CPS mentor teachers were more qualified than other teachers, but their qualifications were generally unrelated to student teachers' preparedness or first-year performance¶

Claim · All claims
Evidence · 1 study (3 entries) · associational r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Mentor teachers were significantly more qualified on most district teacher quality metrics than other CPS teachers, though not different in VAM scores. → Gordon 2018 q2 i? Mentor characteristics such as years of experience or NBCT status were not associated with student teachers feeling more prepared. → Gordon 2018 (2) q2 i? Student teachers were significantly more likely to feel prepared in classroom environment when their mentors had stronger overall REACH observation ratings. → Gordon 2018 (3)

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

Using a sample of 500 mentor teachers with education, evaluation, and National Board Certification data, mentors were "significantly more qualified on most of the district's teacher quality metrics" than non-mentor teachers.

"CPS teachers who served as mentors were significantly more qualified on most of the district's teacher quality metrics, compared to other teachers in the district."

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

Survey and evaluation data from the 2014-15 cohort showed mentor qualifications were largely unrelated to preparedness: "such as years of experience or NBCT status, were not associated with student teachers feeling more prepared to teach."

"mentor characteristics, such as years of experience or NBCT status, were not associated with student teachers feeling more prepared to teach"

Gordon 2018 (3)¶

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 one exception concerned classroom environment: student teachers were "significantly more likely to feel prepared in the domain of classroom environment" when mentors had stronger overall REACH observation ratings.

"student teachers were significantly more likely to feel prepared in the domain of classroom environment when their mentor teachers received stronger REACH observation ratings overall"

Discussion¶

Related Claims¶

• In a re-analysis of PBL tutor-background data, neither a meta-regression nor subgroup comparisons found that tutor expertise predicts student learning — the general claim this finding bears on, with the studies behind it
• 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
• 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