Tuesday April 17, 2012
Finding mentor teachers who are effective teachers and coaches, and who teach in high-need classrooms, is a challenge many residency programs face. Recent research indicates that teacher preparation candidates who train in easier to staff schools are effective and stay when hired in hard to staff schools. In “Where Should Student Teachers Learn to Teach? Effects of Field Placement School Characteristics on Teacher Retention and Effectiveness,” the University of Michigan School of Education’s Matthew Ronfeldt examines the relationship between student-teacher placement and the retention and performance of 2,860 New York City teachers who had field placements during the 2003-04 school year. Education Week covers the story here.
UTRU would love to hear your thoughts. How could this research impact where or how you train your residents? How does it impact where graduates are placed? Does this change your beliefs about what residents need to be effective in high-need schools? Share your thoughts by adding a comment below!
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