The Identification and Selection of Mentor Teachers within a Professional Development School Partnership
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| Title: | The Identification and Selection of Mentor Teachers within a Professional Development School Partnership |
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| Language: | English |
| Authors: | Timothy Lintner, Bridget Coleman, Jeremy Rinder, Deborah McMurtrie |
| Source: | School-University Partnerships. Fall 2021 14(2):140-142. |
| Availability: | National Association for Professional Development Schools. 1300 Pennsylvania Avenue NW #190-611, Washington, DC 20004. Tel: 855-936-2737; e-mail: Info@napds.org; Web site: https://napds.org/publications-resources-from-napds/ |
| Peer Reviewed: | Y |
| Page Count: | 3 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Mentors, Identification, Preservice Teachers, Partnerships in Education, Faculty Development, Elementary School Teachers, Universities, Cooperating Teachers, Experienced Teachers, Teacher Education Programs, College School Cooperation |
| Geographic Terms: | South Carolina |
| ISSN: | 1935-7125 |
| Abstract: | This case study examines how two Professional Development School partners, J.D. Lever Elementary School and the University of South Carolina Aiken, identify and ultimately select mentor teachers to work with teacher candidates. This article traces the evolution of this process, starting with selections premised mainly on established personal relationships. Realizing that shortcomings existed with this informal and unstructured selection, a more purposeful, targeted and collaborative model was designed to ensure constructive and sustained outcomes for both mentor teachers and teacher candidates. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1327993 |
| Database: | ERIC |
| Abstract: | This case study examines how two Professional Development School partners, J.D. Lever Elementary School and the University of South Carolina Aiken, identify and ultimately select mentor teachers to work with teacher candidates. This article traces the evolution of this process, starting with selections premised mainly on established personal relationships. Realizing that shortcomings existed with this informal and unstructured selection, a more purposeful, targeted and collaborative model was designed to ensure constructive and sustained outcomes for both mentor teachers and teacher candidates. |
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| ISSN: | 1935-7125 |
