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Experienced, trained mentors provide confidential, research-informed support during the first year, alongside operational processes, requirements, mentor training, a second-year program overview, evaluation findings, and next steps.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/embracing-new-realities-professional-growth-for-new-principals-and-mentors/601797/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/embracing-new-realities-professional-growth-for-new-principals-and-mentors/601797.png","ImageObject",300,407,{"name":92,"@type":93},"ahduag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper address for new principals?","Question",{"text":112,"@type":113},"New principals face complex, early job demands and challenges moving between and prioritizing many tasks. Mentoring and induction help them learn new skills and understand multifaceted problems during the first year.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does mentoring support new principals according to the paper?",{"text":117,"@type":113},"Mentors provide critical, confidential support grounded in research, best practices, and current issues. They also encourage self-reflection and ongoing professional growth beyond a simple “buddy.”",{"name":119,"@type":110,"acceptedAnswer":120},"What does the Kansas Educational Leadership Institute (KELI) contribute to the model?",{"text":121,"@type":113},"KELI runs a mentoring and induction program with program components, operational processes, requirements, and mentor training. The paper also includes information about KELI’s second-year program, evaluation results, and next steps.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601797,1792166603,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Embracing New Realities:  \nProfessional Growth for New Principals and Mentors  \nDonna Augustine-Shaw and Jia Liang  \nDr. Donna Augustine-Shaw is an Assistant Professor in the Department of Educational Leadership at Kansas State University (U.S.A.). She also serves as the Associate Director for the Kansas Educational Leadership Institute. Her research interests include the superintendency and mentoring and induction for new leaders.  \nDr. Jia Liang is an Assistant Professor in the Department of Educational Leadership at Kansas State University (U.S.A.). Her research interests include school leadership, equity for women and racial minorities, and leaders’ dispositions and practices in community engagement. She holds a PhD from the University of Georgia in Educational Administration and Policy.  \n“Leadership is about creating new realities.” – Senge  \nAbstract  \nThis paper highlights one state model providing mentoring and induction for new school leaders in the U. S. A. The importance of mentoring and induction as a continuation of leadership preparation is highlighted in program components and participant perceptions in The Kansas Educational Leadership Institute’s (KELI) mentoring and induction program and professional learning seminars. Experienced and trained mentors provide critical support for new principals serving schools and communities in their first year of practice. A program description, initial operational processes, program requirements, and mentor training are shared along with information about KELI’s second year program, evaluation results, and next steps.  \nIntroduction  \nWhen a new principal is appointed, school staff and community members share common feelings of anxiety, curiosity, and excitement (Villani 2006). Likewise, the new principal may be eager, yet uncertain, and in reality, often face complex demands very early in the job. New principals encounter particular challenges moving between and prioritizing the many tasks at hand. Staff resignations, unfinished construction, lack of essential classroom resources, and technology challenges can exacerbate the first few months of the position.“In the principalship there can be a ripple effect from almost any decision”(Sciarappa and Mason 2012, 65).  \nRegardless of prior experience and leadership preparation, new principals face situations for which they lack experience (Villani 2006). Mentoring and induction programs allow novice principals to learn new skills and increase understanding of multifaceted problems. Support from mentors grounded in knowledge of research, best practice, and current issues can make a decisive difference in the first year of practice where intense learning occurs. Having someone to share issues  \n10 Vol. 43, No. 3, Summer 2016  \nand concerns in a confidential setting is paramount to the new principal. In addition, mentors encourage self-reflection and on-going professional growth through their dedication and time, moving beyond being simply a “buddy”(Villani 2006).  \nNew leaders must gain the knowledge and skills necessary for survival during their first year on the job. The training for novice principal leaders often begins anew as a first leadership position is acquired. On-the-job training often supersedes these first year leadership experiences as new building leaders take the helm and undertake challenging circumstances. Principals need high quality mentoring and professional development in their first year of experience accompanied by contextually specific strategies in order to understand the values and serve the school community. As they encounter moving beyond their preparation program to the reality of actual practice, stress abounds from efforts to acquire new skills, stakeholder demands, long hours and fast-paced expectations, supervision of staff, and isolation (Holloway 2004).  \nSuccessful programs succinctly identify several variables important to the success of mentoring and induction programs for new school leader","cbCaivgpckNJI7FO","https://ap.wps.com/l/cbCaivgpckNJI7FO","pdf",2097015,"English","# Abstract\n## Introduction\n## Mentoring and Induction Program Needs and Design\n## The Kansas Educational Leadership Institute","[{\"question\":\"What problem does the paper address for new principals?\",\"answer\":\"New principals face complex, early job demands and challenges moving between and prioritizing many tasks. Mentoring and induction help them learn new skills and understand multifaceted problems during the first year.\"},{\"question\":\"How does mentoring support new principals according to the paper?\",\"answer\":\"Mentors provide critical, confidential support grounded in research, best practices, and current issues. They also encourage self-reflection and ongoing professional growth beyond a simple “buddy.”\"},{\"question\":\"What does the Kansas Educational Leadership Institute (KELI) contribute to the model?\",\"answer\":\"KELI runs a mentoring and induction program with program components, operational processes, requirements, and mentor training. The paper also includes information about KELI’s second-year program, evaluation results, and next steps.\"}]","Embracing New Realities - Professional Growth for New Principals and Mentors | PDF",1792093450]