The Wiley International Handbook of Mentoring

13Collaborative Learning and Knowledge‐Sharing: The Potential of New Administrator Networks and Mentoring Programs

Catherine M. Hands, Denise E. Armstrong, and Carol Mitchell

Brock University, Canada

For over two decades, new principals and vice‐principals have entered increasingly complex administrative roles that are fraught with challenge and change (Armstrong, 2010; Fink, 2010; Leithwood & Riehl, 2003). In many cases, these administrators are required to address difficult issues, as growing numbers of students experience physical, social, and emotional challenges that impede their learning (Read, 2012). Further, leaders need to be responsive to accountability measures and curriculum requirements in a safe and respectful workplace with reduced support staff and funding (Leithwood & Riehl, 2003). “Increased public scrutiny of public schools, … the knowledge explosion, the larger web of roles with which a principal interacts, and the pervasive influence of technology” (Crow, 2006, p. 310) add to the complexity of the societal context that is characterized by shifting demographics resulting from immigration and population mobility, and economic and cultural diversity (Crow, 2006).

At the same time, a high level of retirement among experienced administrators since the mid‐90s brings many new administrators into schools (Fink, 2010). New administrators learn their roles in part from feedback on the job; however, the assistant or vice‐principal role, a position previously considered ...