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An examination of the impact of ment...

Pittman, Audra.

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An examination of the impact of mentoring on new administrators.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	An examination of the impact of mentoring on new administrators./
Author:	Pittman, Audra.
Description:	148 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.
Contained By:	Dissertation Abstracts International75-07A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3613820
ISBN:	9781303775277

An examination of the impact of mentoring on new administrators.
Pittman, Audra.

An examination of the impact of mentoring on new administrators. - 148 p.

Source: Dissertation Abstracts International, Volume: 75-07(E), Section: A.

Thesis (Ph.D.)--The Claremont Graduate University, 2014.

Despite the vast research on mentoring, little is known about the effect mentoring has on the leadership capacity of first year administrators. Improving student achievement is imperative to public education, and improving school leadership at individual sites will increase student performance. Schools that are raising student achievement in spite of students' socioeconomic backgrounds are doing so with effective leaders. This study sought to shift the focus from generic effective leadership skills to determining how professional development aligned intentionally to the California Professional Standards for Educational Leaders (CPSEL) has an impact on the educational leadership skills of new administrators. Second, it sought to shift the focus from individual characteristics of effective leaders to a systematic approach to increasing the effectiveness of new administrators through mentoring. While there is a body of literature on the qualities of effective leaders, there is little research on how to replicate effective leadership skills for new administrators through mentoring. Third, it sought to determine if it is possible to develop a replicable program that aligns professional development for new administrators with the CPSEL and supports new administrators with growth as related to the CPSEL with support from a mentor. This research investigated the following questions: Does providing new administrators with specific professional development centered on the CPSEL have an impact on his/her efficacy levels in the areas required of a high quality administrator (CPSEL)? Does providing a new administrator with an assigned mentor have an impact on his/her efficacy levels in the areas required of a high quality administrator (CPSEL)? Does the dedicated time that a mentor spends with a new administrator have an impact on his/her efficacy levels in the CPSEL? What aspects of a mentoring program for new administrators are most important in assuring a systematic and effective approach to increasing leadership capacity? The data were drawn from a qualitative study of 12 new administrators (candidates) in San Mateo County who were enrolled in a Clear Administrative Services Credential Program (ACT II) and the 6 mentors who served the candidates. These 18 new administrators and mentors were part of a California Administrative Services Clear Credential Program that supports new administrators through professional development tied to the California Leadership Standards. This research determined that mentoring programs that have induction components can have a positive impact on the leadership development in the areas required of a high quality administrator. Overall the implications of this study are that in order for an administrator-mentoring program to be most effective, (a) professional development centered on the CPSEL should be provided; (b) the mentors should be trained and qualified; and (c) mentors should meet with their new administrator at least every other week.

ISBN: 9781303775277Subjects--Topical Terms:

1035576
Education, Leadership.

An examination of the impact of mentoring on new administrators.
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502 $a Thesis (Ph.D.)--The Claremont Graduate University, 2014.
520 $a Despite the vast research on mentoring, little is known about the effect mentoring has on the leadership capacity of first year administrators. Improving student achievement is imperative to public education, and improving school leadership at individual sites will increase student performance. Schools that are raising student achievement in spite of students' socioeconomic backgrounds are doing so with effective leaders. This study sought to shift the focus from generic effective leadership skills to determining how professional development aligned intentionally to the California Professional Standards for Educational Leaders (CPSEL) has an impact on the educational leadership skills of new administrators. Second, it sought to shift the focus from individual characteristics of effective leaders to a systematic approach to increasing the effectiveness of new administrators through mentoring. While there is a body of literature on the qualities of effective leaders, there is little research on how to replicate effective leadership skills for new administrators through mentoring. Third, it sought to determine if it is possible to develop a replicable program that aligns professional development for new administrators with the CPSEL and supports new administrators with growth as related to the CPSEL with support from a mentor. This research investigated the following questions: Does providing new administrators with specific professional development centered on the CPSEL have an impact on his/her efficacy levels in the areas required of a high quality administrator (CPSEL)? Does providing a new administrator with an assigned mentor have an impact on his/her efficacy levels in the areas required of a high quality administrator (CPSEL)? Does the dedicated time that a mentor spends with a new administrator have an impact on his/her efficacy levels in the CPSEL? What aspects of a mentoring program for new administrators are most important in assuring a systematic and effective approach to increasing leadership capacity? The data were drawn from a qualitative study of 12 new administrators (candidates) in San Mateo County who were enrolled in a Clear Administrative Services Credential Program (ACT II) and the 6 mentors who served the candidates. These 18 new administrators and mentors were part of a California Administrative Services Clear Credential Program that supports new administrators through professional development tied to the California Leadership Standards. This research determined that mentoring programs that have induction components can have a positive impact on the leadership development in the areas required of a high quality administrator. Overall the implications of this study are that in order for an administrator-mentoring program to be most effective, (a) professional development centered on the CPSEL should be provided; (b) the mentors should be trained and qualified; and (c) mentors should meet with their new administrator at least every other week.
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