Pairing Mentor Teachers and Residents: A Pivotal Component in Experience, Development, and Teacher Preparation

• In Event: Sheraton Roundtable Session Fourteen
  In Roundtable Session: Mentoring Programs for Higher Education Students and Faculty (Table 14)

Abstract

This paper explores the process of pairing novice teachers with partnering mentor teachers in a university-based, community-focused, urban teacher residency program. A collaborative autoethnographic study design using open-ended surveys, interviews, and observations was employed to examine mentor teacher and resident experiences working together throughout the duration of the program. Using qualitative analysis strategies, we found that the selection of mentor teachers and the process of pairing of mentors with residents serve as key factors in the experience and preparation of novice teachers. In this paper, we highlight the importance of strategic recruitment of mentor teachers and thoughtful co-teacher pairing as critical factors in the success of the residency program model.

Authors

• Amanda Winkelsas, University at Buffalo - SUNY
  Presenting Author

• Suzanne N. Rosenblith, University at Buffalo - SUNY
  Presenting Author

• Halley A. Maza, University at Buffalo - SUNY
  Presenting Author

• Julie Gorlewski, University at Buffalo - SUNY
  Presenting Author

• Amanda Seccia, University of Chicago
  Presenting Author

• Kamontá Heidelburg, Ohio State University
  Presenting Author

• Elisabeth Etopio, University at Buffalo - SUNY
  Presenting Author

• Erin Kearney, University at Buffalo - SUNY
  Presenting Author