TUESDAY, AUGUST 30, 2022 at 1:00 pm EST (10:00 am PT) 



Dr. Rebecca Stroud Stasel 

certified K-12 teacher and a researcher of comparative and international education and educational policy and leadership 


Rebecca Evans

Ph.D. student at Queen’s University in Canada


Mentoring matters: Harnessing the power of early career failures in overseas international schools

Opportunities for teaching positions overseas abound. The global demand for teachers outstrips its supply (Brummitt & Keeling, 2013; UNESCO, 2016). Through effective mentorship, leaders help newcomers cope with challenges and build pathways to longer term success (Mancuso, et al., 2010). We argue for a re-examination of the concept of failure in the context of educator acculturation overseas, and the self-leadership and school leadership mentoring activities that support new teachers. Oberg (1960, p. 177) first described culture shock as “an occupational disease” that can lead to sudden personal breakdown and departure. Since the onset of the pandemic, sudden teacher departures have risen sharply (Author1, in press). To mitigate the issue, strategic planning of K-12 international school leadership includes improving teacher retention. Sudden unannounced teacher departure has been viewed as expatriate failure (Stephenson, 2015). In this presentation, we problematize notions of failure. We examine a subset of a qualitative study on educator acculturation involving 17 educators (teachers, school counselors, and educational leaders) who were sojourning, meaning they were not from the host country and were living between cultures. Participants were educators living in five regions in Southeast and East Asia. They were found to utilize an arsenal of self-leadership strategies (Houghton et al., 2011) to mitigate acculturative challenges. Most of the participants recalled an early career sojourning experience that they described as shocking and stressful. Participants had initially viewed their experiences as failures; however, the participants described that these earlier experiences led to beneficial outcomes: increased capacity for future successful overseas teaching experiences, evidenced by reduced acculturative stress (Berry, 2006). We posit that the initial “fail” when coupled with self-leadership strategies and mentorship, has a beneficial long-term effect.

The global demand for teachers outstrips its supply and teacher retention in K-12 international schools remains a challenge. Through effective mentorship, school leaders aid newcomers in coping with challenges, which can help turn early career failures into long-term career success. In this presentation, we problematize notions of failure by examining a subset of a qualitative study on educator acculturation involving 17 educators.



THURSDAY, NOVEMBER 17, 2022 at 12:00 pm EST (9:00 am PT) 



Dr. Renee Green

Director of Leadership Development and Student Success in the Lundy-Fetterman School of Business, Director of the Center for Peer Mentorship, certified facilitator for the Truist Emerging Leadership Certification



Three Gen Mentoring: Connecting Alumni, Peer Mentors, & First-Year Students

Many college mentoring programs pair students with either a peer mentor or an alumni mentor. This session will review a program which connects all incoming first-year students with both a peer and alumni mentor within a structured 15-week course environment.  This three-level approach addresses community connection, engagement, and career development from day one.  Using this model, Peer Mentors are paired with an Alumni Mentor, who also serves as an adviser to the freshmen mentees, offering a depth of advice, experience, and community. 

This session introduces the execution and benefits of this model and the opportunities presented when all first-year students have meaningful relationships with peers and alumni from day one. We will discuss: Research regarding the effectiveness and benefits of both peer mentoring and professional/alumni mentoring; quantitative and qualitative results impacting retention and engagement; and experience over the past 10 years and new program components for Fall 2021.





If you are interested in sharing your knowledge and practices in the mentoring field with others, consider presenting an IMA Webinar. The platform used is Zoom and the webinars are 45-60 minutes in length. The networking, resources, and professional interconnections support leadership, professional development, and ‘giving back’ to the profession and to those you serve as a mentor!

Email [email protected] for more information.