Many educators can thank someone who offered them the mentorship they needed to find early-career competence and confidence. Until fairly recently, it is likely that most of these relationships were informal—fortuitous products of proximity or serendipity for newly minted classroom teachers working alongside experienced and professionally generous colleagues. Others were couched in hierarchical terms: practicum “supervisors” or simply professors or assistant principals whose job was to ensure—whether through guidance or compulsion—or bid the object of their instruction or supervision a vocational farewell.
In the past several decades, teacher mentorship has become more common, although not all programs receive the emphasis and resources necessary to make mentorship universally meaningful and effective. But many new teachers are offered at least some school-based mentoring, and by most evidence, it helps their adjustment to new roles in new situations.
But formal mentoring for school leaders in any and all positions is a rarer thing. And this plays out as schools are becoming more and more the objects of attention, wanted and unwanted, from many quarters, from politicians to teachers on the verge of joining the “Great Resignation” to parents and guardians made even more anxious and demanding by the uncertainties of the ongoing pandemic. Administrative phones are ringing off the hook with calls of ever-less-predictable content. And we read that many school leaders are ready to hang it up, with principals—occupying what is facetiously but too often called the “complaint window”—the most affected and most vulnerable.
Synthesizing more than two decades of research, a recent review Commissioned by the Wallace Foundation shows that skilled leadership in schools plays out in better teacher and student experiences and better learning outcomes. (The Wallace Foundation helps support Education Week’s coverage of leadership, summer learning, social and emotional learning, arts learning, and afterschool.) But in this moment, many principals and heads, alone but for leadership teams whose members have their own problems and subject to the whims of school boards often under unimaginable external pressures, are running scared. This is hardly conducive to the exercise of the wise, reflective, responsive, and effective leadership for which teachers, students, and school communities look to their principals.
Over the last couple of years, we were privileged to put together our own thoughts, research, and personal experiences on this in a book, Leadership through Mentoring: The Key to Improving the Confidence and Skill of Principals. Drawing on the experience of successful, state-facilitated principal-mentorship programs in Massachusetts and Vermont, we lay out in the book the case for such programs and offer point-by-point suggestions on how mentors can be recruited, trained, and then supported to help new school principals. Trained mentors can and do help new principals find their own styles and pathways to engaging early and well with their schools and communities to build the trust and confidence that are the hallmarks of great principalship. The programs on which we focus, echoing Homer’s model down the millennia, draw on retired principals for their wisdom.