Multiple Constituent Mentoring: A Policy for Capitalizing on Authentic Learning Contexts in University Curricula

Abstract

In this article we propose a policy intended to alleviate the typical problems of student internships and improve the usefulness and relevancy of any partnership. We extend previous ideas about professional development schools or partnerships to eliminate the disconnect between K–12 schools and universities and add a component of multiple constituent mentoring necessary for effective music teacher and music teacher educator training. A partnership with multiple mentors—K–12 students, K–12 teachers, undergraduate students, graduate students, and university music education faculty—can provide the most benefits to the greatest number of people. The policy presented in this article will likely require the implementation of philosophical and curricular changes, but these efforts would be well worth the investment of time and resources.