Group Mentoring 2.0: A Case Study

Abstract

This study explored mentoring relationships in a school district in the context of mandated evaluation and professional development. This study examined elements of the relationships between Master, Mentor and classroom teachers that are identified by participants as supportive or inhibitive of teacher growth within the mentoring relationship through two research questions: 1) what elements of an effective mentoring model do Master, Mentor and classroom teachers in Sage Township identify in the context of mandated professional development and evaluation, and 2) in the context of mandated professional development and evaluation, what aspects of the mentoring model in Sage Township do Master, Mentor and classroom teachers perceive to support or inhibit the mentoring relationship? The design of this qualitative case study employed three phases: 1) interviews of the principal of the buildings and the observation of Instructional Leadership Team (ILT) and Cluster (mandated, weekly professional development) in two elementary schools, two middle schools, and one high school with the intent of identifying participants, 2) the collection and analysis of qualitative data through semi-structured interviews of participants, and 3) follow up interviews. Nine participants, three of whom were Master Teachers, three of whom were Mentor Teachers and three of whom were classroom teachers, were interviewed and observed. Data to address the first research question was analyzed through a conceptual framework adapted by Bozeman and Feeney (2007) and Dawson (2014). Data to address the second research question was analyzed through pattern-matching to illuminate themes and systemic concepts relative to inhibitive or supportive aspects of the mentoring relationship as identified by the perspectives of participants. This study investigated the negotiation of three sets of participants within the organizational structure as their relationship contributes to student achievement and the stability and/or turbulence of the evaluative environment. Studying the impact of peer review on the mentoring relationship between these stakeholders, given Indiana teacher evaluation legislation, provides insight into effectively negotiating the implementation of the newly defined participant role of peer-reviewer within any system of accountability.