mentoring project
were only able to run one of these sessions at conference during my terms as chair, as PI-34 was opened and changed effective August 2018. The new version of PI-34 re- moved the requirements for PDP, leaving WMEA without a mentoring component for early career teachers.
Building a Mentoring Program
Traditionally, mentoring programs focus on an early career teacher being paired up with a mentor who can be contacted for questions and possibly peer observations in one another’s classroom. The mentor is to provide coaching and support to the early career teacher, as well as welcom- ing the new teacher into the profession. “Being both recognized and appreciated is a key aspect of professional induction” (Smith, 2010, p. 254). As we welcome our new colleagues into the profession, it is important to support them as they develop their teacher identities and acclimate to their new environments.
Rather than limit a mentee to one mentor, the ECMTC Project works to network early career teachers with experienced teachers across the state. Although men- tors and mentees are encouraged to con- nect via email, all meetings are conducted as a large group to allow for networking and collaboration about topics. Expe- rienced teachers can help with systems that can help early career music teachers establish structures in their classrooms, while early career teachers often have new ideas and perspectives that can help evolve experienced teachers’ process. The ECMTC Project supports early career music teachers as they acclimate to their new career while being a safe space to ask questions and discuss current issues in music education. The hope is that our early career teachers will become part of a state network of music teachers, helping them avoid the isolation that can be part of the music teacher experience.
How to Get Involved
Interested in being part of the ECMTC Project? More information can be found on the WMEA website: https://wmea
music.org/pro-development/mentoring/. There are links to registration forms for both mentors and mentees. Our next meeting will be in January, and we will be meeting three times during the spring semester.
Reference:
Smith, M. V. (2010). “Characteristics of Successful Mentor-Mentee Relationships: Mentoring Principles.” In C. M. Conway, M. V. Smith & T. M. Hodgman (Eds.), Handbook for the Music Mentor (pp. 293–309). GIA Publications, Inc.
Laura Dunbar is assistant professor of music education and music education coordinator at UW-Eau Claire. Email:
dunbarll@uwec.edu
Wisconsin School Musician
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