Margaret A. Gallego

Professional Development on Multiple Literacies in an Urban Professional Development School.

Abstract This is a narrative report of a three-year professional development effort taking place within a professional development school (PDS). University professors collaborated with teachers in an urban junior high school to work on broadening their conceptions of literacy to enable student success. At the end of the project, it was clear that the ‘professional development’ was just as profound for the university professors as it was for the teachers.

Developing student teachers’ teaching self-efficacy through Shared Mentoring in Learning Environments (SMILE)

Purpose The researchers developed a model of mentoring student teachers, known as Shared Mentoring in Learning Environments (SMILE), to provide opportunities for classroom teachers to build shared understanding with university field supervisors. The purpose of this paper is to compare teaching efficacy of those student teachers who matriculated through the SMILE approach with mentoring student teachers who matriculated through a traditional approach to mentoring and identifying aspects of SMILE that may have contributed to the development of teacher efficacy. Design/methodology/approach A total of 29 student teachers participated in the SMILE model of supporting student teaching, and 29 student teachers (comparison group) were provided with a traditional support structure. At the start and end of their one-year post-baccalaureate credential program, all student teachers completed a teaching efficacy questionnaire. During the last month of the teacher-credential program, all student teachers were interviewed in focus groups regarding the quality of their student-teaching mentoring. In addition, the researchers asked classroom teachers in the SMILE cohort to complete a questionnaire, identifying specific strengths and weaknesses of the SMILE model of mentoring student teachers. Findings Student teachers in the SMILE cohort improved their teaching efficacy in comparison with student teachers in a traditional model of support. SMILE student teachers appreciated critical feedback, while the comparison group participants focused on whether feedback was positive or negative. In addition, SMILE student teachers attributed their development of instructional skills to the mentoring process from classroom teachers and university supervisors, while comparison group participants attributed their development as teachers mainly to their classroom teachers who modeled effective instructional strategies. SMILE classroom teachers made reference to how particular aspects of the model (e.g. sequencing and lesson study) contributed to both student- and mentor-teacher development. Originality/value The SMILE approach to mentoring student teachers facilitated collaboration between university field supervisors and classroom teachers in joint mentoring of future teachers into their profession, a rare occurrence in teacher education programs. Joint mentoring led to improved teaching efficacy among student teachers.