Determining Impact: A Case Study of the Mentor-Led, Field-Based, Cohort Model

• In Event: 21.035 - What Is the Impact of Teacher Education? Research on the Effectiveness of Completers During Induction

Abstract

Overview and Purpose
Colleges of Education across the nation have been under scrutiny over the years, with one of the most recent attacks within the April 27, 2018 issue of The Chronicle Review of The Chronicle of Higher Education. Programs find themselves grappling with increasing accountability measures such as providing convincing evidence of the impact of teacher education programs on P-12 student learning. In response to external forces and the desire to continually analyze and enhance our programs, we, a group of faculty at a College of Education in Georgia, were prompted to analyze our program to better understand its history and current practices as well as share our findings with others. The purpose of the study is to answer the question: What is the Mentor-led, Field-based, Cohort Model of teacher preparation and how does it influence teacher candidate development?

Perspectives
All face-to-face, initial teacher certification programs at our university use the Mentor-led, Field-based, Cohort Model, which has proven to be flexible and effective in responding to a wide range of challenges for nearly 30 years. This model combines the support and direction of a knowledgeable faculty mentor (Bowden, 2014; Davis, Sinclair, & Gschwend, 2015; Kahraman & Kuzu, 2016; Owen, 2015; Savage, Cannon, & Sutters, 2015; Tillema & van der Westhuizen, 2013); quality field experiences (Darling Hammond, 2007; Feistritzer, 2007), and relationships developed within a cohort (Branyon, 2008; Dinsmore & Wenger, 2006; Lei, Short, Smallwood, & WrightPorter, 2011; Seed, 2008).

Methods
Yin (2008) states that case study “is an empirical inquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between phenomenon and context are not clearly evident” (p. 8). Using this definition as the guide, we have chosen case study as an appropriate method for inquiry for investigation of the Mentor-led, Field-based, Cohort Model.

Data Sources
Data collection consists of semi-structured interviews and surveys from a variety of stakeholders, edTPA® and GACE® scores, external ratings such as the Georgia Preparation Program Effectiveness Measures (PPEMs), teacher retention rates, accreditation reports, Completer Perception Survey results, unsolicited anecdotal data, and demographic data.

Results
The study is currently a work in progress; however, current data gathered on the model suggests that arguments can be substantiated that the multi-faceted components of the teacher preparation model support the development of competent, thoughtful professionals who feel they are well prepared for their roles as educators. This is supported by evidence that many graduates go on to complete advanced degrees and meet or exceed the expectations of the state teacher evaluation system.

Significance
Due to rising college costs, teacher education reform, and the continuous focus of value-added measures, quality education programs are and will continue to be held highly accountable. Therefore, it is imperative for educational leaders and teacher education faculty to seek creative and collaborative ways to address teacher preparation efforts that foster student learning and communicate a level of effectiveness to others. This study provides an opportunity to analyze and evaluate the Mentor-led, Field-based, Cohort Model of teacher preparation and its influences on teacher candidates and their performance as professionals.

Authors

• Holley Morris Roberts, Georgia College & State University

• Lyndall H. Muschell, Georgia College & State University