This book provides an original mentoring/induction framework that spotlights equity in schools. In it, support-accessibility-collaboration-equity (SACE) is presented as a powerful structure for re-imagining mentoring/induction, especially for busy practitioners. Current mentoring models refer to the three pillars of support, accessibility, and collaboration (SAC). This book introduces an additional perspective, that is, the aspect of equity/justice in regard to career entry and socialization. The SACE framework extends the SAC model and fills a gap in the literature. Schools that integrate equity in mentoring/induction can anticipate the equitable support of new teachers, among other benefits. This research-informed work offers accessible theory on an important issue in the world of practice. The focus is on equity, a much-neglected area in mentoring/induction knowledge. Additionally, practical activities and case studies bring theory to life in everyday professional practice.

This reader-friendly book appeals to a wide, global audience and is useful for early career teachers, mentors, teacher educators, and policymakers. It is of particular interest to those with a passion for social justice and equity in professional contexts. Practitioners seeking ways to improve their program design and delivery from an equity perspective can draw on this resource for their own purposes. University teachers and students in educational leadership and teacher education programs and mentoring/induction researchers can explore the book's social justice ideas to enrich theory and practice.

Introduces equity as a principle to the new teacher mentoring and induction research and schools Theorizes the given model (support, accessibility, and collaboration or SAC) as SACE, which adds equity Provides guidance to readers in the use of the SACE framework in research and practice

Autorentext

Carol A. Mullen, PhD, is Professor of Educational Leadership and Policy Studies at Virginia Tech, Blacksburg, Virginia, USA, and an internationally acclaimed, award-winning mentoring researcher in education. A recognized area of expertise of Dr. Mullen's is mentoring theory and practice at the K-12 public school and university level. An interdisciplinary researcher in mentorship, she focuses on improving education by building capacity for leadership, mentoring, and professional development from equity and social justice perspectives. She is a J. William Fulbright Senior Scholar alumnus who has authored/edited 29 academic books. Those published by Springer are Handbook of Social Justice Interventions in Education (edited, 2021), Problem-based Learning in Elementary School: What Strategies Help Students Develop? (2021), Veteran Teacher Resilience: Why Do They Stay? (2020), Revealing Creativity: Exploration in Transnational Education Cultures (2020), and Creativity Under Duress in Education? Resistive Theories, Practices, and Actions (edited, 2019). She has six books on mentoring, including The SAGE Handbook of Mentoring and Coaching in Education (Sage, 2012, coedited). Her authorships include over 235 journal articles and chapters in others' edited books, as well as 17 guest-edited special issues of journals. She is Past-President of the University Council for Educational Administration (UCEA), Society of Professors of Education, and the International Council of Professors of Educational Leadership. In her capacity as former editor of Routledge's journal Mentoring & Tutoring: Partnership in Learning she was awarded the title Editor Emerita for distinction of service to the organization and profession. Her alma mater, the University of Toronto, honored her with the 2020 Leaders and Legends Excellence Award, and she received UCEA's 2022 Master Professor Award and 2016 Jay D. Scribner Mentoring Award.

Inhalt

Introduction.- Mentoring and Induction in Literature.- SACE Framework From Research on Practice.- Cases of New Teacher Mentoring in Schools.- Conclusions.