OISE School-University Partnership Projects with Mentoring Components

“ School/University Partnerships: Research Into Practice is a unique research and practice initiative in OISE’s Initial Teacher Education program. Since its inception in the 2002-2003 academic year, it has focused on enhancing learning experiences and strengthening relationships between OISE’s field partners and the university….Through mutually enhancing the intersecting school-university communities, educators can better address complex challenges that are confronting schools—especially while they seek to deepen and improve student understanding and achievement.”

Rolheiser, C. (2008). School/university partnerships: Enriching and extending partnerships (Ed.), Toronto, ON: OISE/UT Teacher Education Program.

Articles

Walford, K., & Brown, C. (2008). Using technology to enhance learning and teaching in The
   York Region District School Board. In C. Rolheiser (Ed.), School/university
   partnerships: Enriching and extending partnerships (pp. 30-34). Toronto, ON: OISE/UT
   Teacher Education Program.

Objectives:

To explore technological tools and components of mentoring in order to improve teacher candidates’ effectiveness
To develop a community of learners—new and experienced associate teachers, technology lead teachers, administrators, board consultants, and teacher candidates—in which learning about new technology fosters literacy and collaboration
To encourage associate school teams and teacher candidates to practice reflective inquiry concerning their use of technology in the classroom and to study the impact of technology on student learning

Broad, K., & Strachan, B. (2008). Authentic voices from the field: Associate teachers talk
   about effective feedback. In C. Rolheiser (Ed.), School/university partnerships:
   Enriching and extending partnerships (pp. 47-51). Toronto, ON: OISE/UT Teacher
   Education Program.

Objectives

To support the mentoring practices of associate teachers through structuring learning-focused conversations to effectively provide feedback for individual teacher candidates

To increase school-university partnerships and capacity for inquiry through engaging in shared research related to teaching practice

To develop a digital resource that demonstrates effective practices for providing feedback, with the aim to stimulate discussion and study with field partners across the Initial Teacher Education program at OISE

Walford, K. (2007). Mentoring teacher candidates in an inductive literacy model. In C.
Rolheiser (Ed.), School/university partnerships: Transformation of teacher education
(pp. 21-23). Toronto, ON: OISE/UT Teacher Education Program.

Objectives:

To explore and develop mentorship strategies for associate teachers in the area of literacy, K—Grade 8

To examine the impact of the introduction of the Picture Word Induction Model (PWIM) on literacy instruction

To look at the qualitative experiences of our associate teachers and teacher candidates as they gain new knowledge in a collaborative and inclusive environment

Eldridge, J., & Walford, K. (2006). Doncrest option associate teacher mentorship project. In
C. Rolheiser (Ed.), School/university partnerships: Creative connections (pp. 15-17).
Toronto, ON: OISE/UT Teacher Education Program.

Objectives:

To improve the mentorship of teacher candidates by exploring tools and components of mentoring new teachers

To develop a community of learners comprising experienced associate teachers, new associate teachers, and teacher candidates

To encourage associate teachers and teacher candidates to enter into reflective dialogue, where common goals, common language, and shared understanding are the cornerstones of the relationships

Mazurek, J., & Lemieux, L. (2004). Instructional intelligence and collaborative learning. In
C. Rolheiser (Ed.), School/university partnerships: Research into practice (pp. 11-12).
Toronto, ON: OISE/UT Teacher Education Program.

Objectives:

To stimulate research-driven, “instructionally intelligent” practices in partnership with teacher candidates, thereby increasing the quality of their learning experiences

To develop better congruency between course-work and practicum experiences for teacher candidates

To provide associate teachers with a better understanding of the program so that they can collaborate with and mentor candidates more effectively