When college/university programs in educational administration focus more on theory than on practicality, it becomes critical for beginning administrators to have a support system such as mentoring. Mentoring helps to close the gap between preservice training and the actualities of administration.

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This chapter describes an evolving narrative inquiry into the use of formative sustainability assessments in teacher education for elementary and secondary level education. Framed within a postmodern approach to education, we describe the efficacy of using experiential, performative, discursive, graphic, and reflective assessments to bolster critical and creative holistic understandings.

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