Teacher-Centered Mentorship as Meaningful Professional Development

Authors

  • Laura Lackner Saylor Mount St. Joseph University
  • Ginger McKenzie Xavier University
  • Cathy Cebulski Sacco Xavier University

DOI:

https://doi.org/10.17161/jomr.v4i2.6923

Keywords:

professional development, mindfulness, reflective practice, clinical supervision

Abstract

A real-time, multidimensional, professional-development program that is connected to both practice and school culture was delivered to a group of Montessori teachers with the goal of improving teaching practices and increasing student success by exploring the potential benefits of mindfulness, structured reflective practice, and teacher-centered mentorship (i.e., clinical supervision), A case study of each participant and of the cocreated professional-development learning communities revealed that the program supported teacher growth and efficacy. Four themes emerged from participants’ experiences: the importance of mindfulness as a precursor to reflection and mentorship, the creation of communities of trust, the benefits of structure and focus, and the role of supportive accountability in improved practices. The study provides preliminary evidence for the use of multidimensional and teacher-centered professional-development programs to improve teaching practices. The research study has implications for administrators, teachers, and future research.

Author Biography

Laura Lackner Saylor, Mount St. Joseph University

Dr. Laura Saylor is an assistant professor in the School of Education. She earned her Ph.D. in Education Studies from The University of Cincinnati. Previously, she earned her Master of Education from Xavier University with a concentration in Montessori Education.
Her 25 years of practical experience include teaching in inclusive and multi-age settings and serving as the Head of School for an independent Montessori school. Her research foci include reflective practices for educators as well as the effective preparation of early childhood teachers.  Dr. Saylor’s interests also extend to best practices in mathematics and science education.  Her teaching expertise includes educational assessment, math and science teaching methods, and collaborative work in education.
Journal of Montessori Research Volume 4, Issue 2, Fall 2018 (A Publication of the American Montessori Society)

Downloads

Published

2018-11-13

Issue

Vol. 4 No. 2 (2018): Journal of Montessori Research

Section

Articles

License

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution Non-Commercial License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors can view article download statistics for published articles within their accounts.

Journal of Montessori Research
Author Agreement

The following is an agreement between the Author (the “Corresponding Author”) acting on behalf of all authors of the work (“Authors”) and the Journal of Montessori Research (the “Journal”) regarding your article (the “Work”) that is being submitted for consideration.  

Whereas the parties desire to promote effective scholarly communication that promotes local control of intellectual assets, the parties for valuable consideration agree as follows.

A. CORRESPONDING AUTHOR’S GRANT OF RIGHTS
After being accepted for publication, the Corresponding Author grants to the Journal, during the full term of copyright and any extensions or renewals of that term, the following:
1.    An irrevocable non-exclusive right to reproduce, republish, transmit, sell, distribute, and otherwise use the Work in electronic and print editions of the Journal and in derivative works throughout the world, in all languages, and in all media now known or later developed.
2.    An irrevocable non-exclusive right to create and store electronic archival copies of theWork, including the right to deposit the Work in open access digital repositories.
3.    An irrevocable non-exclusive right to license others to reproduce, republish, transmit,and distribute the Work under the condition that the Authors are attributed. (Currently this is carried out by publishing the content under a Creative Commons Attribution Non-Commercial 4.0 license (CC BY-NC.)
4.    Copyright in the Work remains with the Authors.

B. CORRESPONDING AUTHOR’S DUTIES
1.    When distributing or re-publishing the Work, the Corresponding Author agrees to credit the Journal as the place of first publication.
2.    The Corresponding Author agrees to inform the Journal of any changes in contact information.

C. CORRESPONDING AUTHOR’S WARRANTY
The Corresponding Author represents and warrants that the Work is the Authors’ original work and that it does not violate or infringe the law or the rights of any third party and, specifically, that the Work contains no matter that is defamatory or that infringes literary or proprietary rights, intellectual property rights, or any rights of privacy. The Corresponding Author also warrants that he or she has the full power to make this agreement, and if the Work was prepared jointly, the Corresponding Author agrees to inform the Authors of the terms of this Agreement and to obtain their written permission to sign on their behalf. The Corresponding Author agrees to hold the Journal harmless from any breach of the aforestated representations.

D.  JOURNAL’S DUTIES
In consideration of the Author’s grant of rights, the Journal agrees to publish the Work, attributing the Work to the Authors.

E. ENTIRE AGREEMENT
This agreement reflects the entire understanding of the parties. This agreement may be amended only in writing by an addendum signed by the parties. Amendments are incorporated by reference to this agreement.
ACCEPTED AND AGREED BY THE CORRESPONDING AUTHOR ON BEHALF OF ALL AUTHORS CONTRIBUTING TO THIS WORK