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ERIC Number: ED472630
Record Type: Non-Journal
Publication Date: 2003-Jan
Pages: 16
Abstractor: N/A
New Dimensions for Building Expertise in Mentoring and Differentiation.
Brimijoin, Kay; Alouf, James
A school-college partnership in central Virginia is attempting to meet the complex challenges presented by diversity, standards, and accountability by offering inservice and preservice teachers unique, reform-based professional development opportunities for building expertise in mentoring and differentiating curriculum and instruction. The first phase of this reform-based professional development program involved mentor teacher training that enhanced mentor teachers' skills in guiding new teachers, overseeing field experiences, and supervising student teaching. The second phase involved inviting teachers to form a study group focused on learning and applying the principles of differentiated curriculum and instruction. Data from pre- and post-surveys and a case study of one preservice and one inservice teacher provided evidence of the effectiveness of expanding teacher training to include differentiation. Participants indicated that mentoring of beginning teachers needs should be differentiated to fit the needs of all participants. The school-college partnership revised its professional development model to combine mentoring and differentiation in a reform-based approach that embraced mentoring, coaching, and a study groups. (Contains 16 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A