Purpose
The purpose of this paper is to chronicle the efforts of a new White teacher in her first two years of teaching in an elementary school with a largely Hispanic population as she forged connections with her students’ families while drawing on continued, constructivist mentoring from her university professor. The case points to the need for new teacher mentoring programs to include some emphasis on family-teacher relationships.
Design/methodology/approach
The new teacher kept a weekly journal of her interactions with families over a two-year period. Notes were taken during and after mentoring sessions. Data analysis was conducted using the case analysis format designed by Miles et al. (2014).
Findings
The goal of fostering constructive family-teacher relationships was not fully realized for this teacher in her first year. Through reflections, readings, and discussions in mentoring sessions, she gradually learned to respect the wisdom and expertise of families.
Research limitations/implications
As with all case studies, the results are not generalizable in a traditional sense (Hodkinson and Hodkinson, 2001); however, a larger issue can be addressed in a case (Stake, 1995). In this case, the larger issue is that White teachers working in high-poverty schools are likely to encounter differences between their cultural backgrounds and those of their students’ families. New teachers must determine how to respond in this situation, and mentoring offers support in helping them to act.
Practical implications
Action steps and guidelines developed by the teacher are included, along with a list of selected articles to spur discussions in constructivist mentoring sessions.
Originality/value
Coordinators of new teacher induction programs are encouraged to include a component in their curriculum for best practices in developing relationships with families.
Principal Leadership in New Teacher Induction: Becoming Agents of Change
