Student teachers hired by CPS showed no differences in mentor ratings or feelings of preparation compared with those not hired¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2021: local conditions change quickly

Subclaims¶

q2 i? Mentor ratings did not differ between student teachers who became CPS teachers-of-record and those who did not; hiring was unrelated to mentor-assessed planning, professionalism, instruction, or classroom evaluation. → Gordon 2018

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 · i? · associational · r2

Among the 2014-15 cohort, of which almost 30 percent became CPS teachers-of-record, the study found "no differences on mentor ratings of student teachers" between those hired and not hired. No effect size was printed.

"We find no differences on mentor ratings of student teachers; student teachers employed as teachers by the district were not necessarily higher rated by their mentors on planning, professionalism, instruction, or classroom evaluation."

Discussion¶

Related Claims¶

• Mentor teachers' own evaluation ratings were positively related to their student teachers' first-year effectiveness as teachers-of-record — related
• Student teachers hired by their field-placement school had higher first-year evaluation ratings than those hired elsewhere in CPS — related
• Student teaching in higher- or lower-achieving CPS schools made no difference in teachers' first-year REACH ratings — related
• 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
• 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 teachers' self-assessed preparedness did not predict first-year effectiveness (r = 0.03), while mentor teachers' ratings of student teachers did (r = 0.24) — related