Leader Developers: Perspectives of Mentor Principals in an Administrator Preparation Program
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| Title: | Leader Developers: Perspectives of Mentor Principals in an Administrator Preparation Program |
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| Language: | English |
| Authors: | Virella, Patricia M., Cobb, Casey D. |
| Source: | Journal of Educational Supervision. 2022 5(3):81-99. |
| Availability: | University of Maine College of Education and Human Development. 334 Merrill Hall, University of Maine, Orono, ME 04469. Web site: https://digitalcommons.library.umaine.edu/jes/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Administrator Education, Mentors, Principals, Supervision, Practicums, Internship Programs, Transformative Learning, Metacognition, Goal Orientation, Mastery Learning, Administrator Effectiveness, Readiness |
| Abstract: | Principal preparation programs use various components to develop candidates, including coursework, core assessments, and field-based internships or practicums. The internship represents an exceptionally high leverage learning opportunity (Lochmiller, 2014). The success of the internship depends highly on the abilities of a mentor via informal instructional supervision. Mette (2020) explains that supervision has a potential transformational quality. This study explores mentorships in a university principal preparation program through the mentor's perspective. We interviewed a sample of mentors nominated as effective by peer and program informants. We learned that mentors were deliberate in developing three specific skills --metacognitive ability, developmental efficacy, and learning-oriented goal setting. Mentor principals described these three elements as paramount to master before becoming a principal. We discuss implications for principal preparation programs to use mentors as informal instructional supervisors and develop highly effective school principals. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1372275 |
| Database: | ERIC |
| Abstract: | Principal preparation programs use various components to develop candidates, including coursework, core assessments, and field-based internships or practicums. The internship represents an exceptionally high leverage learning opportunity (Lochmiller, 2014). The success of the internship depends highly on the abilities of a mentor via informal instructional supervision. Mette (2020) explains that supervision has a potential transformational quality. This study explores mentorships in a university principal preparation program through the mentor's perspective. We interviewed a sample of mentors nominated as effective by peer and program informants. We learned that mentors were deliberate in developing three specific skills --metacognitive ability, developmental efficacy, and learning-oriented goal setting. Mentor principals described these three elements as paramount to master before becoming a principal. We discuss implications for principal preparation programs to use mentors as informal instructional supervisors and develop highly effective school principals. |
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