The purpose of this paper is to describe the origins of a co-constructed peer-mentoring model designed by and for early-career faculty representing historically underrepresented groups in the field of educational leadership. The model, which includes components of the multicultural feminist model of mentoring, pays specific attention to early-career faculty development and well-being and outlines the need for and benefits of peer-mentoring programs.,This qualitative study details the experiences of the development and implementation of a peer-mentoring program based on a review of literature that points out the need to provide mentoring opportunities for early-career educational leadership faculty, from historically underrepresented populations, and further posits peer-mentoring as an avenue to enhance faculty development and well-being.,Faculty representing historically underrepresented groups often experience challenges related to their identities, alongside the general pressures of working toward tenure. Peer-mentoring groups provide support with which to navigate these challenges. Peer-mentor groups are a supplement to other professional groups and interactions within departments and institutions.,The model has implications of being able to prepare institutional leaders to work toward institutionalizing mentoring programs that take into consideration invisible labor while promoting professional growth and personal wellness, thereby increasing the satisfaction and retention of faculty.,This peer-mentoring model can be used as a tool to leverage collective support, rather than emphasize individual success. As a support vehicle, it can foster a cultural change within the field of educational leadership that supports collaboration over competition.

中文翻译：

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并非单骑：共同为早期职业教育领导教师提供同伴指导

本文的目的是描述由代表教育领导力领域中历史上代表性不足的群体的早期职业教师设计并为其构建的共同构建的同伴指导模型的起源。该模型包括多元文化女权主义指导模型的组成部分，特别关注了早期职业教师的发展和福祉，并概述了同伴指导计划的需求和好处。该定性研究详细介绍了发展的经验。基于文献回顾的同伴指导计划的实施，该研究指出需要为历史上代表性不足的人群提供早期职业教育领导才能的指导机会，并进一步将同伴指导作为促进教师发展和发展的途径福利。，代表历史上代表性不足的群体的教师经常会遇到与其身份相关的挑战，以及为终身制而工作的总体压力。同行指导小组提供了应对这些挑战的支持。同行指导者团体是对其他专业团体以及部门和机构内部互动的补充。该模型的含义是能够使机构领导者做好准备，以使指导计划制度化，该计划考虑到无形劳动，同时促进职业发展和个人健康，因此，这种同伴指导模式可以用作利用集体支持的工具，而不是强调个人的成功。作为支持工具，