Student Teaching in the United States National Council on Teacher Quality
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Transcript of Student Teaching in the United States National Council on Teacher Quality
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Student Teaching in the United States
National Council on Teacher
Quality
http://www.nctq.org/edschoolreports/studentteaching/
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• The stakes in student teaching are high
• Student teachers only have one chance for the best possible experience
• Student teaching will shape their expectations for their own performances as teachers
• Mediocre student teaching experiences, let alone disastrous ones, cannot be undone
Reason for the Review
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Study Subjects
• 134 institutions• Approximately three per state• 93 were public (69%)• 41 were private (31%)
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Methodology
• Stratified random sample• Institutions were not asked
if they wished to participate
• Institutions could not opt out
• Provided institutions multiple opportunities to submit their own documents
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• Review of state teacher education policies
• School district contracts that governed student teaching
• Website review• Survey of local school
principals from schools providing placements
• Student teaching handbooks
Data Sources
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Document Selection
• Memoranda of understanding to document partnerships
• Descriptions of clinical practices• Criteria for selection of
cooperating teachers and supervisors
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Selected Criteria
• Responsibilities of the field placement coordinator
• Criteria for selection of school placements
• Process by which the institution evaluates placements to see if any aspect of the school or cooperating teacher’s performance merits discontinuation
• Location of programs not overseen by the institution
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Relevance of the Documents
“Although the existence of these documents does not
provide fail-safe evidence that a program is in fact well run,
the absence of such documents certainly suggests
that it is poorly run...”
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Standard 1
The student teaching experience, which should last no less than 10 weeks, should require no less than five weeks at a single site and represent a full-time commitment.
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Standard 2
The teacher preparation program must select the cooperating teacher for each of its placements.
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Standard 3
The cooperating teacher must have at least three years of experience.
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Standard 4
The cooperating teacher must have the capacity to have a positive impact on student learning.
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Standard 5
The cooperating teacher must have the capacity to mentor an adult, with skills in observation, providing feedback, holding professional conversations, and working collaboratively.
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Findings
1) Institutions are routinely exceeding the capacity of school districts to provide a high-quality student teaching experience – and exceeding the demand for new hires.
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Findings
2) While the basic structure of many student teaching programs is in place, too many elements are left to chance.
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Findings
3) Institutions lack clear, rigorous criteria for the selection of cooperating teachers – either on paper or in practice.
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Findings
4) Institutions convey a strong sense of powerlessness in their dealings with school districts.
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Findings
5) Institutions do not take advantage of important opportunities to provide guidance and feedback to student teachers.
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Performance on 5 Standards7% Model Program – Oklahoma State
University, Florida Gulf Coast University
18% Good – University of Texas – Austin, University of Arizona
49% Weak – University of Northern Iowa, Peabody College of Vanderbilt University, Luther College
25% Poor – Iowa State University, University of Nevada-Las Vegas, College of William and Mary
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Report Recommendations1) Shrink the pipeline of elementary
teachers into the profession.2) Institutions must make the role of
cooperating teacher a more attractive proposition to classroom teachers.
http://www.nctq.org/edschoolreports/studentteaching/