Donna Augustine-Shaw & Mischel Miller

Mentorship Supports in Academia: Models and Interventions, The Chronicle of Mentoring & Coaching, 8(4), 78-86 (2024).
https://doi.org/10.62935/tyo47u

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Abstract

Leadership matters and sustaining mentoring programs for new educational leaders is critical. This article will provide a brief historical accounting leading to the planning and development of the Kansas Educational Leadership Institute through collaborative partnerships in the state. Guiding leadership standards and professional licensure requirements propelling the need for continued mentoring support of new superintendents, special education directors, and principals will be discussed. Literature will support the critical role of mentoring in developing leadership knowledge as new skills are applied onthe-job in the first years of practice. Experienced and trained KELI mentors understand the importance of solid relationships, an individualized approach, and establishing professional networks to foster growth and move theory to practice. KELI’s operational structure and program components will be described; demonstrated through clear expectations, careful matching, and a responsive approach to field-based needs. Field practitioners designed KELI and showcase mentoring practices that help newly positioned educational leaders understand who they are and the impact of their decisions. KELI is gold accredited by the International Mentoring Association and is considered the premier mentoring program for new educational leaders in Kansas. KELI’s impact is evidenced by 13 years of state-wide program participation data and annual perception survey data highlighting programmatic effectiveness in supporting new educational leaders in Kansas.

Keywords: mentoring, educational leadership, superintendent, principal