3.6 A mentoring mindset: preparing future principals to be effective

Introduction

Much has been written about the importance of mentoring for newcomers to school leadership positions (Daresh&Playko, 1992, 1994). However, a review of the literature on mentoring reveals that much of the written discussion is from the mentor’s point of view or for the benefit of the mentor. Research exists on what makes a good mentor (Galbraith, 2001; Johnson, 2006), the stages and phases of the mentoring relationship (Chao, Walz&Gardner, 1997; Kram, 1985; Mertz, 2004), and successful mentoring programs (Kochan, 2002; Sprague&Hostinsky, 2002). There appears to be less emphasis placed on helping a protégéprepare for a mentoring relationship (Daresh&Playko, 1995; Mullen, 2006).

Many newly hired principals can expect to enter into a mentoring relationship. At least 32 states currently have legislative policies that support mentoring programs for new administrators (Alsbury&Hackman, 2006). Some will be assigned to a more experienced principal in a formal mentoring program. Others will informally pair up with someone they look up to in their district. As they enter into mentoring partnerships, they will need to be prepared to be successful as protégés in those relationships. It is essential that educational leadership courses prepare future principals for those mentoring relationships. Traditionally, educational leadership professors instruct students in leadership theories, decision-making, school law and finance, curriculum design, public relations, and school management basics. However, it is questionable whether the traditional curriculum in educational leadership preparation programs provide future administrative candidates with the tools for being successful as protégés in their future mentoring relationships.

Zachary (2000) has characterized mentoring as a mutual learning partnership; however, she emphasizes the importance of the protégétaking the initiative in the relationship. In her book, The Mentor’s Guide: Facilitating Effective Learning Relationships, Zachary encourages the protégéto intentionally pursue a mentor. She provides reflective activities that help the protégéidentify the qualities desired in a mentor, as well as articulating the protégé’s learning needs. The learning partnership proposed by Zachary suggests a move away from the concept of‘mentor as superior’and‘protégéas passive subordinate’to more of a two-way, power-free, and mutually beneficial relationship. In this conceptualization, the mentor’s role shifts from“sage on the stage”to“guide on the side.”The mentor takes the role of a facilitator. The protégétakes responsibility for outlining the learning goals, setting priorities, and becoming increasingly self-directed. Mentor and protégéshare accountability and responsibility for achieving the protégé’s learning goals (Zachary, 2000).