Preparing Special Education Mentors Using Classroom Artifacts as a Vehicle for Learning About Teaching

Abstract

The authors examine a project that focuses on preparing special educators to mentor preservice teachers throughout their preparation program, instead of mostly at the end of their program. Through use of classroom literacy artifacts, mentors are prepared in how to guide novices as they transition through coursework and into classroom practice. Fifteen mentors participate in the yearlong project and have regular interactions with preservice teachers through campus field advisories. Responses regarding the selection, preparation, and discussion of the artifact are collected. Findings indicate that mentors can select and use artifacts that illustrate teaching complexities. Also, pre-service teachers value the discussions surrounding the artifacts and say it helped them learn about teaching students with disabilities. Although helpful as a way to focus on learning to teach students with disabilities, the artifact is still only a resource. Key to its usefulness is work with mentors to help them select, plan, and discuss the artifact.