Date of Graduation

Spring 5-16-2024

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

College/School

School of Education

Department

Leadership Studies

Program

Organization & Leadership EdD

First Advisor

Dr. Seenae Chong

Second Advisor

Dr. Darrick Smith

Third Advisor

Dr. Desiree Zerquera

Abstract

This study determined the impact of three professional collaborative practices in an existing mentor training course within a California Teacher Induction Program (TIP). Three research questions guided this study: How do collaborative methods shift mentors’ conceptualization of mentoring novice teachers? What is the relationship between conceptualizations of mentoring and conceptualization of organizational status and hierarchy? and To what extent do global forms of collaboration support mentors’ professional development?

A phenomenologically-inspired qualitative case study was used to explore how collaborative practices could facilitate reflective, critical, dialogic conversations among mentors in charter schools. A racialized lens of mentorship fueled the findings. Through engaging in collaborative practices, mentors were able to move away from positioning themselves above the mentee in a racialized hierarchy. By doing so, mentors identified themselves as learners, allowing for a co-construction of knowledge, using their experience in the field as guidance. The findings indicate that veteran teachers are more equipped in building criticality in the novice teachers they are serving, and as a result it may be beneficial for charter schools to consider the professional role of the mentor when matching them with a mentee. There is a need for charter schools to take mentorship seriously, not only as a compliance measure, but as a mechanism to support novice teacher's development and acclimation into the profession.

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