Retired Teachers as Mentors in the American String Teachers Association Mentor Program

Abstract While there are precedents for retired teachers serving as mentors, there is little discussion of the unique needs and experiences of retired teacher mentors or early career teachers’ perceptions of retired teacher mentors. The purpose of this study was to describe the experiences of 3 mentor (retired teachers) and mentee (beginning teachers) matches within the American String Teachers Association Mentor Program. Research questions included: (a) How do participants describe the nature of the mentor/mentee interactions? (b) How do participants describe the perceived advantages of using retired teachers as mentors for early career string teachers? (c) How do participants describe the perceived challenges of using retired teachers as mentors for early career string teachers? and (d) What meanings do retired teachers draw from the experience of mentoring? Data were collected via individual and focus group interviews, email and audio communications, and email questionnaire. The focus of the mentor and mentee interactions included typical challenges faced by beginning teachers, with mentors using both instructive and facilitative mentoring approaches (Davis, 2006; Glickman, 2002; Helman, 2006). Retired teachers’ availability, relatively quick response to questions, willingness to initiate communication, perspectives based on lived experience, and knowledge of resources made them effective mentors. Retired teachers found challenges with digital mentoring and responding to current classroom challenges. Mentoring was a valuable experience for the retired teachers, as it fostered self-worth while also providing continuity between full-time teaching and retirement.