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Making Moves: Use of the Gradual Increase of Responsibility Model for Mentoring Student Teachers in Residency

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Title: Making Moves: Use of the Gradual Increase of Responsibility Model for Mentoring Student Teachers in Residency
Language: English
Authors: Vicki S. Collet (ORCID 0000-0002-9950-0165), Savannah Gragg (ORCID 0000-0001-8198-7211), Amanda Leggett
Source: Journal of Teacher Education. 2025 76(5):474-487.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Teachers, Teacher Interns, Preservice Teacher Education, Mentors, Training, Masters Degrees, Graduate Students, Responsibility, Models
DOI: 10.1177/00224871251364263
ISSN: 0022-4871
1552-7816
Abstract: Teaching residencies offer opportunities for sustained support within schools as a liminal space for novice teachers, and school-based mentor teachers significantly impact residency outcomes. Mentoring improves when mentors have clear expectations for their role and support for meeting those expectations. This mixed-method case study investigates the effects of a model for mentor training, its impact on residents' learning, and the perceptions of mentors and residents regarding support provided. Quantitative findings showed a statistically significant difference in growth for residents whose mentors were trained in the Gradual Increase of Responsibility mentoring model compared with those who were not. Qualitative analysis offers support for differentiated use of the mentoring moves of modeling, recommending, questioning, affirming, and praising (with this sequence expressing de-escalating levels of support). Findings suggest that when mentoring varies based on residents' differing and changing skill levels, teaching improves. Centering dialogue in mentor/resident interactions supports change and growth.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1486340
Database: ERIC
FullText Text:
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  Data: Making Moves: Use of the Gradual Increase of Responsibility Model for Mentoring Student Teachers in Residency
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Vicki+S%2E+Collet%22">Vicki S. Collet</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9950-0165">0000-0002-9950-0165</externalLink>)<br /><searchLink fieldCode="AR" term="%22Savannah+Gragg%22">Savannah Gragg</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8198-7211">0000-0001-8198-7211</externalLink>)<br /><searchLink fieldCode="AR" term="%22Amanda+Leggett%22">Amanda Leggett</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Teacher+Education%22"><i>Journal of Teacher Education</i></searchLink>. 2025 76(5):474-487.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 14
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  Label: Publication Date
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Interns%22">Teacher Interns</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Masters+Degrees%22">Masters Degrees</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Responsibility%22">Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink>
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  Data: 10.1177/00224871251364263
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  Data: 0022-4871<br />1552-7816
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Teaching residencies offer opportunities for sustained support within schools as a liminal space for novice teachers, and school-based mentor teachers significantly impact residency outcomes. Mentoring improves when mentors have clear expectations for their role and support for meeting those expectations. This mixed-method case study investigates the effects of a model for mentor training, its impact on residents' learning, and the perceptions of mentors and residents regarding support provided. Quantitative findings showed a statistically significant difference in growth for residents whose mentors were trained in the Gradual Increase of Responsibility mentoring model compared with those who were not. Qualitative analysis offers support for differentiated use of the mentoring moves of modeling, recommending, questioning, affirming, and praising (with this sequence expressing de-escalating levels of support). Findings suggest that when mentoring varies based on residents' differing and changing skill levels, teaching improves. Centering dialogue in mentor/resident interactions supports change and growth.
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  Data: 2025
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  Data: EJ1486340
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1486340
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  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/00224871251364263
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 474
    Subjects:
      – SubjectFull: Student Teachers
        Type: general
      – SubjectFull: Teacher Interns
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Training
        Type: general
      – SubjectFull: Masters Degrees
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Responsibility
        Type: general
      – SubjectFull: Models
        Type: general
    Titles:
      – TitleFull: Making Moves: Use of the Gradual Increase of Responsibility Model for Mentoring Student Teachers in Residency
        Type: main
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          Name:
            NameFull: Vicki S. Collet
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            NameFull: Savannah Gragg
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            NameFull: Amanda Leggett
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              M: 11
              Type: published
              Y: 2025
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              Value: 0022-4871
            – Type: issn-electronic
              Value: 1552-7816
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              Value: 76
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              Value: 5
          Titles:
            – TitleFull: Journal of Teacher Education
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