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This page is designed to provide information about the Fontbonne- Brentwood Partnership. Fontbonne students will find some valuable resources for practicum and mentoring experiences. If you are a parent or student involved with the mentoring program, please use the link to the right for more information.

Brentwood Students





Fontbonne Students: please complete for ED200 / ED201:

POST-practicum questionnaire-BMS mentors
POST-practicum questionnaire-ELEMENTARY mentors
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EDU 200 Calendar

EDU 201 Calendar (PDF)

Brentwood School District Calendar (PDF)

EDU 314 Syllabus

PDSC Faculty List

Mission Statement

" The collaboration of professional faculties has an impact on student learning and provides opportunities for growth for pre-service teachers, professional faculty, and K-12 students. The Brentwood School District and Fontbonne University Partnership was created in this spirit."


About the partnership

History of the Partnership and Profile

Goals and Objectives: 2006-2007

Internship - General Ed OR Special Ed

Practicum experience

Fontbonne Info about Mentoring : LAMP


About the Partnership


Historical Context

The primary purpose of the Fontbonne-Brentwood Professional Development Collaborative is to develop a spirit of cooperation between the two institutions so all students and faculty benefit for educational endeavors. The partnership began in 1995 with representation from the Fontbonne University and Brentwood Middle School staff. The Fontbonne Department of Education chairperson and the Brentwood Middle School principal coordinated the effort. Smallness of the two institutions proved to be both an asset and a liability. The partnership was expanded to include middle and high school students in the mentoring program and 7-12 grade staff to provide more opportunities for preservice teachers. In 2003, the partnership expanded again to include the two Brentwood elementary schools and their staffs participating in a mentoring program as well. Five education classes are taught on the various Brentwood sites. Preservice teachers attend classes then observe and work with students. Preservice teachers have maximum exposure to school life, and small class sizes provide more opportunities for them to interact with students. Brentwood staff benefits from Fontbonne student participation in class activities and the tutor program for elementary-middle school students. The smallness of the Brentwood staff facilitates communication and accommodates flexible scheduling. Because some classes are taught at the Brentwood site, Brentwood teachers are able to serve as adjunct professors, team-teach with Fontbonne instructors, or provide guest lectures.

School Demographics

The Brentwood School District is nestled in a residential area of established homes and tree lined streets. Because of its proximity to Clayton and downtown St. Louis, Brentwood enjoys high property values and low tax rates. Brentwood is a small community- 2.18 square miles with student population of 868 grades K-12. Even though it is small, it has the highest percentage of families in the Parents as Teachers Program in St. Louis County. Brentwood students maintain high levels of achievement, with a large percentage of students completing university preparatory certificates. The 53graduates in 2006 earned over $1,045,000 in grants and scholarships. Brentwood Middle School has won the Excellence in Education Award twice and the high school has won “ Missouri Gold Star School” distinction. The entire school district was recently “accredited with distinction” by the State of Missouri Department of Education. The Missouri Partnership for Outstanding Schools and the Governor of Missouri awarded the district the Governor’s Choice Award 2000 for its outstanding educational program. The district received the 2004 Commissioner’s Award for Excellence in Staff Development.

Diversity is one of the greatest assets of the district. Twenty-seven percent of the students are African-American as a result of the Voluntary Interdistrict Transfer Program. Brentwood Middle and High Schools serve as a deaf education center. Over ten interpreters work with staff and hearing impaired students. These students participate in all school activities- from theater to football. The district’s “no cut” policy affords every student an opportunity to participate in sports. This small district invests in its staff with a full-time staff development coordinator and a comprehensive staff development program. There is a district-wide commitment to character education that is supported by board policy and is integrated into the K-12 curricula. Brentwood’s motto, “Preparing all students for the future” guides its staff and students.

The co-existence of Brentwood High School and Brentwood Middle School on the same campus provides unique opportunities and challenges. One of the benefits has been the partnership opportunity with Fontbonne University. From the beginning, the Fontbonne-Brentwood connection has been a “good fit” for both institutions. Since the two elementary schools, Mark Twain and McGrath, which were included into the partnership last year, are within walking distance of one another, they are equally convenient for the purposes of the partnership. The addition of the elementary schools has really strengthened the partnership connections K-12.

