Mentor teachers' own evaluation ratings were positively related to their student teachers' first-year effectiveness as teachers-of-record¶

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

Subclaims¶

q2 i? Both mentors' REACH observation scores and VAM ratings were related to their student teachers' first-year REACH ratings. → Gordon 2018 q2 i? Mentor years of experience, tenure, and NBCT status were unrelated to student teachers' first-year performance. → 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 · i? · associational · r2

For 2014-15 student teachers hired by CPS, mentors' own ratings of teaching effectiveness were "positively related to their student teachers' evaluation ratings the next year" on the REACH system.

"Mentor teachers' own ratings of teaching effectiveness were positively related to their student teachers' evaluation ratings the next year, when the student teachers became teachers-of-record."

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 · i? · associational · r2

The same hired-cohort analysis found mentor qualifications "including their years of teaching experience, tenure, or NBCT status—were unrelated to student teachers' performance in their first year of teaching."

"Other mentor teacher qualifications—including their years of teaching experience, tenure, or NBCT status—were unrelated to student teachers' performance in their first year of teaching."

Discussion¶

Related Claims¶

• 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
• Student teachers hired by CPS showed no differences in mentor ratings or feelings of preparation compared with those not hired — 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 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
• Student teachers hired by their field-placement school had higher first-year evaluation ratings than those hired elsewhere in CPS — related
• Mentoring residents improves mentors' own teaching practice — related
• Student teaching in higher- or lower-achieving CPS schools made no difference in teachers' first-year REACH ratings — related