The daily demands on school principals require clear and consistent feedback, and without a mentor, a new principal may not have this type of assistance. This phenomenological study explores the perceptions of new principals and their assigned mentors in one legislated initiative, named by the researcher as the Vermont mentoring “program.” Vermont requires new principals to be mentored for 2 years. Study participants discuss their mentor-mentee relationship and how that affects their leadership practices.
Association for Supervision and Curriculum Development. (2015, December3). EdPulse, ASCD Smartbrief: Which recommendations will encourage great principals to stay in their jobs longer? Survey results published online.
CreswellJ. W. (2009). Research design. Thousand Oaks, CASage Publications.
4.
General Assembly of the State of Vermont: Act No. 20. An act relating to providing mentoring support for teachers, new principals, and new technical center directors. (H.430) Sec. 1. 16 V.S.A. § 245.
GoldringR.TaieS.OwensC. (2014). Principal attrition and mobility: Results from the 2012-2013 principal follow-up survey. Retrieved from https://nces.ed.gov/pubs2014/2014064rev.pdf
7.
HelberJ. (2015). Self-efficacy and instructional leadership: Does mentoring make a difference? (Doctoral dissertation). Master’s Theses and Doctoral Dissertations, 616. Retrieved from http://commons.emich.edu/theses/616
Massachusetts Department for Elementary & Secondary Education. (2015). Massachusetts Performance Assessment for Leaders. Retrieved from http://www.doe.mass.edu/pal/
National Association of Secondary School Principals. (2014). Coalition draws up roadmap for profession-ready teachers and principals. NewsLeader, 62(3), 1-6.
18.
New Hampshire Association of School Principals. (2014). Training manual for new mentors: A professional development approach. Concord, NH: Author.
