In this paper, the authors reflect on the first completely online mathematics specialist preparation and mentoring program. Candidates across Virginia successfully completed this program and are now serving as teacher leaders, interventionists, department leaders, instructional coaches, mentors, and program specialists. They are impacting mathematics instruction across the state at all levels. As two mathematics specialists serving as mentors and two candidates, we share our thoughts and ideas as we continue to learn from our mentorship process. The goal is to provide continuous professional development as candidates share problems, successes, research, and best practices to improve mathematics teaching and learning. In our situation, virtual mentoring is a vital support to long-term development, growth, and success of mathematics teacher leaders. Keeping in touch with fellow leaders has benefitted us personally and professionally. We will discuss the benefits and constraints of online mentoring and how it can be a model for other virtual mentorship programs.
Kernan, Joan; DeNoon, Joy; Roberts, Eric; and Sanford, Tammy
"Virtual Mentorship of Teacher Leaders: The Ripple Effect,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 17
, Article 14.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol17/iss1/14