Elizabeth A. Wilkins

Characteristics of Highly Effective Cooperating Teachers: A Study of Their Backgrounds and Preparation

ABSTRACT This study used interviews and other artifacts collected during student teaching as the basis for rating 13 elementary cooperating teachers on their supervisory effectiveness. Once highly effective cooperating teachers were differentiated from their less effective peers, researchers used ex post facto methods to identify background and intervention factors associated with their effectiveness levels. Three factors consistent in the highly effective group were (1) being midrange in number of teaching years, (2) having supervised more than five earlier field experience students, and (3) having closely collaborated with the university supervisor. However, the most powerful association for high effectiveness was the graduate-level preparation in supervision. Four of the five most effective teachers in this study had masters degrees in teacher leadership, and all had taken course work on systematic observation and feedback, as well as conferencing skills. This deep preparation was associated with an ability to articulate beliefs behind practices and use practices congruent with those beliefs.

Building a Network of Support for New Teachers.

Abstract In response to the high attrition rate of new teachers, more and more induction programs are being implemented across the country. Current financial constraints, coupled with no systematic way to coordinate resources across schools and state organizations, present a challenge to many small or poorly funded schools and districts. In this article, we provide background information on the context of induction and mentoring in the United States, followed by a description of a statewide induction project that seeks to create a collaborative network of support across institutions in the absence of any state-funded program. An analysis of the issues and promises involved in such collaboration is provided that offers the field an important conceptual lens for thinking about induction and mentoring processes in new ways.

Induction and Mentoring: Levels of Student Teacher Understanding.

The purpose of this study was to explore perspectives held by student teachers about induction and mentoring programs and how teacher education programs could contribute to a broader continuum of supports that span from preservice to in-service teaching. Using survey research, this mixed-method study sought to understand what student teachers from three state universities (N = 310) knew about induction and mentoring. To answer the four research questions, quantitative data from the surveys were analyzed using descriptive statistics and chi squared, whereas the open-ended items were analyzed using grounded theory methodology. Findings indicated that student teachers have limited comfort with and awareness of induction programming, including new teacher supports. Levels of understanding utilizing a new induction continuum theory are described: limited, basic, emerging, and knowledgeable.

An Examination of Institutional Reports: Use of Data for Program Improvement.

Abstract Owing to national emphasis on accountability, teacher education programs are under close scrutiny by federal and state-level entities to justify their purpose and usefulness in preparing future teachers. Accrediting agencies have set high standards, which ask for systematic assessment of teacher education programs and their candidates. The purpose of this study was to examine teacher preparation program assessment systems and unit evaluations—specifically, the use of data for program improvement. Using the interpretive/constructivist paradigm, we used a qualitative approach to compare and contrast 80 institutional reports from teacher education programs based on National Council for Accreditation of Teacher Educations Standard 2, Element 3 (“Assessment System and Unit Evaluation: Use of Data for Program Improvement”). The findings revealed that the most common areas of program improvement were (1) changes in curriculum, (2) assessment systems, (3) unit and program structures, and (4) admissions and advising policies and procedures. In addition, programs throughout the country generally identified similar problems and proposed common solutions, no matter the institution size, type, or geographic location.

Peer Feedback: Who, What, When, Why, & How

Abstract Using data-driven practices, such as peer feedback, teachers can improve classroom instruction and student learning.