Unifying Mentoring Approaches
From my perspective, teacher preparation and teacher induction operate best when schools and universities work in mutually beneficial partnerships. I firmly believe that school-based and university-based teacher educators play an equal role in developing and retaining great teachers. When schools and universities engage in rich clinical teacher preparation together AND when they partner in induction, it can create such continuity for teacher candidates/new teachers. Big picture, this would include a shared vision, a common language, and shared roles (like classroom teachers teaching at the university and vice versa). That is a daunting list, but there are small changes that would make this shift towards a more collaborative approach possible. For example, my husband and I have a mentor training grant through VDOE. We connected with Reach Virginia and the partnering district mentoring leads to engage in talks about how we might move towards unifying mentoring approaches across pre-service and in-service contexts. Even a shift like using a common language or approach in mentoring would be a great way to start collaborating to smooth the transition.
The Classroom
I’ve been in elementary teaching and teacher preparation for 25 years! Wow, as I type that, it is hard wrap my head around that number! After graduating from UVA, I began my teaching career in Hanover County teaching students in 6th and 7th grade (2 years) and 4th/5th grade (5 years). After seven years, I was itching to return to school, but I knew I did not want to be an administrator. In fact, I had always dreamed of teaching at the university level after having class with a particularly amazing education professor at UVA. Ultimately, I decided to jump into grad school full time at the University of Georgia, and first began working with preservice teachers as a doctoral student. I returned to the classroom for one year as I finished my PhD because I wanted an opportunity to apply what I had been teaching teacher candidates, and honestly, I was struggling a bit with leaving the elementary classroom. I will never forget one of my professors at UGA saying “You impact more students by teaching their future teachers than you do by teaching fourth grade.” It was such an impactful conversation. After that, I entered academia—first at the University of South Florida for 7 years before moving in 2013 back home to Virginia and Mason. At Mason I coordinate the Elementary Education program and the Teaching and Teacher Education PhD Program, and I engage in research related to elementary teacher preparation and school/university partnerships. I also teach general methods (planning, differentiated instruction), management, action research, and doctoral courses, and I work as a University Facilitator at my professional development school (PDS) site, Garfield Elementary in Fairfax County. In that role, I have the amazing opportunity to spend one day a week at Garfield where I supervise teacher candidates, spend time in elementary classrooms, learn from exceptional teachers, and collaborate with mentors and administrators. It my favorite part of my job!
Spare Time
I am always on the go! That has probably been the most challenging part of navigating the pandemic. My husband and I love to travel, both in the US and internationally, and I can’t wait to be able to do that again. We are always on the hunt for a great restaurant or brewery. That might explain why working out and taking long walks with our golden retriever are also a big part of my spare time
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