Student Teaching in the United States

National Council on Teacher

Quality

http://www.nctq.org/edschoolreports/studentteaching/

• 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

Study Subjects

• 134 institutions• Approximately three per state• 93 were public (69%)• 41 were private (31%)

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

• 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

Document Selection

• Memoranda of understanding to document partnerships

• Descriptions of clinical practices• Criteria for selection of

cooperating teachers and supervisors

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

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...”

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.

Standard 2

The teacher preparation program must select the cooperating teacher for each of its placements.

Standard 3

The cooperating teacher must have at least three years of experience.

Standard 4

The cooperating teacher must have the capacity to have a positive impact on student learning.

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.

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.

Findings

2) While the basic structure of many student teaching programs is in place, too many elements are left to chance.

Findings

3) Institutions lack clear, rigorous criteria for the selection of cooperating teachers – either on paper or in practice.

Findings

4) Institutions convey a strong sense of powerlessness in their dealings with school districts.

Findings

5) Institutions do not take advantage of important opportunities to provide guidance and feedback to student teachers.

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

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/