An Examination of District-Sponsored Beginning Music Teacher Mentor Practices

Abstract

The purpose of this inquiry was to examine the beginning music teacher mentor practices in 13 school districts in mid-Michigan. Data included beginning teacher interviews, teacher journals, focus-group meetings, mentor interviews, administrator interviews, and the principal investigators log. Profiles of the teachers show a lack of consistency in the types of mentor programs in the schools and varying degrees of teacher satisfaction with the programs. The lack of consistency is discussed in relation to the type of school, the teaching responsibility and classroom setting, the type of mentor assigned, and the degree to which that mentor was paid or trained. Teacher perceptions of the value of the program are discussed in relation to the degree and type of contact with the assigned mentor. The content of mentor interactions included administrative duties, classroom management, parent interaction, building and district policies, and personal issues. The need for music mentors is discussed, and the article concludes with general suggestions for mentor practices, including early identification of mentor, scheduling so mentors can observe, and opportunities for mentors and mentees to get to know each other.