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The PDS Model as a Vehicle for Simultaneous Renewal in Mathematics Education
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Martinie, Sherri L.; Rumsey, Chepina; Allen, David S. – Educational Considerations, 2014
For a quarter century, Kansas State University's College of Education has supported a Professional Development School (PDS) model involving professional collaboration with selected public school systems across Kansas. In that time, this relationship has proved to be an instrumental vehicle for educational change. The state of Kansas' adoption and…
Descriptors: Professional Development Schools, Models, Mathematics Education, Educational Change
The Practice of Mentoring: Reflecting on the Critical Aspects for Leadership Development
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Hicks, Deborah – Australian Library Journal, 2011
Mentorship is often considered one of the best ways to develop leadership potential in new library and information professionals. Mentors act as teacher, role model, and cheerleader, but there are potentially serious aspects to mentorships that will negatively impact the protege. Such negatives include mentors sabotaging or taking credit for a…
Descriptors: Mentors, Supervisor Supervisee Relationship, Supervisory Methods, Social Cognition
Mentoring Doctoral Students through Scholastic Engagement: Adult Learning Principles in Action
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Mullen, Carol A.; Fish, Valorie L.; Hutinger, Janice L. – Journal of Further and Higher Education, 2010
The purpose of this discussion is to explore a graduate intervention that was aimed at promoting the understanding, empowerment, and skills building of doctoral students in education. Addressed are mentoring and learning frameworks, background issues, the pedagogical context, study details, thematic results, and implications. The authors offer a…
Descriptors: Assignments, Mentors, Adult Learning, Adult Students
Teacher-to-Teacher: The Heart of the Coaching Model
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Shidler, Linda – Young Children, 2010
Coaching occurs when one professional works closely with another professional to increase productivity or to meet a common outcome. For a coach or mentor to be successful, the teacher must believe in the expertise the coach espouses, and the coach must believe in the teacher's abilities. Through "reflective coaching," teachers and coaches…
Descriptors: Classroom Techniques, Coaching (Performance), Models, Educational Practices
Shaping Conduct and Bridling Passions: Governing Practicum Supervisors' Practice of Assessment
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Ortlipp, Michelle – Contemporary Issues in Early Childhood, 2009
Courses preparing early childhood professionals through institutes of technical and further education utilise competency standards to guide the assessment of students during professional experience. Some universities offering early childhood teacher education courses use the term "competencies" in practicum assessment forms and draw on…
Descriptors: Teacher Competencies, Student Evaluation, Teacher Education Programs, Practicum Supervision
Mentoring and the Faculty-TA Relationship: Faculty Perceptions and Practices
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Calkins, Susanna; Kelley, Matthew R. – Mentoring & Tutoring: Partnership in Learning, 2005
The current investigation was designed to examine faculty perceptions and practices of mentoring in the faculty-TA (teaching assistant) relationship. A survey of faculty members at a large Midwestern research institution revealed that most faculty members considered themselves to be, or wished to be, mentors to their teaching assistants. The…
Descriptors: Mentors, Teaching Assistants, Educational Practices, Teacher Attitudes