There are 821 students in the Brentwood School District- 637 resident and 184 non-resident. The average daily attendance rate is above 94% and the average dropout rate is 80%. Approximately 28% of the student population is African-American. Eighteen percent of the students are enrolled in special education and 3% are enrolled in the elementary gifted program. The district has received North Central accreditation, AAA Classification, and Accreditation with Distinction from the Missouri Department of Education. Approximately 22% of the students enrolled are in the Voluntary Interdistrict Transfer Program.

Brentwood students scored equal to or above the state average for advanced and proficient achievement levels at all grade levels tested in communication arts and mathematics. Brentwood High School Students scored above the Missouri and National average on the ACT.

The average students to all teachers ratio are 10:1. Eighty-two percent of the teachers have advanced degrees with an average of 19 years of experience. The staff participates in nine days of staff development each year. There are four staff members on the district PDS committee. They are released for the monthly PDSC meetings. Over 30 teachers participated in the program. Fontbonne students participated in practicums, mentoring, observations and on-campus seminars. Four classes are taught on campus- one by Brentwood staff. Four classroom teachers and three administrators appeared as guest lecturers.

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University Demographics

Nestled in the quiet residential section of Clayton, Missouri, the 13-acre campus of Fontbonne University adds to the beauty of the prestigious residential community and county seat, with its red Missouri granite buildings trimmed with Bedford stone. Fontbonne is a liberal arts university sponsored by the Sisters of St. Joseph of Carondalet, St. Louis Province. It is named for Mother St. John Fontbonne who re-founded the order after the French Revolution. In 1836, she sent six sisters from France to begin a mission in St. Louis. In 1917, the State of Missouri granted a charter for a liberal arts university to the Sisters of St. Joseph of Carondalet. Fontbonne continues to foster the values of the Sisters of St. Joseph: “quality, respect, diversity, justice, service, faith, and Catholic presence.”

Fontbonne University began as a women’s college and is now coeducational, offering both undergraduate and graduate programs. The undergraduate programs provide both a liberal and professional education. Fontbonne is committed to educational excellence, dialogue among diverse communities, serving the larger community, critical reflection and “historical remembrance”, and preparing individuals for “an ethical and responsible presence to the world.” This is achieved through a challenging academic program and a wide variety of campus activities and organizations. Professional and career-related activities, social events, cultural programs, athletics, student government, and religious activities enrich the student s’ lives at Fontbonne. During the winter of 2002 Fontbonne gained university status becoming Fontbonne University.

Fontbonne offers four bachelor degrees and six master degrees with 33 majors, 21 minors, and 9 undergraduate and 5 graduate certification programs. Teacher certification exists in 14 areas:  elementary, early childhood, deaf education, special education, speech-language pathology, middle school (two concentrations of four areas – language arts, social studies, science, mathematics), and secondary school in subjects of English, social studies, mathematics, speech-theater, family and consumer science, biology (new), and art K-12. An evening degree program is also offered for non-traditional students, and an honors program is available for talented students. Fontbonne also offers a “Career Builders” program in which persons who are teacher assistants in the City of St. Louis Public Schools or in the Special School District of St. Louis County can gain teacher certification in the area of special education. Financial assistant is offered to these Career Builder students through the Parsons-Blewett Fund. Special dual-degree programs are available with Washington University, which is located adjacent to Fontbonne University. Fontbonne has a student enrollment of 2709. There are 510 students enrolled in the Department of Education/Special education programs. There are 60 full-time faculty members and 173 adjunct faculty with a student-to-faculty ratio of 12:1. The average ACT score of the freshman class is 22.

Five Fontbonne teacher education faculty participated in the program. All are provided time to attend PDS meetings, and three teach classes on site.

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PDS Demographics

The partnership PDS committee meets regularly to plan and evaluate the program. The committee has a retreat in June to evaluate and plan for the coming year. Three school-based faculty hold University teaching appointments and twelve school and University faculty collaboratively plan together. Two teachers and one education faculty shared the supervision of one intern. Three school-based administrators participate in the partnership.

One hundred and three Fontbonne students participated in the program. All observed in classrooms. Seventy-four students participating in the 30-hour observation co-taught with a mentor teacher. Two students participated in a 60 hour Student Teaching Lab practicum. One Fontbonne student participated in a 160-hour internship program. Four Fontbonne student teachers were assigned to three Brentwood schools.


