Corps Home Page

Program Description

About The Program

Coordinator

Upcoming Events

EDUC 655
Teacher Leadership - Conversations from the Field

Cohorts

• I 1998-99
• II 1999-00
• III 2000-01
• IV 2001-02

Participants

• Districts
• PDS
• Schools
• NBPTS Certification

Inquiry Projects

Pilot Project in Intern Supervision Resource Manual

Conceptual Frameworks

Teacher Quality Collaborative Grant

Corps of Mentors

Professional Development Schools

Picture Gallery

The Corps of Mentors  

The Richard W. Riley College of Education at Winthrop University enjoys a strong reputation in the preparation of quality educators for South Carolina and the South. As an NCATE accredited institution and a member of the National Network for Educational Renewal, Winthrop maintains close working relationship with area schools as well as a number of state agencies and projects. An example of this type of collaboration is the Corps of Mentors. The Corps is funded by a federal Title II Grant, Winthrop University, and the collaborating school districts.

As a result of the educational leadership provided by Dr. Patricia L. Graham, Dean of the Richard W. Riley College of Education, the Corps of Mentors was introduced at Winthrop University in 1998. The name corps is used to designate this group as a service organization. This group of experienced public school teachers is uniquely qualified to work with student interns and teachers new to the profession.  

Goals of the Corps of Mentors include:  

• Improving the quality of the intern experience for Winthrop University students.

• Providing support to Winthrop University graduates and others new to the profession.

• Providing professional development for P12 teachers focused on mentoring.

• Supporting the renewal of the teaching profession by assisting teachers in developing and expanding their leadership abilities.

Becoming a Member of the Corps of Mentors  

Accomplished public school teachers are invited to join the Corps of Mentors. Acceptance into the Corps is based on an application, principal and district support and the completion of a year long, graduate level, professional development course entitled: Teacher Leadership: Conversations from the Field. The course is co taught by Winthrop faculty and P12 teachers. During this year the teachers explore their understanding of such issues as:  

• Creating democratic learning.

• Communities the value of professional collaboration.

• Teacher leadership.

• Educational renewal.

• The role of mentors.

• The scholarship of teaching. 

Each teacher participates in an inquiry project to explore issues affecting student and teacher success in schools. The results of the inquiry projects are presented at a conference so that others in the teaching profession can share in and benefit from the scholarship of the Corps members. Winthrop University draws on the expertise of Corps members when evaluating and revising its teacher education program.

The Corps of Mentors program provides a variety of benefits to the mentor teachers, Winthrop University, P12 teachers within the Winthrop Olde English Consortium, colleagues at their schools and their own students.  

 Members of the Corps of Mentors:

• Offer improved support for Winthrop University interns, graduates and others new to the profession.

• Understand and accept the responsibilities of teacher leadership both within their schools and the larger education community.

• Are knowledgeable about current issues and trends in education.

• Participate and appreciate the scholarship of teaching.

• Develop relationships with other accomplished teachers.

• Have engaged in critical analysis of their role as teacher educators and the responsibilities involved in mentoring those new to the profession. 

Winthrop University plans to build the

Corps to 200 members.  

For more information about the Corps of Mentors, contact:

Elaine A. Young 

Center for Pedagogy Richard W. Riley College of Education 

803/323‑4756 or 803/323‑2115 

younge@winthrop.edu

"Being a member of the Corps of Mentors has given me insight into how to more effectively assist new teachers coming into my school. 1 am much better at reflecting on my own work as well as listening to the needs of my interns since having gone through the training the Corps provides. It was a great experience."  

Elizabeth Gee Johnson,

Profession Development School Teacher  

Anna Dassing, National Board Teacher

"Being a member of the Corps has been a very professionally rewarding experience. The opportunity to discuss issues in education and conduct research with colleagues has provided valuable insight into my role as an educator and heightened my sense of responsibility to my profession. Working through the Corps as a mentor, 1 have had the opportunity to know first hand the importance an excellent pre‑service program has on training and keeping quality teachers."

   Jane Hardin, National Board Teacher

"It is so nice to have a mentor           teacher so dedicated to teaching and so committed to helping me become a better teacher. Her involvement with the Corps of Mentors has helped me realize that learning truly never ends. She is able to share new insights on education with me as she herself learns them. This allows for an open line of communication between us and allows for our relationship to become one of colleagues. "