Partisan politics challenge educators to determine how best to navigate discussions of controversial subjects within their classrooms. This can be particularly true for new educators in the early stages of developing their confidence and classroom management skills. This qualitative case study uses situated learning and the communities of practice theoretical constructs to investigate a new approach to educator training and co-facilitation. The new approach places recent journalism school college graduates in classrooms alongside teachers to foster real-time professional development through a process best described as reverse mentoring. The model could potentially provide educators with new pedagogical strategies during divisive political times. Specifically, this study examines the working relationship between an established sixth grade English-language arts/social studies teacher and a 25-year-old recent journalism school college graduate who collaborated during the 2016-17 academic year at a public middle school in a conservative rural community in the Pacific Northwest.