The following goals were addressed by the Fontbonne University- Brentwood Schools partnership:

Goal 1: To increase both Fontbonne pre-service teacher and Brentwood student success.

Planned Activities:

  • Mentoring Program
    • Field Trip
    • After School sessions
  • SSD Internship
  • Expanded Mentoring Program with Fontbonne SSD students
  • Strengthen the Future Educators of America Club at Brentwood High School
    • Combine with Fontbonne FEA
    • Expand to Middle School?
  • Fontbonne EDU classes held on Brentwood Campus
    • Observation Experiences
    • Practicum
    • Mentoring
    • Teaching Mini-Lessons
    • Real-school experience

Assessment Methods:

  • Pre and Post Surveys
    • Fontbonne Students
    • Brentwood Mentorees
    • Brentwood Faculty
  • Mentoring Journaling
  • Brentwood Mentorees weekly reflections
  • Student Attendance at Mentoring Sessions Data

Goal 2:To sustain our independent partnership status – and maintain our current strong programs (Mentoring, SSD partnership, BHS FTA)

 Planned Activities:

  • Fundraising
  • BOE Support
    • Brentwood
    • Fontbonne
    • SSD
  • PTO’s
  • Corporate Sponsorship
    1. Letter
    2. Student Incentives

    Assessment Methods:

  • The final bottom line numbers on the 06-07 Budget Sheet

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Internships for Fontbonne University Students
Fontbonne students interested in participating in a 120 hour general education practicum experience should contact Dr. William Freeman. EDU 440 is a practicum set in a Brentwood School. Preservice teachers will develop skills that will assist them in their future student teaching and professional careers. Students will be paired with a cooperating teacher in a general education setting and will be monitored by a Fontbonne faculty member. Students who successfully complete the practicum will earn 2 hours off of their student teaching requirement and receive a stipend for the amount of the class.

Fontbonne students enrolled in special education will complete the block of EDU 309 and 314 classes which require a 120 practicum. Students will be paired with a special education teacher on site and, if possible, a general education teacher. A University professor will supervise and teach the seminar. Beginning in Spring 2007, practicum students will spend 10 hours of the practicum working in after school tutoring.



EDU314 Journals

Daily notebook journal.  Format for this journal is similar to a “log.”  Maintain this in a regular notebook, and handwritten entries are expected.  You should complete this at the conclusion of each practicum session. You can use phrases and abbreviations to be succinct. Except for #5 which can be 2-3 sentences, parts 2, 3 & 4 do not need to be more than 2-3 bullets, a phrases or very brief description.  (You may use a log-book or make copies of attached form to keep in a notebook.)

      1. Date
      2. General activities in which the class/students engaged.
      3. Your activities/involvement.
      4. Identify briefly any particular item of interest.
      5. Reflect on something important to your development of teaching skills and competencies.

Journaling on topics.  Complete a journal entry on each of the following topics.  Use your observational skills well, and when appropriate, ask some questions of the cooperating teacher and professionals at your practicum site.  These journals should be typed, and they will be used in discussions on designated seminar dates (during EDU309 scheduled time).  You will need to prioritize information because these journals are meant to be focused.  Summary information should be followed by a thoughtful reflection that shows your learning and synthesis of information. Each journal should be 2-3 typed, double-spaced page(s).

1- SPECIFIC STUDENT (MoSTEP 2, 3, 6, 9 KC):  Identify a student to observe at your practicum for whom you will develop a “case study” document and “positive behavior intervention plan”.
Carry out your observations over at least three (3) days and in multiple settings so you gain some understanding of this learner’s interests, strengths and learning and behavior challenges, and summarize some important student information you gained.   

What did you learn through this process of focused observation?

Suggestion: You will identify a target behavior for which you will need to collect data (to form the behavior plan).  Use this focused set of observations for the purpose of recording at least some of the baseline data. 

2- LESSONS THAT SUPPORT SPECIAL NEEDS (MoSTEP 2, 3, 5 KC):  As you observe and participate in the learning environment, identify examples of effective lesson components and explain how they were implemented in the teaching of the lesson. 

