• Foreword; Linda Searby.Introduction: Mentoring as a Facilitator of Wellbeing in Schools; Benjamin Kutsyuruba.Chapter 1. Effective Mentoring for Affirming Mentees' Personhood; HeeKap Lee.Chapter 2. Examining Purpose to Strengthen Mentoring's Impact on At-Promise Youth; Laura Garrison-Brook.Chapter 3. Changing the Face of Teacher Preparation: A Collective Mentorship Practice; Imandeep Grewal, Amanda Maher, Sara Muchmore, and Johnnetta Ricks.Chapter 4. Mentoring and Its Impact on the Wellbeing of Preservice Teachers and Their Mentors; Seema Rivera.Chapter 5. The Role of Mentoring in Early and Mid-Late Career Teacher Wellbeing; Benjamin Kutsyuruba, Brooke Parker, and Haley Clark.Chapter 6. Mindful Mentoring in Action: Shining a Spotlight on Teacher Wellbeing; Carol Pelletier Radford.Chapter 7. Mentoring Novice Teachers: Providing a Context Specific Focus for the Individual Teacher; Lauren May.Chapter 8. Increasing Wellbeing and Resilience in New Teachers Through University-Based Mentoring; Sara Hoeve and Susan Brondyk.Chapter 9. Mentoring Resilient Special Education Teachers: A Framework for a Supportive Mentoring Model; Tara Mason.Chapter 10. Creating a Supportive Virtual Mentorship Community for Educators Through The Mentoree; Teri Rubinoff, Noa Daniel, and Christine Chin.Chapter 11. Induction Mentors: Teacher Leaders as Agents of Change and Facilitators of Wellbeing; Suzanne Molitor.Chapter 12. A Conceptual Model of School Principal Mentoring: Nurturing Wellness (and Wellbeing) Within a Continuum of School Leadership Preparation; Tyrone Bynoe.Chapter 13. Informal Mentoring: An Innovative Practice for Promoting Principal Wellbeing; Rhonda T. Wheeler, Ellen H. Reames, and Angela C. Adair.Chapter 14. The Kith and Kin of Professional Networks in International Schools: Prioritizing Wellbeing in Mentoring Practices; Rebecca Stroud and Michelle Massey.Chapter 15. Reflections on Fostering Wellbeing in Schools; Frances Kochan.About the Editors.About the Contributors.

Mentoring for Wellbeing in Schools shines light on wellbeing in studies of mentoring in K–12 education. This collection provides researchers, practitioners, and policymakers alike with a rich array of wellbeing in mentoring relationships—not as an add-on feature of mentorship but rather an essential aspect of mentors' support and role. As demonstrated from various perspectives, a culture of wellbeing in schools has multiple benefits for people and organizational cultures, including teacher and leader preparation. Readers, especially those concerned with the flourishing of schools in a pandemic world, will walk away better prepared to make mentoring work."" — Carol A. Mullen, Virginia Tech""Effectively marshalled by Kutsyuruba and Kochan, respected international authorities on mentoring, the authors provide a wealth of examples and guidance on much-needed means of promoting wellbeing and human flourishing in schools. Given the vast number of threats and impediments to the wellbeing of students, trainee teachers, established teachers, and principals worldwide, this work is extremely timely. Arguably, it should be compulsory reading for school principals, mentors, teacher educators, mentor trainers, education researchers in these spaces, and – perhaps more importantly – anyone who holds public office and makes or has the capacity to influence decisions which impact the work of school teachers and principals."" — Andrew J. Hobson, University of Brighton, UK

• Foreword; Linda Searby.Introduction: Mentoring as a Facilitator of Wellbeing in Schools; Benjamin Kutsyuruba.Chapter 1. Effective Mentoring for Affirming Mentees' Personhood; HeeKap Lee.Chapter 2. Examining Purpose to Strengthen Mentoring's Impact on At-Promise Youth; Laura Garrison-Brook.Chapter 3. Changing the Face of Teacher Preparation: A Collective Mentorship Practice; Imandeep Grewal, Amanda Maher, Sara Muchmore, and Johnnetta Ricks.Chapter 4. Mentoring and Its Impact on the Wellbeing of Preservice Teachers and Their Mentors; Seema Rivera.Chapter 5. The Role of Mentoring in Early and Mid-Late Career Teacher Wellbeing; Benjamin Kutsyuruba, Brooke Parker, and Haley Clark.Chapter 6. Mindful Mentoring in Action: Shining a Spotlight on Teacher Wellbeing; Carol Pelletier Radford.Chapter 7. Mentoring Novice Teachers: Providing a Context Specific Focus for the Individual Teacher; Lauren May.Chapter 8. Increasing Wellbeing and Resilience in New Teachers Through University-Based Mentoring; Sara Hoeve and Susan Brondyk.Chapter 9. Mentoring Resilient Special Education Teachers: A Framework for a Supportive Mentoring Model; Tara Mason.Chapter 10. Creating a Supportive Virtual Mentorship Community for Educators Through The Mentoree; Teri Rubinoff, Noa Daniel, and Christine Chin.Chapter 11. Induction Mentors: Teacher Leaders as Agents of Change and Facilitators of Wellbeing; Suzanne Molitor.Chapter 12. A Conceptual Model of School Principal Mentoring: Nurturing Wellness (and Wellbeing) Within a Continuum of School Leadership Preparation; Tyrone Bynoe.Chapter 13. Informal Mentoring: An Innovative Practice for Promoting Principal Wellbeing; Rhonda T. Wheeler, Ellen H. Reames, and Angela C. Adair.Chapter 14. The Kith and Kin of Professional Networks in International Schools: Prioritizing Wellbeing in Mentoring Practices; Rebecca Stroud and Michelle Massey.Chapter 15. Reflections on Fostering Wellbeing in Schools; Frances Kochan.About the Editors.About the Contributors.

