This study examined a state-wide, policy-directed teacher evaluation model implemented across public schools and educator preparation programs. Such models are grounded in a theory of action that situates teacher learning within social relationships, yet does not account for the complexity of systems. Results challenge policy's implicit theory…

This article reports a study of a university supervisor and a preservice English language arts teacher as they worked collaboratively within two different field experience sites to develop a conceptual understanding of instructional scaffolding. An analysis of classroom observations and mentoring conversations was conducted to examine how the…

Identifies two divisive patterns of tension within mentor-student teacher relationships (philosophical differences and tolerance for uncertainty) within a high school English teacher education program based on collaborative inquiry and teacher research. Interviews, observations, and written documents highlighted five differences in principles and…

This paper examines a four-way conference involving a student teacher in high school English, the cooperating teacher, a generalist student teaching supervisor, and an English specialist supervisor. The paper reflects on the interactions in the conference and the impact of having two supervisors with differing priorities for discussion. The…

At the heart of the secondary teacher education collaboration between the East Longmeadow School District (Massachusetts) and the University of Massachusetts at Amherst are the faculty at East Longmeadow High School and Birchland Park Middle School who have prepared to be mentors for student teachers. This volume contains reflections by these…