  1. An example of an effectively designed and implemented “anticipatory set” that motivates students to engage in the lesson/learning.
  2. A lesson that incorporates at least two or three components of differentiation that accommodate special learners’ access to the regular curriculum.
  3. An example of two specific teaching/ learning STRATEGIES that effectively support special learning needs.

How do these examples help you in your own planning and implementation of instruction?

3- TEACHING READING (MoSTEP 3, 5, 6, 8, 9 KC):  Reading is the single most critical skill for school success, and most students identified for special education have significant deficits in their reading achievement.  Observe the teaching of reading with two or more teachers who instruct struggling readers.  Talk with each instructor about the needs of the student(s) and selection of materials and methods they use for instruction. Summarize what you observed and learned. Can you apply any of the concepts, methods and materials to your current practicum-teaching?  How can you use this information for your future teaching?

4- LRE/INCLUSION (MoSTEP 1, 2, 3, 9 KC): Observe how student placements for their special education services and access to the regular curriculum and regular classroom reflect the IDEA principle of Least Restrictive Environment (LRE).  Based on LRE, these elements must be established (with rare exception) for a student identified as needing special education:
a) inclusion with regular education and typically developing students and
b) access to the regular curriculum
Explain how regular and special educators collaborate to provide support for special education students in the regular class/regular curriculum- (a & b above).   Include in your explanation 3 examples using 3 students with diverse, special learning needs.  What did you learn?

5- ASSESSMENT (MoSTEP 8, 9 KD):  Assessment has multiple purposes especially for students who have special education services.  Based on the two areas identified below, reflect on your practicum experiences with each,  discuss your understanding of the importance of each,  and include ways you will support the use of these for students who you will teach.
 a) Assessment that is included in the evaluation to determine whether a student is eligible for special education.  You may also see examples of re-evaluations such as a formal triennial evaluation.  What are some of the important instruments and procedures used?
b) Assessment that is used specifically for measuring progress in learning in the regular and special education settings.  Use 3 examples.  Examples should include at least one used in regular classes as part of assessing progress in the regular curriculum (lesson or unit).     

6- TECHNOLOGY FOR TEACHING AND LEARNING:  (MoSTEP 7, 9, 11 KC):  Identify several ways in which technology is used in your practicum site/school to support student learning, to facilitate instruction, and to manage information, documents, and data.   What do you see as benefits and challenges:

  1. to integrating technology into curriculum and instruction?
  2. into managing teaching/administrative data and documents? 

How do you evaluate your own development of technology competencies and future goals you have in this competency? (Reference MoStep #7 & 11)

7-  DIVERSITY (MoSTEP 3, 9 KD):   As you become involved in the practicum, notice the many dimensions of  diversity that may be present throughout the school and program.  Also, take into account that many students with diverse/different learning needs who are in special education may have diverse backgrounds with such differences as SES (socioeconomic status), culture/ethnicity, limited English proficiency, etc.  Describe the diversity elements you have identified and implications to the learners. What do you see as challenges and opportunities for teaching diverse students?

Revised: Fall ‘06

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Daily Log

 Date:              Setting/ general activities:


What YOU did:


Item(s) of interest:


Reflection on your learning:




Practicum Experiences for Fontbonne University Students

The purpose of the EDU 200 and 201 classes is to present a real-life teaching observation and experience to help the aspiring teacher affirm his/her decision to continue in the education program. As such, a well-rounded practicum experience will include observation of professional teachers at work, interaction with Brentwood students in small and large group settings, as well as teaching a lesson. This is a 40 hour practicum experience with 10 hours reserved for after school mentoring.

Download Practicum Log (PDF)- This should be signed by your cooperating teacher each session of your practicum.

Do NOT lose this sheet. Unsigned hours will NOT count.

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When you are observing:

  • stay seated, quiet and out of the flow of the class
  • check you topic list before you begin
  • do hall duty or recess duty, go down to the lunch room and observe the students in different situations


  • Prepare early!
  • Share plan with cooperating teacher and your professor
  • Follow the teaching format provided by your professor


  • Don’t be afraid to move around the room when appropriate (if you have doubts about when to do so, ask the cooperating teacher)
  • Join in some of the activities
  • Offer to help the teacher and students
  • Answer questions


  • While it’s still fresh in your mind, take notes on the experience
  • Write your essay that night

Notice how the teacher:

  • handles disruptions
  • transitions
  • closes
  • opens
  • covers learning styles
  • addresses varied needs

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You are a pre-service teacher. Each time you walk through the halls, talk to a staff member or work with a student, you are representing yourself as a future educator. Your actions and what you say leave an impression. Show respect to ALL staff members. In a few short years you may be back at the same school, sitting in an interview, so put your best foot forward!