Mentoring for Wellbeing in Schools shines light on wellbeing in studies of mentoring in K–12 education. This collection provides researchers, practitioners, and policymakers alike with a rich array of wellbeing in mentoring relationships—not as an add-on feature of mentorship but rather an essential aspect of mentors' support and role. As demonstrated from various perspectives, a culture of wellbeing in schools has multiple benefits for people and organizational cultures, including teacher and leader preparation. Readers, especially those concerned with the flourishing of schools in a pandemic world, will walk away better prepared to make mentoring work."" — Carol A. Mullen, Virginia Tech""Effectively marshalled by Kutsyuruba and Kochan, respected international authorities on mentoring, the authors provide a wealth of examples and guidance on much-needed means of promoting wellbeing and human flourishing in schools. Given the vast number of threats and impediments to the wellbeing of students, trainee teachers, established teachers, and principals worldwide, this work is extremely timely. Arguably, it should be compulsory reading for school principals, mentors, teacher educators, mentor trainers, education researchers in these spaces, and – perhaps more importantly – anyone who holds public office and makes or has the capacity to influence decisions which impact the work of school teachers and principals."" — Andrew J. Hobson, University of Brighton, UK

• Foreword; Linda Searby.Introduction: Mentoring as a Facilitator of Wellbeing in Schools; Benjamin Kutsyuruba.Chapter 1. Effective Mentoring for Affirming Mentees' Personhood; HeeKap Lee.Chapter 2. Examining Purpose to Strengthen Mentoring's Impact on At-Promise Youth; Laura Garrison-Brook.Chapter 3. Changing the Face of Teacher Preparation: A Collective Mentorship Practice; Imandeep Grewal, Amanda Maher, Sara Muchmore, and Johnnetta Ricks.Chapter 4. Mentoring and Its Impact on the Wellbeing of Preservice Teachers and Their Mentors; Seema Rivera.Chapter 5. The Role of Mentoring in Early and Mid-Late Career Teacher Wellbeing; Benjamin Kutsyuruba, Brooke Parker, and Haley Clark.Chapter 6. Mindful Mentoring in Action: Shining a Spotlight on Teacher Wellbeing; Carol Pelletier Radford.Chapter 7. Mentoring Novice Teachers: Providing a Context Specific Focus for the Individual Teacher; Lauren May.Chapter 8. Increasing Wellbeing and Resilience in New Teachers Through University-Based Mentoring; Sara Hoeve and Susan Brondyk.Chapter 9. Mentoring Resilient Special Education Teachers: A Framework for a Supportive Mentoring Model; Tara Mason.Chapter 10. Creating a Supportive Virtual Mentorship Community for Educators Through The Mentoree; Teri Rubinoff, Noa Daniel, and Christine Chin.Chapter 11. Induction Mentors: Teacher Leaders as Agents of Change and Facilitators of Wellbeing; Suzanne Molitor.Chapter 12. A Conceptual Model of School Principal Mentoring: Nurturing Wellness (and Wellbeing) Within a Continuum of School Leadership Preparation; Tyrone Bynoe.Chapter 13. Informal Mentoring: An Innovative Practice for Promoting Principal Wellbeing; Rhonda T. Wheeler, Ellen H. Reames, and Angela C. Adair.Chapter 14. The Kith and Kin of Professional Networks in International Schools: Prioritizing Wellbeing in Mentoring Practices; Rebecca Stroud and Michelle Massey.Chapter 15. Reflections on Fostering Wellbeing in Schools; Frances Kochan.About the Editors.About the Contributors.

Mentoring for Wellbeing in Schools shines light on wellbeing in studies of mentoring in K–12 education. This collection provides researchers, practitioners, and policymakers alike with a rich array of wellbeing in mentoring relationships—not as an add-on feature of mentorship but rather an essential aspect of mentors' support and role. As demonstrated from various perspectives, a culture of wellbeing in schools has multiple benefits for people and organizational cultures, including teacher and leader preparation. Readers, especially those concerned with the flourishing of schools in a pandemic world, will walk away better prepared to make mentoring work."" — Carol A. Mullen, Virginia Tech""Effectively marshalled by Kutsyuruba and Kochan, respected international authorities on mentoring, the authors provide a wealth of examples and guidance on much-needed means of promoting wellbeing and human flourishing in schools. Given the vast number of threats and impediments to the wellbeing of students, trainee teachers, established teachers, and principals worldwide, this work is extremely timely. Arguably, it should be compulsory reading for school principals, mentors, teacher educators, mentor trainers, education researchers in these spaces, and – perhaps more importantly – anyone who holds public office and makes or has the capacity to influence decisions which impact the work of school teachers and principals."" — Andrew J. Hobson, University of Brighton, UK