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What is Mentor Teacher

Chapter 6
Handbook of Research on the Educator Continuum and Development of Teachers
Teacher residency programs recruit, select, and train mentor teachers to work with residents for an entire school year. A mentor is provided a stipend and professional development opportunities and coaches the resident throughout the clinical experience, providing a gradual release of responsibility.
Published in Chapter:
Effects of Racial and Ethnic Matching of Teacher Candidates of Color With Mentors
Kevin Levay (National Center for Teacher Residencies, USA), Carrianne Scheib (National Center for Teacher Residencies, USA), and Tabitha Grossman (National Center for Teacher Residencies, USA)
Copyright: © 2022 |Pages: 21
DOI: 10.4018/978-1-6684-3848-0.ch006
Abstract
This chapter reviews the limitations of current teacher preparation programs to support the professional development and placement of teachers of color and their resulting underrepresentation relative to the racial makeup of the U.S. student population. The authors discuss how teacher residency programs can more effectively support the development and preparation of teachers of color through their most defining feature: the pairing of residents with mentor teachers for a rigorous year-long clinical experience. The authors examine how sharing a racial identity with mentors has statistically significant effects on mentors' perceptions of residents' preparedness to teach and residents' satisfaction with their programs. The authors highlight how teacher preparation programs, and residencies specifically, might better support the development and preparation of teachers of color through strategic design of teacher candidates' clinical experiences. They also posit ways in which preparation programs can disrupt ongoing racism and racial inequities in teacher preparation.
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Chapter 13
Teacher Fellows: A School/University Partnership for Beginning Teachers
An experienced teacher who provides support for a beginning teacher as he or she is learning to teach.
Published in Chapter: Teacher Fellows: A School/University Partnership for Beginning Teachers; From: Handbook of Research on Professional Development for Quality Teaching and Learning
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Chapter 20
Four Perspectives on the Benefits of an Early Field Experience for High School Teacher Candidates: Connecting Theory and Practice
High school teacher who supports a university teacher candidate in their high school classroom.
Published in Chapter: Four Perspectives on the Benefits of an Early Field Experience for High School Teacher Candidates: Connecting Theory and Practice; From: Handbook of Research on Field-Based Teacher Education
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Chapter 23
Encouraging Preservice Teachers' Critical Thinking Development Through Practitioner Inquiry
A cooperating teacher who supports interns in learning the daily roles and responsibilities of a classroom teacher within the Professional Development School.
Published in Chapter: Encouraging Preservice Teachers' Critical Thinking Development Through Practitioner Inquiry; From: Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments
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Chapter 11
Leveraging P-12/University Partnerships to Better Prepare Pre-Service Teachers: The Value of Strong Partnerships in Both Traditional and Provisional Teacher Training Programs
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Chapter 15
The Cambridge Schools Experience: Developing Literacy Educators within an International School-University Partnership
An experienced in-service teacher who provides mentorship, support, and modeling to preservice teachers while hosting them during their field experience.
Published in Chapter: The Cambridge Schools Experience: Developing Literacy Educators within an International School-University Partnership; From: Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers
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Chapter 5
Affordances of a Cyclical and Content-Specific Model of Collaborative Mentoring
A school-based teacher educator who works directly with teacher candidates who are placed in his or her classroom, models teaching practices, provides ongoing support, and assesses the candidates’ progress.
Published in Chapter: Affordances of a Cyclical and Content-Specific Model of Collaborative Mentoring; From: Handbook of Research on Field-Based Teacher Education
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Chapter 2
Implementation of Paired Placement and Co-Planning/Co-Teaching Field Experience Models Across Multiple Contexts
Is a person who supports the growth and development of a teacher candidate during a clinical experience in the schools.
Published in Chapter: Implementation of Paired Placement and Co-Planning/Co-Teaching Field Experience Models Across Multiple Contexts; From: Handbook of Research on Field-Based Teacher Education
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Chapter 2
Remote University Supervision of Student Teachers: Lessons and Recommendations
A public school teacher hosting a student teacher (teacher candidate). Also called a “cooperating teacher” in some publications. Mentor teachers work with student teachers daily during student teaching, and although retain full responsibility for K-12 student learning, are expected to provide opportunities for student teachers to design and deliver lessons, evaluate student work, and make instructional decisions.
Published in Chapter: Remote University Supervision of Student Teachers: Lessons and Recommendations; From: Preparing Faculty for Technology Dependency in the Post-COVID-19 Era
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Chapter 7
When 1+1 Did Not Equal 2: A Practitioner's Reflective Vignette
A teacher who provides insight through experience to other teachers within the field.
Published in Chapter: When 1+1 Did Not Equal 2: A Practitioner's Reflective Vignette; From: Impactful Classroom Experiences in Elementary Schools: Practices and Policies
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Chapter 3
Preparing Preservice Teachers to Use Mobile Technologies
An experienced teacher who supports PTs by coaching, providing feedback, and allowing them to reflect on their practices during their field experience.
Published in Chapter: Preparing Preservice Teachers to Use Mobile Technologies; From: Mobile Technologies in Educational Organizations
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Chapter 9
Rewriting Field-Based Literacy Practicum Experiences: Lessons Learned From a Virtual Literacy Practicum
The teacher of record in a K-12 classroom working alongside a preservice teacher. Provides opportunities for observation, shared responsibility for instruction and/or assessment, and reflective practice. Also called a mentor.
Published in Chapter: Rewriting Field-Based Literacy Practicum Experiences: Lessons Learned From a Virtual Literacy Practicum; From: Handbook of Research on Reconceptualizing Preservice Teacher Preparation in Literacy Education
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