Aspiring leaders need time to interact with their building mentor and reflect on those conversations using the state and national leadership standards as benchmarks. Aspiring leaders must be able to use data regarding student performance and improved teaching and instruction. Aspiring leaders need to be able to evaluate teacher effectiveness. Aspiring leaders need strong management skills and must be able to “It is critical that principal mentors understand the power they have to influence the career trajectories and leadership practices of their mentees.”
SB: The specific strategies are easy to list and hard to accomplish. The first is to build trust. I look at trust with three components: character, competence, and connection. Your character is what you do—not what you say—and it can even be something small like showing up on time. Competence is the skill piece of your job. And, connection is what you have to do first - build positive connections. continued growth for all involved. I am so grateful for the SAIL program and all it does to develop aspiring principals and meeting with the mentee, mentor, and supervisor.
LO: Seeing individuals grow from a strong teacher to a strong leader is one of the most thrilling and satisfying experiences I have had throughout my years in education. I continually share with others (especially the educational naysayers) that the future of our schools will be in excellent hands with our future leaders.
SHARE AN EXAMPLE WHERE YOU SAW MENTORSHIP POSITIVELY IMPACT A MENTEE’S SCHOOL OR PRACTICE.
HK: I have had the opportunity to work with many mentees over the years, and there are so many positive impacts! One year, two mentees were able to work together and they planned a family information night to help families understand the importance of logging on and using the parent portal for student attendance and grades. It was so wonderful to see them lead in a way that was different from their classroom teaching. The feedback on the presentation was phenomenal and the mentees were able to see the value in identifying a need and creating a solution to meet that specific need.
LO: Throughout the years I have seen how the mentee’s focus on the five-step process has drastically improved the effectiveness of Teacher Based Teams.
I have seen how principals have grown in their practice with the mentee emphasis on instructional leadership.
Mentees have led pilot projects that were so successful, a schoolwide implementation for the project was planned for the following school year.
Statewide initiatives such as Response to Intervention (RTI) and Positive Behavior Intervention Supports (PBIS) have been successfully implemented or improved.
Since mentees lead and monitor school improvement initiatives aligned to the goals of the school, students, parents, teachers, and the community have all benefitted in some way.
SB: There are a number, but the first one that comes to mind was when we were starting a new after-school program and needed someone to organize and plan all the aspects of the program. This was completed and has been a great service to our students and families.
HOW HAS MENTORING ASPIRING LEADERS POSITIVELY IMPACTED YOUR OWN PROFESSIONAL PRACTICE?
HK: Each and every time I was able to work with a mentee, I learned so much. As educators, we are always learning and when we have the opportunity to collaborate and work together it allows
I have learned that individuals acquire the skills needed to become an effective administrator at their own developmental level. Some individuals are ready to make the “shift” to the broader view of school leadership and some need more time.
I have also learned individuals leave the mentorship program ready to lead at some level—whether that might be a Teacher Based Team or a school.
SB: I believe reflection is always good but something it seems there is never enough time for. When I have been a mentor and we had our conversations and reviewed work, it allowed me to think about the important aspects of being a leader in the school and not get caught in the weeds. It has also been rewarding to watch the teachers involved in a program grow professionally. That is part of our responsibility: grow our teachers so they can be more effective.
Scott Burton is the Interim Head of School at Marburn Academy. He initiated his tenure at Marburn Academy 34 years ago as a Middle School History/ Science teacher, then moved into Admission, Dean of Students, and Associate Head of School. He started his teaching career in Cambridge, Ohio and has also served in Rolling Hills School District and Pleasant City.
Heidi Kegley is the Superintendent for Delaware City Schools. Prior to becoming the Superintendent, she served as an Assistant Superintendent, was Principal at Willis Intermediate School for 15 years, was a teacher at Smith Elementary, and started her teaching career in Fairborn City Schools. She is a Past President of OAESA.
Lucy Ozvat is currently an Adjunct Professor in Leadership at Concordia University Chicago. She has many years of leadership experiences at the district level, the Ohio Department of Education, and at the Ohio Association of Elementary School Administrators (OAESA).
References: Parylo, O., Zepeda, S.J., & Bengston, E. (2012). The different faces of principal mentorship. International Journal of Mentoring and Coaching in Education, 1(2), 120-135.
Scott, L.M. (n.d.). Enhancing principals’ skills through sustainable mentoring programs [Webinar]. Retrieved from https://www.naesp.org/sites/default/files/ EnhancingPrincipalsSkillsThroughSustainableMentoringPrograms060712. pdf
Southern Regional Education Board (2007). Good principals aren’t born – They’re mentored. Retrieved from https://www.wallacefoundation.org/knowledgecenter/Documents/Good-Principals-Arent-Born-Theyre-Mentored.pdf
