The Adaptive Mentorship (AM) model (formerly called Contextual Supervision) is described and implications are raised for its wider implementation. The researchers derived the AM model from earlier contingency leadership approaches, and during the last two decades, have further refined it. They argue for the transferability of AM, because it may be…

"Adaptive Mentorship"© (AM) is a mentoring model the authors have developed over a 21-year period. Mentor-protégé pairs originally applied it in teacher-education internship programs; however, the authors have subsequently witnessed its adoption by other mentorship/coaching practitioners/researchers across the professions. In this…

Reviews the literature on the professionalization of student teachers during practicum experiences. Outlines basic professional attributes of teaching; examines key theoretical assumptions about the development of young adults; and recommends teacher-educator practices to increase motivation, effective communication, active engagement, and…

Designed to promote equitable and fair student teacher practicum supervision and evaluation, contextual supervision (CS) can be used by both college and school-based supervisors. This approach is supported by current reforms in teacher education, contemporary supervisory models, and validation in actual practice. (IAH)

Describes the University of Saskatchewan's thoughts on adopting Contextual Supervision (CS) to encourage professional growth in preservice teachers within an extended practicum program. CS emphasizes that supervisory decisions must be based upon universally accepted human values. The article examines studies conducted as part of a two-phase…

This study examined teacher interns' and their classroom cooperating teachers' concerns about the extended practicum both before and after their completion of the 16-week program. Respondents completed pre- and post-internship surveys identifying their initial concerns about the internship and the subsequent alleviation of these concerns (or the…

A study of 70 pairs of supervisory teachers and teacher interns at the University of Saskatchewan examined contextual supervision in the mentorship of student teachers' oral questioning skills. Findings indicate that supervisory skills improved, especially when supervisors adjusted their leadership styles to match protege development levels, and…