Kraig Konietzko

Best Practices in Instructional Leadership (September 2007)

Kraig Konietzko, principal
Moose Lake Elementary School, Moose Lake, MN

Just as we principals face the start of every school year with different and dynamic changes, we need to keep in mind that many of our new teachers are embarking on the first year in their education careers under similar circumstances. In our profession, like any other, we cannot expect new individuals to know something they have never been taught. It’s very important that new teachers have viable resources available to allow them to learn and grow as professional educators.

Teacher Mentors Formal mentoring of individuals new to the profession provides opportunities in which they work in close proximity with experienced teachers. Mentoring is not a new practice in education, but at times it is not provided. The professional development benefits each participant reaps are notably positive. When the teacher mentoring process works in an effective manner, your school and district reap the benefits of highly trained and professionally developed staff members.

Parallels for Principals The same mentoring concepts go for principals who are beginning their first year or two as instructional leaders in school districts. Depending on your school district, you may be fortunate to have direct access to outstanding mentoring guidance from principal colleagues or a superintendent. As a principal with only five years’ experience, I cannot understate the importance of collaborating and networking closely with other principals whenever needed. There is no substitute for relevant experience in our profession. It’s what we do with that experience that determines our future successes.

Formal Programs The Minnesota Board of Teaching has supports a Teacher Mentorship Program; many school districts use that component to provide staff with professional development and guidance. My school district, the Moose Lake Community Schools, currently operates a formal mentoring program for all new and non-tenured teachers. The program requires the mentor and mentee to meet on a regular basis, attend meetings together, and perform observations between one another. The program also outlines goals and responsibilities for each participating member. Compensation is provided through a stipend each trimester. Members are to commit to the program for a minimum of one year and be available to the meet all of the requirements.

Mentor and Mentee BenefitsMentoring is a rewarding experience for both the mentee and the mentor. For experienced teachers and principals, mentoring provides the opportunity to share knowledge and pass on quality practices to those entering careers. For mentees, mentoring is a time when valuable lessons can be learned from those who have experience in the profession. This is so necessary when a new principal is learning and developing leadership skills in order to be an effective instructional leader within the district.