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Year:: 2019
Contributor:: Matthew Ronfeldt (author); Emanuele Bardelli (author); Stacey Brockman (author); Hannah Mullman (author)
Genre:: grey literature
Subject:: teacher mentoring; teacher coaching; cooperating teacher; professional development; teacher education; K-12 Education; Educator labor markets; Educator preparation, professional development, performance and evaluation

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Abstract:: Growing evidence suggests that preservice candidates receive better coaching and are more instructionally effective when they are mentored by more instructionally effective cooperating teachers (CTs). Yet, teacher education program leaders indicate it can be difficult to recruit instructionally effective teachers to serve as CTs, in part because teachers worry that serving may negatively impact district evaluation scores. Using a unique dataset on over 4,500 CTs, we compare evaluation scores during years these teachers served as CTs to years they did not. In years they served as CTs, teachers had significantly better observation ratings and somewhat better achievement gains, though not always at significant levels. These results suggest that concerns over lowered evaluations should not prevent teachers from serving as CTs.

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Citation

Matthew Ronfeldt, Emanuele Bardelli, Stacey Brockman, et al., "Will Mentoring a Student Teacher Harm My Evaluation Scores? Effects of Serving as a Cooperating Teacher on Evaluation Metrics" (2019). EdWorkingPapers.com Archive. Brown Digital Repository. Brown University Library. https://repository.library.brown.edu/studio/item/bdr:956636/

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EdWorkingPapers.com Archive

The Annenberg Institute at Brown University has developed this national working paper series to provide public access to high-quality papers from multiple disciplines on a wide variety of topics related to education. EdWorkingPapers focuses particularly on research with strong implications …
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Will Mentoring a Student Teacher Harm My Evaluation Scores? Effects of Serving as a Cooperating Teacher on Evaluation Metrics