Complexities Involved in Mentoring Towards a High-Leverage Practice in the Induction Years

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Background/Context: For years mentoring has been promoted as an essential element of effective induction programs. Since research reports of the impact of mentoring have been uneven, it is critical to closely examine the complex aspects that could affect the ways teachers enact ideas into the practice of mentoring. This study is about mentor teacher learning that supports beginning teacher development. This research examines two teachers as they learned to mentor toward a targeted practice of helping novices lead discussions.