Being a Mentor Teacher is critical to the success of our practicum program. Mentor teachers are chosen for their ability to model quality teaching practices that honor diversity and create classroom environments that support personal, social and academic success for all students. It is a complex and challenging role that offers many diverse opportunities for individuals to influence the growth of our Teacher Candidates.
In The Focused Observation and the Supervision Cycle, written by Celia Haig-Brown it states “the Mentor Teacher's first commitment is to the dignity and human worth of the teacher candidates s/he serves and her/his first function is the improvement of teaching”.
Trust and Rapport is essential for the development of any Mentor Teacher/Teacher Candidate relationship. Effective Mentor Teachers demonstrate flexibility based on the needs of the Teacher Candidate. Mentor Teacher/Teacher Candidate relationships that flourish are reciprocal – both parties learn and grow. Effective communication is required to strengthen this relationship.
The following summary is the description of the practicum policies and procedures for Site Coordinators, Mentor Teachers, Pre-service Candidates and Course Directors/Seminar Leaders.