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ERIC Number: ED475572
Record Type: Non-Journal
Publication Date: 2003-Mar
Pages: 7
Abstractor: N/A
Reference Count: N/A
Re-Thinking the Mentoring Role in PDS Classrooms.
Conners, Keith J.; Adamchak, Jan
This paper challenges the traditional teacher autonomy model, which assumes that classroom teachers are isolated practitioners charged with teaching classrooms of students independently for most of the school day. It asserts that the realities of modern schools have changed, and teachers are often not as isolated as they once were. Salisbury University, Maryland, began to consolidate internship placements in designated Professional Development School (PDS) sites in the late 1990s, resulting in heavy intern traffic and additional concerns. Discussions among principals, PDS representatives, mentors, and university faculty led to the creation of an internship experience in which preservice teachers developed skills of coordinated planning, curriculum integration, differentiated instruction, and collaborative teaching. In one PDS county, a collaborative teaching model was developed featuring continuous instructional involvement by both intern and mentor throughout the placement. The model defines has interns and mentors assume two instructional roles alternately: lead teacher and support teacher. Successful internships incorporate such strategies as interns and mentors providing parallel instruction to separate groups, organizing cooperative learning structures and sharing in monitoring, and using flex groups for tiered instruction. PDS benefits include: improved teacher-student ratios, easier transitions for interns to the lead teaching role, and enhanced professional development for mentors. (SM)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A