Schools today are being rewoven. The focus on high standards has created a culture of accountability that calls for high quality teaching to help each child reach his or her potential. Unfortunately, schools are also facing a severe shortage of teachers, particularly in middle and secondary schools as well as areas such as special education. One short-term solution has been the use of teachers who are operating with emergency credentials. Leave No Child Behind has said no to emergency certification and legislation to establish Teach Institution has opened a unique opportunity to reweave teacher preparation. Teach Institution, if funded to The University, will examine the in-school supports that need to be provided these alternate-credentialed teachers; most specifically, we will examine how mentors can contribute to greater success.

A network of mentors has quietly emerged from prior initiatives of Mississippi legislation via the World Class Teachers program; this program provided a network to mentor Mississippi's best teachers into National Board Certification status. By working wi

Kozleski, Mainzer, & Deschler, 2001 indicated that a sense of isolation, lack of administrative support, and paperwork all contribute to job dissatisfaction among teachers during their initial assignments. According to Mastropieri (2001), some difficulties that are particularly acute for first year teachers arise when a mismatch occurs between the teacher’s training and experience and job placement. For example, some teachers are prepared for elementary school and then placed at the middle or secondary level or in special education due to a shortage circumstance. This misassignment may actually increase when less formal structures (like three-week bootcamps) are implemented. Alternate preparation pathways will not overcome abuses in hiring practices; strategic planning for transformation is warranted to achieve a comprehensive understanding of issues among all stakeholders in the enterprise of education. Abbreviated preparation practices rely on mentors to address other concerns that include lack of curriculum materials (including teachers’ manuals), feelings of isolation, negative attitudes of others towards students with special needs (an increasing demand on general educators), scheduling, time-management, and working with paraprofessionals. Strategic planning can encourage examination of the whole picture leading to definition of (1) immediate, short-term professional development, (2) extended continuing professional development, and (3) a thorough understanding of state regulations, day to day delivery, and the interface of teacher education programs for personnel supply. Academic year 2002-03 must be used to construct a comprehensive plan. Strategic planning should include representatives from all traditional teacher education programs in the state, representatives from school administration, Mississippi Department of Education, National Boards Certified teachers, and community colleges presently clamoring for involvement in the proposed three-week bootcamp approach. All pieces, each concern, and issues not yet considered must be addressed in an insightful, deliberate manner.

Step 4.2 Define and Visualize the Heart of a Teacher: During a recent series of PT3 technology training workshops for teachers, Dr. Professor asked the veteran teachers to describe what it means to have the heart of a teacher. Responses were varied, but always returned to an intangible, professional sense of purpose, a passion for teaching - never a focus on monetary remuneration. The heart of a teacher becomes evident with learner success, a sense of accomplishment, high risk-taking instructional activities, and a shared sense of purpose. Learning communities can increase the likelihood of this achievement. Collaborative, reflective partnerships need to emerge among Institute graduates; NBC mentors articulated their practices through similar professional association.

th mentors and mentoring for these alternate-credential teachers, the University of Southern Mississippi (UNIVERSITY), in conjunction with the other public IHLs (phased in over time), intend to reweave knowledge and skills standards to address alternate pathways for teacher development. Key to this initiative will be mentoring practices, secured from National Board Certified teachers and post-secondary institutions, in conjunction with school districts throughout the state.

Step 5. Recruit Program Affiliates: Success in the institute will be realized with unconditional cooperation among partnership schools, the network of IHL colleges and universities, World Class Teaching directors and participants, Mississippi Department of Education staff, and prospective alternate pathway teachers. As evidenced in the Bryant Elementary School model in Missouri, commitments to an alternate pathway will quite likely require a reconstitution of purpose and practice to realize new outcomes. Purpose and practice will emerge from the Strategic Planning in step 4.1and mature with

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