Student teachers' self-assessed preparedness did not predict first-year effectiveness (r = 0.03), while mentor teachers' ratings of student teachers did (r = 0.24)¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2 · i0–i2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i0 Student teachers' perceptions of their preparedness were essentially unrelated to their first-year REACH observation ratings (correlation 0.03). → Gordon 2018 q2 i2 Mentor teachers' ratings of their student teachers positively predicted first-year observation ratings (correlation 0.24). → Gordon 2018 (2)

Evidence¶

Gordon 2018¶

Gordon, M.F., Jiang, J.Y., Kapadia Matsko, K., Ronfeldt, M., Greene Nolan, H.G., & Reininger, M. (2018). On the path to becoming a teacher: The landscape of student teaching in Chicago Public Schools. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/surveys

q2 · i0 · associational · r2

For the 2014-15 cohort linked to first-year REACH observation scores, "the correlation between student perceptions of their own preparedness and their observation ratings in their first year of teaching was 0.03" — a negligible association.

"The correlation between student perceptions of their own preparedness and their observation ratings in their first year of teaching was 0.03."

Gordon 2018 (2)¶

Gordon, M.F., Jiang, J.Y., Kapadia Matsko, K., Ronfeldt, M., Greene Nolan, H.G., & Reininger, M. (2018). On the path to becoming a teacher: The landscape of student teaching in Chicago Public Schools. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/surveys

q2 · i2 · associational · r2

In the same linked cohort analysis, mentor teachers' ratings of their student teachers predicted first-year performance: "the correlation between mentor teachers' ratings of their student teachers and observation ratings of student teachers in their first-year of teaching was 0.24" (r = 0.24).

"The correlation between mentor teachers' ratings of their student teachers and observation ratings of student teachers in their first-year of teaching was 0.24."

Discussion¶

Related Claims¶

• Student teachers who perceived their mentors modeled effective instruction and provided coaching, feedback, and job assistance felt better prepared, and domain-specific coaching was related to higher first-year REACH ratings — related
• Mentor teachers' own evaluation ratings were positively related to their student teachers' first-year effectiveness as teachers-of-record — related
• CPS mentor teachers were more qualified than other teachers, but their qualifications were generally unrelated to student teachers' preparedness or first-year performance — related
• Student teaching in higher- or lower-achieving CPS schools made no difference in teachers' first-year REACH ratings — related
• States that survey new teachers typically do so in the first year of teaching — related
• Teachers' years of experience and most self-reported instructional practices did not significantly predict students' AES-measured writing growth — related
• Student teachers hired by CPS showed no differences in mentor ratings or feelings of preparation compared with those not hired — related