ABSTRACT
This chapter considers professional development and leadership experiences for mentors in the support they provide for others as well as their individual advancement. It explores the roles of educational contexts, emerging opportunities for leadership among mentors, and experiences that allow supervisors to foster agency among the educators with whom they work. As education communities are aware, recruiting into teaching remains a priority for teacher preparation programs, districts, and states. Changes in the profile of teacher preparation highlight the importance of dedicated supervision and mentoring for preservice and beginning teachers. As educational leaders, supervisors are in the position to promote individual agency for their mentees through guidance and posing problems as a catalyst for informed practice and decision-making. Supervisors come with classroom experience, are familiar with the cultures of classrooms and schools, and are able to recognize operational realities within these settings.