  • Wear nice shirts like button- down/ collared shirts, pressed slacks and skirts
  • Wear a belt
  • Keep jewelry to a minimum
  • Wear comfortable shoes that are not too dressy (Nice tennis shoes are often appropriate, too)
  • Keep the four “B’s” under wraps: breasts, butts, bellies, and boxers
  • Friday is dress-jeans day
  • Wear T-shirts or shirts with alcohol, drug, or sexual references or symbols
  • Wear a hat
  • Wear low-riders or allow any undergarments to show
  • Wear clothing that is torn, stained or ripped
  • Bring iPods or palm pilots or anything that is distracting!
  • Don’t, don’t, don’t allow a cell phone to ring in class or talk on one during class!!

 Speak like a professional. You are not a friend or buddy to the students. You are a pre-service teacher who should speak the part! Also, these are young children so be aware that some topics and/or language are not appropriate. Have students address you as Mr., Mrs., Ms., Miss, etc.

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Preparing to Teach a Lesson

You will teach one lesson during your practicum experience in the classroom of your observations. Be sure to plan early and ask questions! Use this guide to interview your cooperating teacher to begin planning for your lesson. Be sure to start the planning early! DO NOT approach your cooperating teacher at the last minute to request to teach a lesson!! Teachers plan ahead and have very specific goals and objectives that they must cover. If you interrupt the flow of their classroom, they will not appreciate it!


  • Check with your professor to see when s/he can observe you teaching. Compare these times with your cooperating teacher’s schedule.
  • In what class will you teach this lesson? (Be sure you have observed this class before you teach in it!)
  • What time will you teach this lesson?
  • How many students will be in the class?
  • Are there any special needs of students for which you need to plan?
  • What is the topic?
  • What are the learner objectives for the lesson?


  • Present the cooperating teacher with ideas for the lesson.
  • Once you are agreed on a general idea, write the plan.
  • Share the plan with your cooperating teacher and professor BEFORE you teach the lesson.
  • Prepare a materials list for the lesson and check with your cooperating teacher about what you will need. (Remember, he/she will have most of the supplies.)
  • If you need to move the desks or go outside, check with your cooperating teacher.


Did you:

______ Arrange to get the video camera, a tape, and tripod? This must be done ahead of time and you are responsible for stopping by and getting the camera before that hour and returning it, if you borrow!

______ Arrange a time for your professor to visit you in this classroom while you teach?

______ Get all of your materials together?

______ Observe this class before you taught in it?

______ Submit your written lesson plan to the cooperating teacher and professor?

______ Plan for any special needs of students or circumstances?

______ Take a deep breath?

Good luck!

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Raising teenagers is like nailing Jello to a tree. - Erma Bombeck

Practicum students, here are some tips on how to deal with middle school students during mentoring.

Dear Mentors,

The most important thing to remember is that you are here to learn about how to deal with middle level students. Part of that is developing a knowledge of teaching strategies, but the true key to success is to CONNECT with the students.

Set boundaries and communicate your intentions about how you want the sessions to go. You may want to include the student. Kids like being in this decision-making process. You may ask what the student wants to get out of the time you have together. Take those goals and figure out specific strategies to accomplish them. It might be things like using the assignment notebook, completing homework on the night it was assigned, figuring out a good schedule to follow that includes specific time for homework, or asking questions when he or she doesn't understand.

Once you have set your guidelines, be sure to stick to your rules. It is easy to allow the kids to walk all over you when you are trying to get them to like you. Remember, you are not there to be a friend. This is one of the hardest lessons to learn in teaching. It is great when the kids like you, but that isn't your goal. You are a role model, a source of help and knowledge, a guide. You are not the parent, nor a friend. Always remember to let them know you care, even when you are disciplining. "I am saying this because I care…" "If I didn't care about you, I wouldn't be here…" "I know you can do this…"

What if I can't figure out how to help with an assignment?

