Student teaching, or experience leading an actual classroom of pupils, may be the most critical component of any new teacher's education. But a controversial new study suggests that student teaching programs at many of the nation's education schools fail to meet basic standards for quality.
Nearly 200,000 teacher candidates participate in some form of student teaching each year, according to the National Council on Teacher Quality (NCTQ), and passing the student teaching component is necessary before prospective teachers can become certified.
Teachers-in-training value the classroom experience highly, the American Association of Colleges for Teacher Education (AACTE) has found. According to its research, 75 percent of education school graduates reported that student teaching was "the most valuable aspect of [their] education program," and expressed a desire for student teaching experience that lasted longer, occurred earlier in the training process and were more closely linked to classroom study.
Student teaching provides experience in such key areas as classroom management, teaching students who speak English as a second language and incorporating academic standards into lesson plans, the AACTE reports.
But while the importance of student teaching is well recognized, a recent study casts doubt on the quality of student teaching programs.
New study: Student teaching programs don't meet basic standards
The report, released in July by the National Council on Teacher Quality, or NCTQ, found that only 14 percent of the 134 institutions included in the study met its three criteria for mentor teachers to be considered "fully qualified": at least three years of experience, proven effectiveness in the classroom and experience mentoring adults.
The importance of student teaching in preparing new teachers for the classroom is something most teacher advocacy groups, academic organizations and schools of education agree on. But the NCTQ report points to fundamental disagreements on how student teaching should be organized.
The NCTQ report was highly critical of many teacher education schools for failing to be more involved in the selection of mentor teachers, suggesting that many teacher training programs leave that choice to school districts. Some education schools, however, have responded by saying that working in partnership with local school districts is the best way to ensure effective student teaching placements.
The NCTQ's conclusions have been criticized by a range of industry groups and schools of education, including the AACTE and a number of schools included in the report. At issue is the methodology of the study, which some critics claim lacked transparency and included schools that declined to cooperate, leading to incomplete information about some programs, according to a New York Times article about the controversy.
5 tips for student teaching success
According to AACTE research, a strong student teaching experience can result in increased teacher retention, great student achievement and more confidence for teachers. While you may not have control over where you are placed when you do your student teaching, there's a lot about the experience that you can control. Here are some tips from teachers and teaching organizations to help you make the most of your student teaching experience.
Nearly 200,000 teacher candidates participate in some form of student teaching each year, according to the National Council on Teacher Quality (NCTQ), and passing the student teaching component is necessary before prospective teachers can become certified.
Teachers-in-training value the classroom experience highly, the American Association of Colleges for Teacher Education (AACTE) has found. According to its research, 75 percent of education school graduates reported that student teaching was "the most valuable aspect of [their] education program," and expressed a desire for student teaching experience that lasted longer, occurred earlier in the training process and were more closely linked to classroom study.
Student teaching provides experience in such key areas as classroom management, teaching students who speak English as a second language and incorporating academic standards into lesson plans, the AACTE reports.
But while the importance of student teaching is well recognized, a recent study casts doubt on the quality of student teaching programs.
New study: Student teaching programs don't meet basic standards
The report, released in July by the National Council on Teacher Quality, or NCTQ, found that only 14 percent of the 134 institutions included in the study met its three criteria for mentor teachers to be considered "fully qualified": at least three years of experience, proven effectiveness in the classroom and experience mentoring adults.
The importance of student teaching in preparing new teachers for the classroom is something most teacher advocacy groups, academic organizations and schools of education agree on. But the NCTQ report points to fundamental disagreements on how student teaching should be organized.
The NCTQ report was highly critical of many teacher education schools for failing to be more involved in the selection of mentor teachers, suggesting that many teacher training programs leave that choice to school districts. Some education schools, however, have responded by saying that working in partnership with local school districts is the best way to ensure effective student teaching placements.
The NCTQ's conclusions have been criticized by a range of industry groups and schools of education, including the AACTE and a number of schools included in the report. At issue is the methodology of the study, which some critics claim lacked transparency and included schools that declined to cooperate, leading to incomplete information about some programs, according to a New York Times article about the controversy.
5 tips for student teaching success
According to AACTE research, a strong student teaching experience can result in increased teacher retention, great student achievement and more confidence for teachers. While you may not have control over where you are placed when you do your student teaching, there's a lot about the experience that you can control. Here are some tips from teachers and teaching organizations to help you make the most of your student teaching experience.
- Be professional: Even though you may feel more like a student than a teacher, your students won't--or shouldn't--see it that way. Everything about you should appear professional, from your dress (no jeans!) to your attitude in the classroom to your behavior outside the classroom. Be early, avoid gossip in the teacher's lounge and whatever you do, don't complain about your students on Facebook.
- Collaborate with other student teachers: Your classmates who are also student teaching are an invaluable resource for you. Share tips and lesson plans to gain ideas and find out what works. You can encourage each other after a tough day and take heart in the fact that what you are going through is common for new teachers.
- Be prepared for failure: Experienced teachers will tell you that trial and error is a big part of teaching. What works for one class may not work for another. What worked one year might flop the next. That doesn't mean you don't have to have a back-up plan when your 30-minute discussion fizzles out after 5, but it does mean you shouldn't beat yourself up about it. Learn from your mistakes and move on.
- Be proactive in getting feedback: Get to know your supervising teacher before the semester starts, if possible, and work on building that relationship throughout the semester. Set up a schedule that includes observation periods and regular time for the two of you to chat about your progress. Invite the principal or other experienced teachers to observe your lessons and get more valuable feedback.
- Be clear on discipline policies and procedures: From small matters such as keeping students on task during desk work to larger issues such as cheating or bullying, you need to have a consistent approach to discipline and make sure it conforms to school policies. Develop a plan for dealing with discipline in conjunction with your supervising teacher before any issues arise. Then make sure you stick to your guns.
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