Compensation and Benefits for Cooperating Teachers: A Multinational Investigation

• In Event: The Mentoring Dilemma in an Age of School-Based Teacher Preparation

Abstract

CONCEPTUAL FRAMEWORK
Cooperating teachers (CTs) are those charged with the direct mentorship of preservice teachers during their field experiences. CTs have a profound influence on the development of new teachers; they “can influence the career trajectory of beginning teachers for years to come” (Ganser, 2002, p. 380). CTs share their work, their students, and their ideas with preservice teachers. Given the importance of this role it is surprising how little research exists on CTs’ compensation. In this proposal, we offer a multi-national investigation of cooperating teacher benefits based on existing research in the field.

VanWinkle (1959) summarized how 20 Teacher Education Programs (TEPs) in the United States provided compensation for CTs. Korinek (1989) reported on survey responses describing how CTs would like to be compensated. We used both pieces to develop a conceptual framework for describing the compensation and benefits for CTs in the US (see Table 1). The preparation of teachers spans the globe and comparisons are frequently made across international contexts with little consideration of the compensation structures for CTs.


RESEARCH QUESTIONS

RQ1. How can the compensation and benefits of CTs be framed internationally?
RQ2. How are cooperating teachers compensated for performing this role in various countries?

METHOD OF INQUIRY
We developed and sent a survey based on our conceptual framework to officials at 43 TEPs in the US and internationally. Participants described their programs and reported on compensation for CTs. These data were analyzed for frequency and distribution across countries. Qualitative responses were organized thematically to highlight common and distinct features in compensation across settings (Miles & Huberman, 1994?).

FINDINGS
30 TEPs responded (18 in the U. S. and 12 non-U. S.)

Monetary Compensation. To compare internationally, we (a) converted the Euro for consistency and (b) estimated payment by month. As shown in Figure 1, we found that 40% of TEPs offer minimal compensation (€ 17- €99), 27% offer no monetary compensation, and offer as much as (€200-€899).

Specific Supports for CTs Work as Mentors. Supports offered to mentors included workshops and a copy of the student teaching handbook. The depth and content of these supports demonstrates great variability within and across nations.

Engaging CTs in the University Community. Being a part of the university environment through shared decision making, social events, and university privileges like library access often did not emerge as an expectation or perceived benefit outside of the United States.

CONCLUSION
Internationally, CTs monetary compensation varies. Few would disagree that CTs should be paid more equitably, even though CTs report that they continue to engage in this role not for direct compensation but to “give back” (Hastings, 2004). CTs’ professional development is a missed opportunity. What is striking across the data gathered by VanWinkle, Korinek, and ourselves, is a lack of providing CTs support for their own professional development. The workshops described in our data focused on how to be an effective CT but not on how to harness this experience for their own learning.

Authors

• Helenrose Fives, Montclair State University

• Charity Mack Dacey, Montclair State University

• Tammy Mills, Montclair State University