Assistant teacher program/Forum/College school

middle school junior high school high school / sixth form college
five six seven eight nine ten eleven twelve (IB-Abitur) thirteen: Visit North America, UK or Australia[1] 1st year 2nd year Visit a developing country 3rd year (Bachelor)
variable entry phase assistant teacher

A school can offer bachelor's degrees in subjects that match relevant subjects of its local school branches.[2] Postdoctoral fellows and private docents can be hired as teachers for students in college grades while the college students remain available as teachers for high school grades; this can also be accomplished with a cooperation between neighboring colleges and high schools, but the cooperation within a school may be preferable. The bachelor's degree itself can be awarded by a distance teaching university or local university, a local university can also offer accompanying lectures and courses. A beneficial effect is that a school can significantly increase its tutoring capacity in its area of concentration with college students studying the relevant fields of study. A beneficial effect for the college students can be that smaller study groups with more teachers and tutors per student can improve the quality of education and the work as a tutor and mentor can increase learning motivation. The college students who stay with the school after high-school graduation are also likely to represent an advantageous selection of role models, at least in so far as learning and teaching are concerned. The idea is related to early college high school, middle college and dual enrollment but is different in aim.

Visiting an English-speaking country[1] can be advanced or postponed by one or two years and visiting a developing country can be advanced by one or two years, both can be omitted, of course. The visit to an English-speaking country can be used to improve English language skills, for teaching and learning and also to allow for changing interests.

The school would have to have a larger catchment area for college students (from several neighboring schools) or the college grades could lack sufficient numbers. (e.g.: The percentages of sciences among university graduates in Germany are: biological science 3,4%, physics 4,4%, mathematics 2,0%, computer science 6,0% and the percentage of future college students among Gymnasium pupils is 76,1% [wikinews]) College-level courses could be offered based on demand and in cooperation with different distance learning partners. Growing numbers of college students may make this setup more plausible in future.

Academic mentor


Additionally to mentoring by high school pupils a college school could assign each college student an academic mentor from a higher college grade. The role of the academic mentor would be to discuss academic achievements and goals and to help to organize learning strategies, recommended literature and courses. This mentoring assignment would have a more academic focus than mentoring assignments otherwhere in the Wikiversity assistant teacher program. The assignment would, like other mentoring assignments, encourage the mentor to become more informed about details that may otherwise lie outside his area of interests and thus help to broaden the horizon of the mentor. The fact that every student becomes an academic mentor should add a new social dimension to the interactions between college students, not just between protégé and mentor.


  1. 1.0 1.1 for a bilingual school with English as the second language
  2. e.g. Berufliches Gymnasium in Germany

See also