Cooperating teachers’ best practices for mentoring
Editorial Team
- Deb Barry - Author
Publications
#1 Cooperating Teachers’ Best Practices for Mentoring #1: Supporting Cooperating Teachers
Heather R. Nesbitt andDebra M. Barry
This initial article in the Best Practices for Mentoring series provides SBAE cooperating teachers with a basic understanding of their role as cooperating teachers and mentors, as well as introduces the three major areas of focus for these best practices. Written by Heather R. Nesbitt and Debra M. Barry, and published by the UF/IFAS Department of Agricultural Education and Communication; 4 pp.
#2 Cooperating Teachers’ Best Practices for Mentoring #2: Social Support
Heather R. Nesbitt andDebra M. Barry
Social support is most often considered the care of the student teacher’s problems. This publication will break down the major areas of social support and provide real-world examples of how to implement them during the internship. Written by Heather R. Nesbitt and Debra M. Barry, and published by the UF/IFAS Department of Agricultural Education and Communication; 3 pp.
#3 Cooperating Teachers’ Best Practices for Mentoring #3: Professional Support
Heather R. Nesbitt andDebra M. Barry
This publication series serves to guide cooperating teachers and those who support cooperating teachers in becoming effective mentors. This new 4-page publication of the UF/IFAS Department of Agricultural Education and Communication will break down the major areas of professional support and provide real-world examples of how cooperating teachers can implement them during the internship. Written by Heather R. Nesbitt and Debra M. Barry.
#4 Cooperating Teachers’ Best Practices for Mentoring #4: Role Modeling
Heather R. Nesbitt andDebra M. Barry
This fourth publication of the Cooperating Teachers’ Best Practices for Mentoring series focuses on role modeling. Role modeling is achieved by the cooperating teacher positively modeling all aspects of teaching. This can be accomplished through demonstrating teaching methods, explaining classroom management techniques, and modeling effective communication. Through observation, the student teacher decides what and how they will implement or not implement as an educator in their own classroom. Written by Heather R. Nesbitt and Debra M. Barry and published by the UF/IFAS Department of Agricultural Education and Communication; 3 pp.
#5 Cooperating Teachers’ Best Practices for Mentoring #5: Implementation and Adoption of a Cooperating Teacher Preparation and Support Program
Heather R. Nesbitt and Debra M. Barry
This final article in the Best Practices for Mentoring series provides school-based agricultural education programs (SBAE) university faculty and others who serve as program coordinators of the student teaching internship experience with a step-by-step guideline on implementing a cooperating teacher preparation and support program. Written by Heather R. Nesbitt and Debra M. Barry, and published by the UF/IFAS Department of Agricultural Education and Communication, February 2025.
Editorial Team
- Deb Barry - Author
Publications
#1 Cooperating Teachers’ Best Practices for Mentoring #1: Supporting Cooperating Teachers
Heather R. Nesbitt andDebra M. Barry
This initial article in the Best Practices for Mentoring series provides SBAE cooperating teachers with a basic understanding of their role as cooperating teachers and mentors, as well as introduces the three major areas of focus for these best practices. Written by Heather R. Nesbitt and Debra M. Barry, and published by the UF/IFAS Department of Agricultural Education and Communication; 4 pp.
#2 Cooperating Teachers’ Best Practices for Mentoring #2: Social Support
Heather R. Nesbitt andDebra M. Barry
Social support is most often considered the care of the student teacher’s problems. This publication will break down the major areas of social support and provide real-world examples of how to implement them during the internship. Written by Heather R. Nesbitt and Debra M. Barry, and published by the UF/IFAS Department of Agricultural Education and Communication; 3 pp.
#3 Cooperating Teachers’ Best Practices for Mentoring #3: Professional Support
Heather R. Nesbitt andDebra M. Barry
This publication series serves to guide cooperating teachers and those who support cooperating teachers in becoming effective mentors. This new 4-page publication of the UF/IFAS Department of Agricultural Education and Communication will break down the major areas of professional support and provide real-world examples of how cooperating teachers can implement them during the internship. Written by Heather R. Nesbitt and Debra M. Barry.
#4 Cooperating Teachers’ Best Practices for Mentoring #4: Role Modeling
Heather R. Nesbitt andDebra M. Barry
This fourth publication of the Cooperating Teachers’ Best Practices for Mentoring series focuses on role modeling. Role modeling is achieved by the cooperating teacher positively modeling all aspects of teaching. This can be accomplished through demonstrating teaching methods, explaining classroom management techniques, and modeling effective communication. Through observation, the student teacher decides what and how they will implement or not implement as an educator in their own classroom. Written by Heather R. Nesbitt and Debra M. Barry and published by the UF/IFAS Department of Agricultural Education and Communication; 3 pp.
#5 Cooperating Teachers’ Best Practices for Mentoring #5: Implementation and Adoption of a Cooperating Teacher Preparation and Support Program
Heather R. Nesbitt and Debra M. Barry
This final article in the Best Practices for Mentoring series provides school-based agricultural education programs (SBAE) university faculty and others who serve as program coordinators of the student teaching internship experience with a step-by-step guideline on implementing a cooperating teacher preparation and support program. Written by Heather R. Nesbitt and Debra M. Barry, and published by the UF/IFAS Department of Agricultural Education and Communication, February 2025.
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