The Role of Mentors in Developing and Implementing High-Quality Field-Based Placements. (November 2015)

• Record Type: Journal Article
• Authors: Paulsen, Kim; DaFonte, Alexandra; Barton-Arwood, Sally
• Other Names: Sayeski Kristin L. guest-editor.
• Is Part Of: Intervention in school and clinic. Volume 51:Number 2(2015:Nov.)
• Page Start: 97
• Page End: 105
• Publication Date: 2015-11
• Subjects: mentoring -- professional development -- teacher candidates -- teacher preparation; Learning disabled children -- Education -- Periodicals; Problem children -- Education -- Periodicals; Behavior disorders in children -- Periodicals; Special education -- Periodicals; 371.9
• DOI: 10.1177/1053451215579271
• Languages: English
• ISSNs: 1053-4512

Abstract

Teacher preparation programs (TPP) rely on school-based mentor teachers and university mentors to assist their teacher candidates with bridging the information presented in courses to the "real world" of teaching. Given the important role that the clinical components of teacher preparation provide in terms of candidate development, the variation across TPPs in terms of support provided for mentor teachers (from minimal to extensive) is pronounced. This article describes how one university delivered comprehensive training for mentors that reflects research-recommended practices in mentoring and delivery of special education practices. Outcomes from mentors, faculty, and teacher candidates are presented to illustrate how other TPPs can increase the level of support provided for mentor teachers and university mentors.