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Developed and discussed in this chapter is a model for university–school partnerships in the Goodlad tradition, a model referred to as the Professional Development Center (PDC). This model is a unique apprenticeship-based partnership inspired from Goodlad, the Holmes Group, NNER, and others, and, has been sustained for nearly 25 years at a rural midwestern university in the United States. Though different in form from the professional development school model, the PDC functions conceptually similarly in that it seeks to renew and revitalize teaching and teachers, and to do so in a professional learning context predicated on inquiry aiming toward the improvement of practice.

This chapter proceeds by introducing the PDC, discussing its policies and practices, curriculum, competencies, and commitments of those in the program, and concludes by discussing the growth, leadership, and renewal experienced through the program. Inclusive in this chapter are observations from mentors and novices who have gone through the PDC programming.

Mentoring is a concept that originated between 800 and 700 BC and which is still in existence in organisations irrespective of size, nature of ownership, type of industry or geographic location. In its most primal form it is regarded as a method according to which a less experienced employee (protégé or mentee) is guided and advised by a more experienced and skilled employee (mentor) in terms of life as well as professional skills. However, this definition has developed over time as organisations applied mentoring in a more structured manner and institutionalised it within formal organisational processes. Mentoring was, therefore, regarded as a method to “systematically develop the skills and leadership abilities of less experienced members of the organization” (SPA Consultants, 1995, p. 14). Mentoring has been in use within the library and information science profession from the mid-1980s and various publications have discussed the use of mentoring from an American, Australian and British perspective. However, relatively few publications are available regarding the use of mentoring within the South African contexts, and therefore an extensive discussion on the implementation of a structured mentoring scheme at the National Library of South Africa (NLSA) is included in the article. This study draws particularly on recent literature on the knowledge economy and more specifically knowledge management to suggest ways in which the concept of mentoring should be revised. Mentoring should henceforth be seen as a knowledge management technique to support the creation and sharing of tacit knowledge rather than merely a technique to develop less experienced individuals. This revised view of mentoring is of particular importance to ensure the sustainability of library and information service organisations in the knowledge economy.

This chapter reports an institutional ethnography (IE) which seeks to explicate the everyday experiences of learning mentors (LMs), introduced into English secondary schools 15 years ago. Within the context of the New Labour (NL) policy agenda characterized by an analysis of the relationship between “risk” and “social exclusion” as the root cause of many social problems, LMs were part of a transformative agenda which elevated ‘low level’ workers to paraprofessional status across a range of public services. The official narrative embedded in policy documents talked of LMs “raising achievement” by “removing barriers to learning,” but this tells us little about the way in which such texts are mediated in the sites where they were enacted. The starting point of the IE was to establish how the work of learning mentors was practiced, viewed, and understood within the school by all parties. The enquiry did not start with pre-existing conceptualizations of “pastoral care” or “disaffected youth” but tracing the genealogy of LM practice became more significant as the research developed, thus attention was paid to the legacy of the US tradition of mentoring and how that was re-imagined in the ruling texts of NL policy. The problematic of the study that emerged was that although warmly received by pupils, LM practices were marginalized, misunderstood, and relatively unseen, casting doubt on the influence suggested in formal prescriptions and giving rise to wider questions regarding the increasingly liminal nature of work undertaken by people working in similar roles in other institutions.

Mentoring processes have been researched extensively, but rarely from a perspective that incorporates issues related to stress. In this chapter, a focus is placed on the common themes and connections between these two important literature bases. The first part of the chapter describes the mentoring process, including a description of types of relationships, stages of relationship development, and the mentoring exchange. Stress research is presented along with a presentation of research that explicitly examines stress in relationship to mentoring. Specific stress points related to each aspect of the mentoring process will be described and illusted in a conceptual model. The chapter will conclude with suggestions for future research and methods that will enhance both stress and mentoring research.

This chapter presents an integrated model of principal preparation featuring full-time internships and enquiry-based coursework. The development of the full-time internship component is the result of an award of a US DoE School Leadership Program grant in 2008 to expand and enhance the Ritchie Program for School Leaders, a collaborative principal preparation program between University of Denver and Denver Public Schools. The integration of Shulman’s (2005) model of practical, cognitive, and moral apprenticeships for professional education provided the foundation of the design and implementation of full-time internships through this collaborative partnership for principal preparation. Collaboration among interns, host principals, district leadership, and university faculty provides the focus, means, and structures of learning. This chapter describes the evolution of the Ritchie Program for School Leaders through features and initial impact of full-time internships and offers lessons learned about mentoring aspiring leaders.

Drawing on the social cognitive theory, this study investigated the effect of mentors' drinking norms on their protégés' alcohol misuse by focusing on the mediating role of conformity drinking motives and the moderating role of moral disengagement. We conducted a three-wave survey of 148 mentor–protégé dyads and found that mentors' drinking norms were positively related to their protégés' alcohol misuse and that this relationship was fully mediated by conformity drinking motives. Moreover, the moderated mediation model revealed that moral engagement strengthens the main effects of mentors' drinking norms on conformity drinking motives and the indirect effects of mentors' drinking norms on protégés' alcohol misuse via enhanced conformity drinking motives. The theoretical and practical implications are discussed.

We examine the question of whether peer-mentoring programs in higher education develop leadership skills in student mentors.

The various forms of peer mentoring are discussed, as well as the benefits that these programs can bestow on mentors. We then turn to a discussion of the relationship between peer mentoring and leadership, and place particular emphasis on implicit leadership theories and the research in this area. A case study of a large peer-mentoring program at an Australian university is undertaken and the various aspects of implicit leadership theory are examined in the light of comments collected from both mentees and mentors.

Evidence of implicit leadership skills of mentors was seen in the responses of mentees. However, the explicit treatment of leadership skills in the peer-mentoring program needs to be approached in a more deliberate manner if students are to benefit fully from the experience of mentoring.

While the results of this study were inconclusive, it does provide a basis for further inspection of leadership development within peer-mentoring communities.