Mentoring Preservice Teachers Through Practice A Framework for Coaching with CARE

Supporting and challenging cooperating teachers to grow in their mentoring and coaching practices with preservice teachers and also in their own work as classroom teachers, this practical guide presents and illustrates the Coaching with CARE model?a framework for reflection and action that helps cultivate a perspective on teaching that puts students at the center of teacher preparation and places value on apprenticeship and participation in learning. The CARE model takes a turn away from traditional evaluation-based "training" approaches, offering a way for cooperating teachers, and facilitators and university teacher educators who work with them, to come together to shape innovative coaching and mentoring experiences for preservice teachers.

Mentoring Preservice Teachers Through Practice, building on the authors? own work with cooperating teachers,is based on the most recent research on learning to teach and supporting preservice teachers and grounded in the realities of teacher education today. Each chapter includes questions for discussion and suggested readings that can be used to explore the focus of the chapter more deeply as well as relevant research reports published by the authors.

Preface

Part I: Teacher Preparation: The Practice Turn in Teacher Education

Chapter 1 Unfinished and Becoming

Chapter 2 A Mentor, A Coach, A Teacher: Who are you? Who are you becoming?

Chapter 3 Changing Views of Teacher Work and Teacher Learning

Part II: The Coaching with CARE Model and Cycle

Chapter 4 The Coaching with CARE Model

Chapter 5 Observing, Participating, and Investigating Teaching Practices

Chapter 6 The Coaching with CARE Cycle: The Pre-conference and Observation

Chapter 7 The Coaching with CARE Cycle: The Post and the Planning Conferences

Part III: The Three C’s of CARE: Community, Critical, and Content

Chapter 8 Classroom Communities and Critical Social Issues

Chapter 9 Content Matters

Part IV: Expanding Tools for Coaching

Chapter 10 Collaborative Coaching: Building Communities of Practice

Chapter 11 Retrospective Coaching Analysis: A Video-Based Tool for Coaching

Chapter 12 Conclusions

Index

Appendix A

Appendix B

Appendix C

Appendix D

Appendix E

Appendix F

Melissa Mosley Wetzel is Associate Professor of Language and Literacy in the Department of Curriculum and Instruction at The University of Texas at Austin, USA.

James V. Hoffman is Professor of Language and Literacy Studies in the Department of Curriculum and Instruction at The University of Texas at Austin, USA.

Beth Maloch is Professor of Language and Literacy Studies in the Department of Curriculum and Instruction and Associate Dean of Teacher Education, Student Affairs, and Administration for the College of Education at The University of Texas at Austin, USA.