Mentoring Student Teachers and Interns: Strategies for Engaging, Relating, Supporting, and Challenging Future Educators

About the Book

Mentoring Student Teachers and Interns: Strategies for Engaging, Relating, Supporting, and Challenging Future Educators is an interactive how-to guide for teacher preparation professionals who are charged with the supervision and mentoring of student teachers and interns. Written for both seasoned teacher educators and those new to teacher education, the book provides research-based, best practices for clinical supervision.

Table of Contents:

Foreword
Acknowledgments
Introduction
Chapter 1 – Creating and Sustaining Productive Partnerships
Chapter 2 – Building Positive Relationships
Chapter 3 – Student Teaching Program Assessment and Accountability
Chapter 4 – Planning and Sequencing
Chapter 5 – Supervising the Intern
Chapter 6 – Helping Interns Succeed in Diverse Classrooms
Chapter 7 – The Struggling Intern
Chapter 8 – The Excellent Intern
Chapter 9 – The Principal’s Role
Chapter 10 – Training New Mentors and University Superviso
Appendix A – Answers to Video Activities
Appendix B – Observable Instructional Behaviors to Reinforce
Appendix C – Professional Development School Agreement
Appendix D – Intern Improvement Contract
Selected Bibliography
About the Authors

About the Author :

Lawrence Lyman is Professor of Elementary Education at Emporia State University where he serves as co-director of the Professional Development School program and facilitates mentor teacher training. He has served as an elementary school teacher, elementary principal, and university department chairperson.

Harvey C. Foyle is Professor of Education in the Instructional Design & Performance Technology Department at Baker University (KS). He is a former high school social studies teacher and departmental chairperson. His university experience includes curriculum planning/instruction, social studies education, history/political science, computer technology, and student teacher supervision. He holds the rank of Emeritus Professor at Emporia State University (KS).

Michael A. Morehead is Associate Dean at Burrell College of Osteopathic Medicine and Dean Emeritus at New Mexico State University. He is a former secondary school teacher and administrator. Dr. Morehead coordinated student teaching programs for more than fourteen years at Northern Arizona University and Emporia State University. During this time, he coordinated the assignment of more than four thousand student teachers.

Sara Schwerdtfeger is an assistant professor and co-director of the Professional Development School program in the Elementary Education/Early Childhood/Special Education department at Emporia State University. She currently teaches math and science methods courses for undergraduate students, supervises student teaching interns for Emporia State's Professional Development School, and teaches graduate courses in the Instructional Specialist: STEM program. As a former elementary school teacher, Sara taught over 16 years and mentored many interns.

Allyson L. Lyman is an assistant middle school principal in the Emporia Public Schools. She is a former elementary teacher. During her years as teacher, she served as a mentor teacher for many interns. She also graduated from the nationally recognized elementary education program at Emporia State University where she was an intern in the Professional Development Schools Program. She earned her Master’s degree in school leadership from Emporia State University.

Review :
Mentoring Student Teachers and Interns: Strategies for Engaging, Relating, Supporting, and Challenging Future Educators is an interactive how-to guide for teacher preparation professionals who are charged with the supervision and mentoring of student teachers and interns. Written for both seasoned teacher educators and those new to teacher education, the book provides research-based, best practices for clinical supervision. The authors identify key concepts and strategies for creating/sustaining productive partnerships, relationship-building, program assessment/accountability, planning and sequencing, and supervision. Of special importance are the “help” sections; helping interns in diverse settings, helping the struggling intern, and supporting/challenging the excellent intern. The book concludes with two often-overlooked topics; the administrator’s role and training new mentors and university supervisors. The interactive format of the book permits readers to explore Web-based ancillary materials and videos and immediately apply what they have learned. Mentoring Student Teachers and Interns: Strategies for Engaging, Relating, Supporting, and Challenging Future Educators is a must-have guide for clinical supervisors, both new and old. Mentoring Student Teachers and Interns: Strategies for Engaging, Relating, Supporting, and Challenging Future Educators is a very useful instrument that can provide teacher preparation programs a development model needed to prepare successful Mentor Teachers. It is also beneficial to school districts and could also assist with mentoring frameworks to build stronger communication pathways when working with the classroom intern. Materials in this book have been used successfully with our Mentor Teacher training program since 2002.