Building Capacity for a Clinical Model of Teacher Preparation: Mentoring for Classroom Assessment

• In Event: Roundtable Session 59
  In Roundtable Session: Mentoring Preservice Teachers

Abstract

Implementing a clinically-based model of teacher preparation will require sweeping changes that will necessarily involve increasing the capacity for mentoring and coaching. The purpose of this study was to investigate the existing mentoring capacity of our teacher education program by interviewing twenty-six teachers from three high schools. The interviews focused on the teachers’ assessment practices and their strategies for mentoring teacher candidates on assessment. The findings from these interviews are divided into three primary categories 1) teachers knowledge of assessment practice, 2) differences among schools in assessment practices, and 3) the mentoring strategies of teachers. These findings are used to show how teacher education programs can increase their clinical capacity for mentoring.

Authors

• John E. Henning, Ohio University

• Aimee A. Howley, Ohio University

• Ginger Weade, Ohio University

• Marged D. Howley, Ohio University