This edited text provides readers a varied set of examples from teacher preparation programs that have established effective systems, practices, and/or pedagogies to develop and support mentor teachers and university-based educators in becoming effective clinical coaches.
Dr. Philip E. Bernhardt is currently a Professor of Secondary Education and Associate Director of the Honors Program at the Metropolitan State University of Denver. Dr. Thomas R. Conway is currently Chairperson of Teacher Education and Assistant Director of the Honors Program at Cabrini University in Radnor, PA. Dr. Greer M. Richardson is currently the Director of Graduate Programs and Associate Professor of Education at La Salle University in Philadelphia, PA.
Foreword Acknowledgements Introduction Valuing the Expertise of School-Based Teacher Educators in School-University Partnerships: Creating a Sustainable Model of Mentor Teacher Preparation The Teacher Educators and Mentors (TEAM) Model: A Full-Year Clinical Residency Program A Model for Success: A Modified Yearlong Clinical Internship Building Relationships and Resilience in a Teacher Residency Program: Strategies for Successful Clinical Experiences Empowering All Voices: Meaningful Mentoring Designed for a University-School Partnership Mentoring the Mentors: Developing Culturally Efficacious Educators within a Residency Model The Identification, Selection and Evaluation of Mentor Teachers within a Professional Development School Setting Partners in Learning: Building Mentoring Partnerships through a Shared Learning Experience Realizing Inspiring and Successful Educators (RISE): A University-School District Partnership to Support Latinx Teacher Candidates Searching for Partnerships to Transform Clinical Practice Experiences: A Case Study About the Editors
Research demonstrates that effectively mentoring teacher candidates can have a powerful positive effect on their development. This text highlights various models for those interested in developing mentor teachers working in their preparation programs. Additionally, it would be a great text for graduate courses focusing on teacher development as well as developing effective mentors and mentoring programs. -- D. John McIntyre, professor emeritus & senior visiting professor, curriculum studies, Department of Curriculum and Instruction This text is a timely exploration for the community of teachers and learners interested in the theory and best practices associated with clinical supervision. The sharing of clinical models, teaching ideas, research and theory, intern development strategies, and resources cited in these volumes provides well-developed support systems for teacher candidate learning. Transformative, reflective, engaged, collaborative, synergetic-this publication expertly probes and delves deeply into meeting the challenges of preparing teachers for the 21st century. -- Sylven S. Beck, professor, elementary education, George Washington University; chair, Exemplary Supervisory Practices, Association of Teacher Educators The identification, recruitment and support of mentor teachers within the educator preparation process is both an essential component in the development of educators, and one of the more glaring omissions routinely found in educator preparation programs around the country. While the majority of colleges and universities take great pains to ensure that their pre-service educators possess vast amounts of pedagogical knowledge and are placed in highly-effective schools and districts, the focus on mentor teacher induction and support is typically a secondary concern (if it is addressed at all) and can have a significant impact on the development of emerging teachers and educators. The need to address this missing element is clear and, if mentor support processes are successfully identified and adopted, will directly benefit all pre-service teachers and the students in their charge. This specific publication addresses this significant omission and will be a welcome volume to the current literature and research related to effective educator preparation in the 21st century. -- Robert Mitchell, former director, educator preparation, State of Colorado; assistant professor, University of Colorado, Colorado Springs During the last decade a number of highly influential commissions and individual scholars have recommended a turn towards clinical practices as the cornerstone for improving the quality of teacher preparation. Given this renewed emphasis on the critical importance of clinical experiences, this text is a welcome addition to the field. The authors cover a wide range of interesting topics that address in both theoretical and practical terms the importance of preparing mentors and supervisors for the pivotal role of classroom-based teacher educator. -- Jim Nolan, Professor Emeritus Penn State University
