Clinical support (communication, observation, feedback) is strongly related to perceived preparation effectiveness, yet 43% of preservice completers reported less than the required 600 hours of student teaching¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Completers reporting more communication, observation, and feedback from their programs were more likely to rate their programs effective or very effective. → Patrick 2023 q2 i? 43% of completers in preservice programs reported less than 600 hours of student teaching despite the CTC requirement. → Patrick 2023 (2)

Evidence¶

Patrick 2023¶

Patrick, S. K., Darling-Hammond, L., & Kini, T. (2023). Educating teachers in California: What matters for teacher preparedness? Learning Policy Institute. https://doi.org/10.54300/956.678

q2 · i? · associational · r2

Regression models of completer survey responses accounting for completer and institutional characteristics and self-reported clinical experiences. The report states that completers "who reported more communication, observation, and feedback about teaching" were more likely to rate programs effective, and employers also rated such institutions more highly.

"completers from all clinical pathways who reported more communication, observation, and feedback about teaching from their preparation programs were more likely to rate their preparation programs as effective or very effective."

Patrick 2023 (2)¶

Patrick, S. K., Darling-Hammond, L., & Kini, T. (2023). Educating teachers in California: What matters for teacher preparedness? Learning Policy Institute. https://doi.org/10.54300/956.678

q2 · i? · associational · r2

Descriptive analysis of self-reported student teaching hours from the completer survey. The report notes "43% of completers in preservice programs reported less than 600 hours of student teaching," and the survey lacks comparable questions for interns, who constitute 29% of respondents.

"Although the CTC requires at least 600 hours of supervised clinical practice in all programs, 43% of completers in preservice programs reported less than 600 hours of student teaching."

Discussion¶

Related Claims¶

• Residency completers report more intensive clinical experiences with higher support and are more likely to pass teaching performance assessments on their first attempt — related
• Sufficient clinical feedback predicts TPA passing for preservice candidates but not for internship candidates — related
• Candidates from programs rated highest on TPA support have 1.7 times higher odds of passing than those from lowest-rated programs — related
• Residency graduates report strongly positive perceptions of their preparation, and principals tend to perceive them as more effective than other novice teachers — related
• Contextual factors including time for reflection, evaluatory atmosphere, and peer and mentor dialogue influence preservice teachers' demonstration of reflective judgment — related
• Residents reported more intensive clinical experiences than other pathways, with 66% completing at least 600 hours of student teaching versus 51% of traditional student teachers — related
• Ninety percent of responding completers rated their preparation program effective or very effective and felt at least adequately prepared across all teaching performance expectation domains — related
• Most multiple subject and education specialist completers reported substantial opportunity to learn reading, writing, and math teaching, and extensive opportunity was strongly linked to higher program ratings — related