Building a Cohort of Mentor Teachers to Support Novice Teachers' Implementation of Positive Behavior Support, Trauma-Informed, and Culturally-Sustaining Practices
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| Title: | Building a Cohort of Mentor Teachers to Support Novice Teachers' Implementation of Positive Behavior Support, Trauma-Informed, and Culturally-Sustaining Practices |
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| Language: | English |
| Authors: | Janet VanLone (ORCID |
| Source: | Pennsylvania Teacher Educator. 2025 24(1):87-97. |
| Availability: | Pennsylvania Association of Colleges and Teacher Educators. c/o Jason Hilton, Slippery Rock University, 1 Morrow Way, Slippery Rock, PA 16057. Tel: 717-516-9983; Web site: https://www.pac-te.org/i4a/pages/index.cfm?pageid=3403 |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Culturally Relevant Education, Institutes (Training Programs), Summer Programs, Faculty Development, Positive Behavior Supports, Trauma Informed Approach, Coaching (Performance), Experienced Teachers, Mentors, Preservice Teachers, Beginning Teachers, Program Effectiveness |
| Geographic Terms: | Pennsylvania |
| ISSN: | 1547-1047 2993-8872 |
| Abstract: | A university was awarded a "Teacher Prep to Practice" grant from the Pennsylvania Department of Education for a project titled "Developing Culturally-Relevant Aspiring Teachers." The university collaborated with local school districts to host 2, 3-day "summer institute" professional development sessions, focusing on culturally relevant education, positive behavior support, trauma-informed practices, and effective coaching for novice teachers. The intention was to build a cohort of trained, veteran teachers equipped to serve as mentors for pre-service and early career educators. This paper provides an overview of the summer institute and shares the results of a related mixed-methods research study. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489541 |
| Database: | ERIC |
| Abstract: | A university was awarded a "Teacher Prep to Practice" grant from the Pennsylvania Department of Education for a project titled "Developing Culturally-Relevant Aspiring Teachers." The university collaborated with local school districts to host 2, 3-day "summer institute" professional development sessions, focusing on culturally relevant education, positive behavior support, trauma-informed practices, and effective coaching for novice teachers. The intention was to build a cohort of trained, veteran teachers equipped to serve as mentors for pre-service and early career educators. This paper provides an overview of the summer institute and shares the results of a related mixed-methods research study. |
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| ISSN: | 1547-1047 2993-8872 |
