Embracing New Realities: Professional Growth for New Principals and Mentors.

Abstract

This paper highlights one state model providing mentoring and induction for new school leaders in the U.S.A. The importance of mentoring and induction as a continuation of leadership preparation is highlighted in program components and participant perceptions in The Kansas Educational Leadership Institute’s (KELI) mentoring and induction program and professional learning seminars. Experienced and trained mentors provide critical support for new principals serving schools and communities in their first year of practice. A program description, initial operational processes, program requirements, and mentor training are shared along with information about KELI’s second year program, evaluation results, and next steps. Introduction When a new principal is appointed, school staff and community members share common feelings of anxiety, curiosity, and excitement (Villani 2006). Likewise, the new principal may be eager, yet uncertain, and in reality, often face complex demands very early in the job. New principals encounter particular challenges moving between and prioritizing the many tasks at hand. Staff resignations, unfinished construction, lack of essential classroom resources, and technology challenges can exacerbate the first few months of the position. “In the principalship there can be a ripple effect from almost any decision” (Sciarappa and Mason 2012, 65). Regardless of prior experience and leadership preparation, new principals face situations for which they lack experience (Villani 2006). Mentoring and induction programs allow novice principals to learn new skills and increase understanding of multifaceted problems. Support from mentors grounded in knowledge of research, best practice, and current issues can make a decisive difference in the first year of practice where intense learning occurs. Having someone to share issues Dr. Donna Augustine-Shaw is an Assistant Professor in the Department of Educational Leadership at Kansas State University (U.S.A.). She also serves as the Associate Director for the Kansas Educational Leadership Institute. Her research interests include the superintendency and mentoring and induction for new leaders. Dr. Jia Liang is an Assistant Professor in the Department of Educational Leadership at Kansas State University (U.S.A.). Her research interests include school leadership, equity for women and racial minorities, and leaders’ dispositions and practices in community engagement. She holds a PhD from the University of Georgia in Educational Administration and Policy. 1 Augustine-Shaw and Liang: Embracing New Realities: Professional Growth for New Principals a Published by New Prairie Press, 2017 11 Educational Considerations and concerns in a confidential setting is paramount to the new principal. In addition, mentors encourage self-reflection and on-going professional growth through their dedication and time, moving beyond being simply a “buddy” (Villani 2006). New leaders must gain the knowledge and skills necessary for survival during their first year on the job. The training for novice principal leaders often begins anew as a first leadership position is acquired. On-the-job training often supersedes these first year leadership experiences as new building leaders take the helm and undertake challenging circumstances. Principals need high quality mentoring and professional development in their first year of experience accompanied by contextually specific strategies in order to understand the values and serve the school community. As they encounter moving beyond their preparation program to the reality of actual practice, stress abounds from efforts to acquire new skills, stakeholder demands, long hours and fast-paced expectations, supervision of staff, and isolation (Holloway 2004). Successful programs succinctly identify several variables important to the success of mentoring and induction programs for new school leaders. Crocker and Harris (2002) cited new principal mentees need time and ongoing opportunities to share with experienced mentors. A thoughtful selection process that matches the mentor and mentee according to school and staff characteristics is paramount to promoting trusting and confidential relationships. Other essentials include thoughtful guidelines for mentors to assist in shaping meaningful experiences during mentor/mentee interactions and training for mentors centered on building relationships and collaborative leadership behaviors. Dukess (2001) validated that quality mentor programs must include clear guidelines for both mentor and mentee and non-evaluative dialogue as key to a successful mentoring program. Mentor training aimed at enhancement of coach-like skills in listening and questioning helps mentors to facilitate clear and productive inquiries that better solicit critical thinking and reflection from their mentees (Mendels 2012). Through incorporating continuous professional development targeted at understanding local contexts and embedded, responsive activities, mentoring programs strengthen leadership capacity and increase success during the first few years. Killion (2012, 26) stated, “Balancing multiple priorities is a typical challenge principals face, and in this era of so many significant changes, principals are feeling more overwhelmed than ever.” Furthermore, Killion shared that principals lack guidance on effective approaches to build coherence and implement multiple change initiatives simultaneously. An experienced principal mentor is a critical link for new school leaders as they bridge theory to practice and apply acquired knowledge and individual beliefs to daily performance and decision-making that positively impacts the school environment. The Kansas Educational Leadership Institute In an effort to address a clear need to support new principal leaders in Kansas, the Kansas Educational Leadership Institute (KELI) moved forward from a committed planning process in 2012 to implement mentoring and induction for principals new to the position in 2013. This process was led by a statewide Building Leader Mentoring and Induction Task Force. The work of the task force resulted in a recommendation outlining research-based and best practice mentoring and induction requirements for new building leaders. This work built on and expanded from KELI’s initial mentoring and induction program to serve new superintendent leaders in Kansas in 2011. KELI is a shared partnership between Kansas State University College of Education (KSU COE), Kansas State Department of Education (KSDE), Kansas Association of School Boards (KASB), United School Administrators of Kansas (USA-Kansas), and Kansas School Superintendent’s Association (KSSA). KELI’s mission is to collaborate and share resources to support professional growth of educational leaders needed in Kansas schools for the 21st Century. Along with a priority focus on mentoring and induction new school and district leaders, KELI provides a second strand of support for all leaders in Kansas through deep learning opportunities designed to support Kansas leaders in the 21st century. High collaboration among KELI’s partners enables meaningful contributions and a continued focus on best practice, responsive planning to meet the needs in today’s schools and districts, and research-based program requirements. KELI’s dual emphasis on quality mentoring and induction and ongoing opportunities for professional learning for all Kansas leaders exemplifies a well-structured and well-received program of support for Kansas leaders. KELI is recognized by KSDE as an area professional learning center. This status allows new superintendents and principals and other initially licensed leaders in Kansas to move to their professional license when mentoring and induction program requirements are completed. Trained and experienced field mentors set out to embrace exciting leadership work and service by providing individualized and on-site support in each local district. National leadership standards are applied in meaningful context by KELI mentors as they contribute to insightful discussions and reflective feedback at each mentor/mentee visit (CCSSO 2008). KELI’s second strand of leadership development for all Kansas leaders provides quality professional development focused on current topics. This strand of leadership development seminars are designed to target specific needs of the leader’s role in tackling many state and federal initiatives inherent in today’s school and district settings. Moving the Principal Mentoring and Induction Program into Action May 2013 marked the first steps in forming a pilot mentoring and induction program for first year principals in Kansas based on the work of the Building Leader Mentoring and Induction task force. KELI partner leaders collectively announced this new state opportunity for building level 2 Educational Considerations, Vol. 43, No. 3 [2016], Art. 4 http://newprairiepress.org/edconsiderations/vol43/iss3/4 DOI: 10.4148/0146-9282.1016 12 Vol. 43, No. 3, Summer 2016 leadership support. These partner leaders included the Commissioner of Education (KSDE), KSU COE Dean, Executive Directors of KASB and USA-Kansas, and President of KSSA. The work moved quickly into action. Preparation for requesting volunteer districts with first year principals and experienced Kansas principal mentors began in May 2013. Superintendents received email communication through KSDE listservs regarding the opportunity for voluntary participation for both new principal mentees as well as nomination requests for veteran principal mentors. Basic program descriptions provided superintendents with information about each opportunity and role as well as contact information to express interest in pilot program participation. During the summer months, extensive planning by KELI staff prepared for program implementation in August. Additional contact initiated by KELI staff with district superintendents and prospective me