Brondyk, S. & Hoeve, S.

Sustaining mentoring communities of practice. The Chronicle of Mentoring & Coaching, 9(2), 64-75 (2025).
https://doi.org/10.62935/b1667r

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Abstract

This article describes the benefits of extending the mentoring relationship beyond student teaching into induction years. Couple the demands placed on beginning teachers with a lack of support at the district level and it is understandable why so many young teachers leave the profession. This multi-case study of 65 first-year teachers and 12 college supervisors highlights the power of mentor continuity in supporting new teachers and helping them become more independent problem-solvers. Findings reveal the benefits of college supervisors continuing to work with their student teachers into their first year, as they are able to leverage the trust that already exists from student teaching and use their prior knowledge to maintain novice’s growth trajectories.

Keywords: Induction, problem-solving, continuity, growth