Collaborative University &

School Mentoring Programs


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General Info About Collaborative Programs for Novice Teachers

Collaboration and Mentoring, a chapter in "Mentoring: Contemporary Principles and Issues", the 1992 year book by the Association of Teacher Educators, Reston, Virginia.

Collaboration in Teacher Education: Problems & Prospects, by Christopher Lucas, (1989). The Teacher Educator, 25: 23-32.

Mentoring for Teachers: The Collaborative Approach, discusses 3 characteristics and benefits of successful collaborative work. At-

New Models to Improve Preservice Teacher Education. 6 pages from the "Review" above, ideas for applying best practices from professional & organization development, mentoring, school improvement & action research to teacher education programs. $6.00

A Preservice & Induction Mentoring Bibliography. 9 pages, 19 sections including reflective practices, designing & evaluating a program, using case studies to promote thinking, mentor training, use of peer tutoring, mentoring roles and relationships, professional development schools, and much more!

A Review of the Literature and Collaborative Preservice Teacher Education & Induction Mentoring Programs. This is a 166 page soft cover book by Barry Sweeny which describes actual programs in detail, presents ideas for effective collaboration between institutions, and offers research-based advice for development of a collaborative new teacher support program. More information about this review and how to order it is available elsewhere on this site by clicking on the title.

School-University Collaboration, by Jill Frymier Russell & Richard Flynn. (1992). Fast Back #336, Phi Delta Kappa Educational Foundation, Bloomington, Indiana. A 40 page discussion of the benefits of partnerships, recommendations for school-university collaboration, and presentation of 7 case studies of such partnerships.

School-University Partnerships in Action, by Eds. Ken Sirotnik & John Goodlad, (1988). New York: Teacher's College Press.

Info About Specific Collaborative Mentoring Programs

A Collaborative Induction Model to Support First-Year Minority Teachers, by Alene Smith, (1989-90) Action in Teacher Education, 11 (1989-90): 42-47.

The Gahanna-Jefferson City Internship Program. The program was started in 1973 as a collaboration between The G-JC School District, Otterbein College and Capital University. In 1982 the partnership expanded to include Ohio State University in Columbus, Ohio. The program is an enhanced, year-long student teaching model for internship and is described in the October 1989 Phi Delta Kappan, pages 166-167, by B. Denner & S. Kirchhoff. Of particular interest is the mentor selection process and "calendar", the interns journals, daily mentor-intern consulations, and weekly intern-university supervisory conferences. Study of the results from this program show a doubled rate of placement in jobs for these interns over other traditional student teaching models.

Mentor Teacher Internship Program, (1992) Special Circular #14 from Joseph Fernandez, Chancellor of the New York Public Schools. This paper describes the collaborative program of the New York Public Schools and the United Federation of Teachers which is a response to the State of New York requirement that all provisionally certified teachers must be mentored while they teach, and that they must also be in a graduate program of teacher preparation. the paper describes the program, the four options for a program model schools might use, identification of interns and selection of mentors, required professional development for interns and mentors, responsibilities, program evaluation, and forms for various purposes. Contact the NY City Mentor Teacher Internship program at 131 Livingston St. Room 401, Brooklyn, NY 11201.

A Model University-School Collaboration in Teacher Induction, by Sandra J. O'Dell (1986) in Kappa Delta Pi Record, 22. 120-121.

The Professional Alternative Consortium for Teachers, (PACT) is a partnership of the Jefferson County Schools, University of Colorado at Denver, and the Metropolitan State College which was started in the mid-1980s. The program includes an initial 2 year teaching internship, school and university mentoring support, and 24 hours of tuition paid in a concurrent master's degree in teaching program. The program is limited to 20 interns each year and ten mentors who are released from their teaching responsibilities to mentor two interns, at least one day a week for each protege. Mentors also undertake a joint appointment at a university in which the help teach some of the courses in the program. This means that mentors both teach the teaching strategies to interns as well as coach them in their classrooms. Contact the Staff Development Office, Jefferson County Schools, 1829 Denver West Drive, Goldon, CO 80401, (303)273-6600. Read more about the program in the summer 1987 issue of the Journal of Staff Development, volume 8, #2.

The Elmhurst Satellite Program. This is a classic profesional development school approach. All students in the teacher education program at Elmhurst College and so they are linked to a "home" school (satellite) in which they will do all their clinical experiences including observations, lesson and unit teaching and student teaching. Students are assigned a mentor and a university supervisor who collaborate to coordinate and ensure the preservice teacher's support. The long-term relationship between the preservice student and the schools helps to provide preservice teachers with a more realistic view of the school over several years and in greater depth than the "one classroom view" of traditional student teaching. The extended assignment can surface problems early and provides a basis for more accurately assessing the potential of the preservice student to be an effective teacher. Mentors become adjunct college staff, receive college training in mentoring. Contact Judy Kaminski, Director, the Dept. of Education, Elmhurst College, 190 Prospect Ave. Elmhurst, IL 60126-3296 or call (630)671-3545

T.E.A.M. The Teacher Education and Mentoring Program, is a partnership of the University of Georgia, Dept. of Supervision & Curriculum in Athens, GA (contact Dr. Theresa Bey), and the DeKalb County School System, Dept. of Staff development, Decatur, GA (contact Anne Hightower). Of special interest is the program's "Interning Teacher Preassessment Survey", 13 page instrument which is designed to collect data on the perceived needs of the intern early in the program, to be used to guide on-going training and support, mentor planning, etc.

Teacher Induction Partnerships, This is a collaborative of 13 public school districts in north central Colorado and the University of Northern Colorado, College of Education. The partnerships began in 1973 and consist of a year-long induction program with mentoring, accompanied by on-going graduate study of teaching and university staff support for the protege whose tuition is paid by the program. Both beginning teachers with only student teaching experience, and teachers re-entering the filed are supported. Mentors receive a stipend, university training for their role and graduate credit for their work. The program publishes a program description packet and a handbook which defines responsibilities and provides a sample professional development plan. They can be contacted at the College of Education, Teacher Education Center, McKee Hall Room 103, Greeley, Colorado, 80639, the phone is 1-800-235-8255

A School-University Collaboration That Works, by Linda Molner & Joellen Killion, (1989). Journal of Staff Development, 10 (1989): 26-31.

Training for Mentors in Collaborative/Preservice Programs

Promoting the Growth of Preservice Teachers: A Mentor Training Manual. An 84 page binder by Barry Sweeny which is his tried and proven mentor training model adapted specifically for training of cooperating teachers as mentors for the preservice & student teaching setting. Information about this manual and how to order it is available elsewhere on this site by clicking on the title.

Info and Links About Collaborative Mentoring Programs