Co-creating a mentor academy within a school–university partnership: continuity in effective mentoring of teacher candidates, novice teachers and beyond

Purpose This study investigated a mentor academy that was co-created within a school–university partnership (SUP) to support continuity in high-quality mentoring for teacher candidates, student teachers, novice teachers and teachers new to the school. We explored growth in the mentors and aspects of the academy that impacted that growth. Design/methodology/approach This instrumental case study included eight mentors and one administrator participating in six sessions of the mentor academy during one academic year. Data included surveys, an interview, artifacts and notes. Additional survey data were gathered from teacher candidates and novice teachers who were mentees and other administrators. The academy focused on identifying the needs of mentees at different levels of experience, approaches to communication, feedback and observation and building a sustainable and life-giving mentoring program. The constant comparative method was applied within and across sources to reveal themes. Numerical data from Likert scale survey questions were cross-referenced with qualitative data. Findings Mentors improved their ability to build trusting relationships with mentees, provide individualized support based on mentees’ developmental levels, confer and offer specific feedback. They learned to mentor for independence, and mentors grew in confidence, suggesting and enacting leadership roles. Research limitations/implications This study is limited to data from only one cohort. Furthermore, studying the content of mentoring sessions could provide a more nuanced understanding of mentors’ growth. Therefore, future research will include analysis of mentoring sessions and mentees’ goals and progress. Originality/value The mentor academy spanned the school–university boundary by cultivating cohesive mentoring practices, which supported the clinical preparation of teacher candidates, the development of teachers and the professional learning of mentors. The tools, procedures and network created by the mentors contributed to a self-sustaining and life-giving mentoring culture in the SUP.