This is a very common problem. You may not understand the directions on an assignment. You may not know the teacher's style or procedures. You can only do your best and be honest with your students- you don't know all the answers. No one does.

  • First, read the paper carefully for instructions.
  • Ask the student to explain the teacher's instructions- this may take some prompting because believe it or not, the teacher probably didn't say, "Here, just do this" as the student might suggest.
  • Ask about the discussion that led up to the paper being assigned.
  • Ask for any other handouts that might relate to the assignment.
  • Check the assignment notebook under that class and day.
  • Check with students in the room who have the same teacher.
  • Ask the cooperating teacher in the room.
  • Some of the teachers might still be at school, you may want to try to get a hold of them- this is a very touchy area, however, because you do not want to waste your time with the student chasing all over the school for information.
  • You may need to go on to something else.

What if the student forgot his or her materials?

If your focus is working on homework after you have finished your teaching activities, then you have to be prepared for students to come to you without anything to do... or so they might say:0) It is very important to remember that you are not there to sit while the student runs around gathering materials from lockers and teachers. This wastes valuable time. Use your best judgment when it comes to going to the lockers. 6 th graders have the lockers right outside the door, but 7 th have to go upstairs. I would try to monitor locker trips- make it a field trip! Some other things to try:

Have an alternative assignment ready like -

  • Books to read together. Read a chapter a week together and discuss elements of literature.
  • Play an educational game.
  • Talk! Remember, you are there to develop a relationship with this child. Ask her or him about likes and dislikes. Discuss current events, sports, school, music or movies.
  • Clean that locker! You hardly ever find a middle schooler who can't use some help organizing that locker. Once done, you may want to help cover the text books if they are looking shabby. Decorating book covers is fun, too.
  • Look through the assignment notebook. Help the student record important dates, mark A-Days and B-days, highlight classes for the next week.
  • Clean out the accordion file. Graded papers can probably be recycled or put into portfolios. If you are unsure whether the paper is still important, you may want to paper clip them together and have them ask their teachers.

What if I have a student who simply doesn't want to work?

Believe it or not, you may run into a child who is resistant to working on homework! Your task is doubly hard then. Possible strategies to help:

  • Try warming up to them with conversation. He or she may be more willing to work if he or she knows it's important to you.
  • Make it a game- "Let's see how many we can get done in five minutes!"
  • Offer rewards- A soda, candy, chips, or playing a special game for the last ten minutes of the session may motivate. Be careful not to fall into the habit of tangible rewards, or, if you have to use them, try to wean the child off of them in favor of praise or special activities like games.

What if I have a rude or belligerent student?

Every once in a while, kids get surly with us. Sometimes, this is a defense mechanism. "I know you aren't really here for me, so I am going to end this thing before we even get started." If you have trouble with a student, try these:

  • First and foremost- tell the student that you do not appreciate his or her words or actions. It's hard to believe, but some kids really don't know that when they make a comment, they are offending you. Tell them in a matter-of-fact way- "What you said hurt my feelings. It is not polite to tell people that." Make suggestions about polite ways to ask- "Perhaps you could say…"
  • Set those boundaries! "I respect you, so I will not speak rudely to you and I expect the same from you." Keep your temper in check, but let them know those behaviors will not be tolerated.
  • Mediate problems between students. Let them talk things out without violence or hurtful remarks.
  • Check the attached copy of the student handbook for specific school guidelines such as Safe School Act. This will give you a better idea of the school's expectations. Also, check the Citizenship Expectations that hang in each classroom.
  • If behaviors continue or are threatening in nature, go directly to the teacher. Be sure to document any incidents in your weekly emailed reflections.

The Mentoring Experience

You are expected to work with a small group of students after school once a week in a structured mentoring program, Learning and Mentoring Program (LAMP). For this one hour per week, you will need to do some preparation.

Your assignments:

1. A letter of introduction to the parents/ guardians of each of your students. Effective communication between a teacher and home is one of the most important tools a teacher has for developing a strong learning team. A general template is shown below. You may use it or develop your own letter. You are welcome to email drafts to your Site Coordinator for editing help.

Dear Parent or Guardian,

Hello. My name is ---------------------and I will be working with your child as a mentor in the Brentwood-Fontbonne Learning and Mentoring Program (LAMP). I will be meeting with your child each week for ten weeks.

