The Faculty of Education at Brock University and an Ontario, Canada, self-regulatory body for the teaching profession partnered to create an innovative teacher induction project conceptualized to enable new and mentor teachers to self-affirm their professional capacities as autonomous and collaborative professionals. A distinguishing feature of…

Cooperating teachers play a vital role in the professional development of student interns. Although they serve as mentors, most cooperating teachers do not receive comprehensive or coordinated preparation for their role as effective mentors. This article presents findings from a qualitative research study exploring the perceptions of nine…

A midwestern urban school district received a Teacher Quality Enhancement (TQE) grant from the U.S. Office of Education to deliver specialized middle-level urban teacher preparation. Five colleges and universities and the school district participated in the 5-year project. This article describes the first course in the TQE "urban strand." The…

The purpose of this study was to examine how an experienced teacher learned to mentor as she attended ongoing professional development and worked with first- and second-year teachers across one school year as part of a university/district pilot induction partnership program. The mentoring component emphasized mentoring that was both responsive to…

Teacher education students placed in clinical settings for methods coursework need adequate guidance in order to make the most of their experiences. Guidance in terms of teaching, reflections, clinical settings, and other related activities offers these candidates a realistic view of teacher, teaching, and learning. Oftentimes, the clinical…

The time, effort, and frustration spent in the publication arena is documented as one of most difficult challenges faced by practitioners moving into the higher education arena. Yet, consistently there is an outcry for expertise from field to enter college and university classrooms. The dilemma, then, rests on how to attract experts from the field…

Much has been written about how K-12 teachers and university faculty come to understand their roles within Professional Development Schools (PDSs). However, there is not a clear body of research that addresses the role of graduate students who represent a valuable force in PDSs. This paper aims to explore the dynamics of relationship building in a…

Introduces a special issue that seeks to generate new visions of education via articles written by Holmes Scholars. These scholars focus on quality professional preparation, continuous renewal, research, diversity, faculty development, and policy initiation. The articles delve into the core of collegial relationships in educational institutions.…

Examined cross-cultural mentoring of ethnic minority doctoral students (proteges) in special education programs, noting the role of mentoring in preparing proteges for higher education faculty positions. Protege and mentor interviews indicated that cross-cultural mentoring was crucial in preparing ethnic minorities for faculty positions. All…

Surveys of female secondary principals examined their length of time in teaching or administration before becoming assistant principals or principals and investigated reasons for becoming administrators, barriers encountered, and use of mentors. Most subjects were over age 45, motivated by a desire to make a contribution, and satisfied with their…

Discusses the National Board for Professional Teaching Standards system of National Board Certification and the effect of the performance-based assessment on teaching and education. The article offers a rationale for National Board Certification, describes three general components (standards, assessment, and professional development), and examines…