The Call for Collaboration & Leadership: The Student Teaching Experience

By Elizabeth Adams, Pamela Morehead and Jumanne Sledge.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This article focuses on teacher reform directly aligned to meet the needs of the new teachers as well as those who support new teachers and supervising teachers. We explore viable strategies that increase opportunity for success for all those involved in the student teaching experience through extended university partnerships, teacher training and development in advanced instuctional methods, collaboration, leadership, and ongoing open communication. The issue of power in the student teaching experience cannot be denied as the literature indicates. This paper emphasizes plausible ways in which the multiple relationships that play a part in making the student teaching experience positive and transformative.

Keywords: Teacher Leader, Student Teaching, School Improvement, Mentoring, Educative Coaching, Professional Development

The International Journal of Learning, Volume 15, Issue 11, pp.119-126. Article: Print (Spiral Bound). Article: Electronic (PDF File; 537.118KB).

Elizabeth Adams

Oakland University, Rochester, MI, USA

Elizabeth Adams is a graduate student in the School of Education and Human Services at Oakland University in Rochester, Michigan.

Dr. Pamela Morehead

Assistant Professor, Teacher Development and Educational Studies, Oakland University, Marine City, MI, USA

Dr. Morehead is an former accomplished teacher and principal in the public school system in America. Since joining the faculty at Oakland University, she has been published in the following areas: Teacher Leadership, Technology, Digital Storytelling, Cultural Competence, and Achievement Gap Issues.

Dr. Jumanne Sledge

President, World Class Leadership LLC, Southfield, MI, USA

Dr. Sledge worked as a teacher and principal in inner city and suburban K-12 school districts. The lessons learned and social injustices observed allow him to passionately write and speak internationally and nationally concerning the challenges of minority students and other underrepresented ethnic and racial groups in American public schools.

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