I am a sophomore at Fontbonne University. I plan to complete my ----- degree in --------. My area of emphasis is ------------------. Some experience I have had working with children is---------. (You may wish to add some personal interests of your own- like hobbies, sports, etc. Don’t feel obligated to share, if you are not comfortable doing so.)

I would really like to make our sessions together as productive as possible, so I am interested in some of the things your child likes to do. Are there any special interests?

Thank you for allowing me to be part of the learning community in your child’s life.


 2. For each session of mentoring, you will need a fun icebreaker/ energizer activity ready to go. This will help with learning about the children, making connections and helping them develop interpersonal skills in the small group. Here are some web sites with some ideas:

Kim's Korner for Teacher Talk


Education World

3. After each weekly mentoring session, you will email the Brentwood Coordinator(s) and your professor.Your email reflection should be well written and include:

* A short description of your activities for that session. Be specific about what energizer activity you did with your students. (Remember you are reporting on activities and behaviors or actions.)

* A debriefing of what worked, what didn't and WHY. (This is where your opinion comes in. Be critical and analyze the situation.)

Setting Mentoring Goals and Achievement Strategies

An objective is a measurable event.


  • By using my assignment notebook, I will turn in 100% of my homework for this quarter.
  • By the end of the Mentoring sessions, I will read a page out of my book aloud without making any mistakes.
  • By the end of Mentoring, I will know my multiplication facts for 1-9 with 100% accuracy.

Notice that each of these objectives includes 1) who is doing it, 2) what the student wishes to accomplish, 3) the condition, 4) the criteria.


Once you have settled on an objective, you must come up with strategies that support the student in his/her quest for achieving it. For example, you will make flashcards and quiz the student on parts of the table – week one you do 2’s… Another strategy might be a game like Suduko. Be creative and remember that students enjoy fun activities more than drill.


Fall 2007 Calendar

LAMP 1 09.20 LAMP 1 09.11
LAMP 2 09.27 LAMP 2 09.18
LAMP 3 10.04 LAMP 3 09.25
LAMP 4 10.11 LAMP 4 10.02
LAMP 5 10.18 LAMP 5 10.09
LAMP 6 10.25 LAMP 6 10.16
LAMP 7 11.08 LAMP 7 10.23
LAMP 8 11.15 LAMP 8 10.30
  LAMP 9 11.06
Elementary Field Trip to Fontbonne 11.13


Spring 2007 Calendar

1-18-07 : EDU 201 class meets in HS 131 from 2:00 - 4:45

1-25-07 : EDU 201 meets in HS 131 from 2:00 - 3:00; Meets with Mrs. Q in room MS 133 from 3:00 - 4:45

2-1-07 : EDU meets in HS 131 from 2:3; Mentoring 1 from 3:00 - 3:50; Seminar in MS 133 from 3:50 - 4:45

2-8-07 : EDU meets in HS 131 from 2:00 - 3:00; Mentoring 2 from 3:00 - 3:50; Seminar in MS 133 from 3:50 - 4:45

2-15-07 : EDU meets in HS 131 from 2:00 - 3:00; Mentoring 3 from 3:00 - 3:50; Seminar in MS 133 from 3:50 - 4:45

2-22-07 : EDU meets in HS 131 from 2:00 - 3:00; Mentoring 4 from 3:00 - 3:50; Seminar in MS 133 from 3:50 - 4:45

3-5-07 : EDU meets in HS 131 from 2:00 - 3:00; Mentoring 5 from 3:00 - 3:50; Seminar in MS 133 from 3:50 - 4:45

3-8-07 : EDU meets in HS 131 from 2:00 - 4:45 - No mentoring

3-15-07 : Fontbonne Spring Break - No mentoring

3-22-07 : EDU meets in HS 131 from 2:00 - 3:00; Mentoring 6 from 3:00 - 3:50; Seminar in MS 133 from 3:50 - 4:45

4-5-07 : EDU meets in HS 131 from 2:00 - 4:45 - No mentoring

4-12-07 : EDU meets in HS 131 from 2:00 - 3:00; Mentoring 7 from 3:00 - 3:50; Seminar in MS 133 from 3:50 - 4:45

4-19-07 : Mentoring students go to Fontbonne for field trip; EDU 201 students meet at quad at 12:30

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04/22/2010 2:56 PM


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