“Reading” Into Statistics: Systems Analysis and Action in an Early Career Mentor Community

The pandemic revealed inequities facing educators; in response, a district/university partnership hired seven external mentor/teacher leaders (TLs) to support 100+ early career teachers (ECTs). Drawing on sociocultural theories and critical discourse analysis of 10 hour-long discussions among mentors, we sought understand their collectively constructed understandings systemic ECTs. Findings indicate TLs meaning by evoking differing perspectives make sense these working define locus control or ways they could provide the Implications what is necessary for mentoring response professional schools.