Student Teaching and Teacher Effectiveness

• In Event: 31.047 - Perspectives on Co-Teaching and Student Teaching Settings and Requirements

Abstract

Drawing on survey and administrative data on all teachers in a large, urban U.S. district, this study aims to identify features of student teaching during initial preparation that predict later teacher effectiveness at raising student achievement. It finds evidence that teachers are more effective at raising student achievement when they complete more days of student teaching and when they are trained in certain kinds of field placement schools. These findings support current policies aiming to promote better instructional quality by setting minimum certification requirements for length of student teaching. They also support recent evidence that the kinds of field placement schools used to train teachers can have meaningful effects on their performance.

Authors

• Matthew Ronfeldt, University of Michigan

• Susanna Loeb, Stanford University

• Kiel McQueen, University of Michigan - Ann Arbor