This study explored performers’ psychological characteristics within orienteers. As mentored induction in high-poverty schools is typically insufficiently enacted, this study depicts how mentored induction can be conceptualized and executed in order to make a difference in new teachers’ professional learning.Ī range of cognitive skills that support the development of sport potential have been suggested to be important for athletes and coaches. Insights and recommendations are provided to guide the development of or strengthen induction programs. Results indicate that men- toring contributed to new teachers’ professional learning and that (a) trusting relationships were foundational to the coaching process and developed over time (b) coaching was aligned with new teachers’ needs and context and (c) coaching was a scaffolded process that enhanced new teachers’ ability to respond to immediate needs, as well as identify and work toward long-term instructional goals. This study also seeks to understand the characteristics of mentored induction (called coaching) that facilitate or impede learning. This qualitative study was situated within an urban teacher residency context and explored how six first-year urban teachers and the two induction mentors with whom they worked perceived and experienced induction coaching. Approximately 80% of new teachers have mentors, yet mentoring typically fails to foster new teachers’ professional learning-particularly in high-poverty schools.
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