The PLI One-Day Mentor Training Orientation 2003-2006

This section will present the findings of the coded references found in the PLI One-Day Orientation 2003-2006. Figure 5 visually details the number of references to each of the five Mentor Training Constructs in the PLI One-Day Mentor Training Orientation 2003-2006. As seen in Figure 5, there are 12 coded references to the General Mentoring Construct (Column 1), six references to the School Leadership Construct (Column 2), no references to the Human Relations Skills Construct (Column 3), 10 references to the Mentor Process Skills Construct

Figure 5. Mentor Training Constructs in the PLI One-Day Mentor Training Orientation.

(Column 4), and 10 references to the Mentor Modeling Behaviors Construct (Column 5).

In looking at each of the five respective constructs individually, the following information was revealed in relation to the identified keywords. For the General Mentoring Knowledge construct, of the three keyword categories (i.e., defining mentoring, benefits of mentoring, and problems in mentoring), eight of the twelve coded references pertained to the benefits of mentoring keyword, and the remaining four coded data references related to the problems in mentoring keyword. No references were made to the defining mentoring keyword. For the benefits of mentoring keyword, the coded data referenced several different areas from the

literature base. Mentoring was viewed as a professional development experience for both the mentor and protégé. From the perspective of the protégé, mentoring afforded new principals with supervised confidence, competence, encouragement, and security with the opportunities for increased connectivity with other professionals so as to reduce those feelings of isolation. From the perspective of the mentor, mentoring affords these experienced principals with a sense of career satisfaction by “giving back” to the leadership profession, which assisted in the mentor’s ongoing professional development by participating in a collaborative professional learning community. For the problems in mentoring keyword, the coded data referenced that mentors may not always be the best role models for the mentoring relationship, and potential problems with the match or fit of the mentor and protégé can be difficult. Also, the rules of the mentoring relationship and the overall goals of the mentoring program may not be clear and the lack of time necessary to cultivate a productive mentoring relationship may not be present as well.

For the School Leadership Skills construct, of the three keyword categories (i.e., instruction, vision, and leadership style and philosophy), six references were coded. Three had pertained to the instruction keyword, two to the vision keyword and one to the leadership style and philosophy keyword. For the instruction keyword, one of the overall goals of the PLI Network was to improve the leadership skills of both the trained mentors and the protégés involved in the program. For the protégés, the ability to allocate resources and the methods employed to improve a school’s climate were addressed in this area. For the vision keyword, the coded data referenced that mentoring strengthens visionary leadership and another goal of the PLI was to promote strategic planning and visionary leadership of the protégé. For the leadership style and philosophy keyword, the coded data indicated that the mentoring relationship can create and model shared and distributive leadership practices.

For the Mentor Process Skills construct, of the six keyword categories (i.e., problem solving, listening, communication, feedback, confidentiality and observation and conferencing skills), 10 coded references were found. Three references related to the feedback keyword, two to the confidentiality keyword, two to the communication keyword, two to the listening keyword, and one to the observation and conferencing skills keyword. For feedback, mentoring increases the power of feedback to both the mentor and protégé. Likewise, effective mentors need to provide effective feedback and protégés yearn for such feedback to improve their practice. For confidentiality, the purpose of the PLI was to provide mentoring services to newly hired principals in a confidential and supportive environment. If the mentoring relationship is to be effective, a confidential relationship needs to be established and maintained. For communication, references were made to the overall importance of appropriate communication skills of both parties that is open, honest and trusting, and for listening, the coded data referenced the imperative nature of active listening of the mentor so a helpful relationship had ensued. Lastly, for the observation and conferencing skills keyword, it was evident that mentors should be overseeing the observation process of new principals to ensure appropriate supervision and monitoring.

In regards to the Mentor Modeling Behaviors construct, of the nine keyword categories (i.e., action research toward goals, current and active in organizations, practices networking, reflection, trustworthiness, use of technology, use of reflective portfolio, assessment, and mentoring as a career venture) a total of 10 references were recorded. Three coded references were tallied for the action research toward goals keyword, two related to the current and active in organization keyword, two for the trustworthiness keyword, and one for the mentoring as a career venture, reflection, and use of technology keywords respectively. For the action research

toward goals keyword, the coded data related to the importance of mentor principals assisting in the action planning and goal setting of the newly hired principals. Mentors not only oversee the goals and objectives but also assure that implementation of the researched plans takes place as well. For the current and active in organization keyword, coded data indicated the importance of mentors sharing and distributing appropriate resources to their protégés. For the remaining keywords referenced, mentors have to make certain that trustworthy relationships are fostered, self-reflection is modeled throughout the relationship, and the integration of appropriate technologies is in place to support the relationship.