While being instructionally effective (based on measures like contributions to student learning or observation ratings) matters most for cooperating teachers, being an effective cooperating teacher requires skills that go beyond teaching students. Cooperating teachers must also be comfortable mentoring adults, providing coaching and feedback, and relinquishing some responsibility to their student teacher.
University of Nevada, Las Vegas (UNLV)
UNLV offers ongoing training for mentor teachers. Mentors have the opportunity to earn a graduate certificate or master’s in teacher leadership, which includes mentoring, coaching, and data analytics. This additional training is optional, and to date, the cost for mentors has been covered by the program. UNLV is also working on an online training program for mentors who do not go through the certificate program.
Charlotte-Mecklenburg Schools (CMS)
CMS sends regular newsletters to cooperating teachers, detailing how to support student teachers, the process to create quarterly check-ins with the recruiter, resources to help with that work, and more.
The Public Education & Business Coalition (PEBC) Residency
The PEBC program in Denver offers several training sessions for cooperating teachers. This starts with a two-day training on how to effectively coach and mentor adults. Then from October through May, the program offers monthly one-hour meetings where cooperating teachers come together to share their experiences. These often include “meta-coaching,” where the cooperating teachers practice coaching each other on how to have conversations with residents (student teachers) who are struggling. Every resident also has a coach assigned to them, who supports both the resident and the cooperating teacher. This coach works with the cooperating teacher to increase their capacity to assist residents.
Relay Graduate School of Education
Relay recently revised their cooperating teacher training curriculum (for Relay, cooperating teachers are referred to as mentor teachers). The training dedicates time to helping cooperating teachers calibrate on using observation instruments, including watching videos and scoring them together. The training also addresses the expectations of being a mentor with Relay, the theory of mentoring, and the principles and practice of effective coaching. The training includes a mix of synchronous and asynchronous components, all done online. Relay operates across multiple states, so the organization developed a national training scope and sequence to bring more consistency to the preparation. Their state-based instructional leaders collaborate with local partners to share the training and provide state-specific guidance and support. The extent to which cooperating teachers engage in training varies, so Relay is prioritizing this issue in the coming year.
Louisiana Tech University
This institution provides training to cooperating teachers throughout the year. Since the pandemic, the program moved its cooperating teacher training fully online. Topics they address include calibrating on the observation rubric, co-teaching strategies, coaching strategies, and expectations for all teacher educators and mentors.
Chicago Public Schools (CPS)
In Chicago’s residency program, mentor teacher training comprises a two-day orientation in summer, as well as mandatory quarterly in-person meetings (during which residents cover the classroom). Also, the district requires mentors to complete guidance documents on a near-monthly basis. With these documents, mentors set growth goals with their residents, assess them on the Danielson Framework, and plan and focus the residents on growth areas. If a mentor is having challenges with a resident, staff from the CPS Office of Teaching & Learning provides them additional support, either observing and meeting with the mentor to set up a coaching plan or having a virtual support and coaching meeting with them. The CPS team also provides training to some mentors to become coaches for other mentors.
Utah
The state recently adopted new Educator Program Approval Standards, one aspect of which is providing high-quality training for cooperating teachers. While the standards do not go into great detail, they do specify that training “may include how to advise, coach, consult, and guide the development of a new educator,” and the program approval process specifically looks for evidence that the program develops and supports high-quality mentors.
Louisiana
Louisiana implemented mentor teacher training (for cooperating teachers who host residents as well as for mentors of in-service teachers) in 2017, following its requirement for all teacher candidates to complete a yearlong residency program. The state has now credentialed more than 3,000 mentors who have completed this training, and has developed a library of training materials. Topics include building relationships, communicating effectively, and holding difficult conversations.
- Louisiana Mentor Teachers
- Louisiana Mentor Teachers training library
- Read how Southeastern Louisiana University implemented this policy
Tennessee
The state education agency is collaborating with 14 prep programs and the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center to address teacher shortages with efforts to increase enrollment in EPPs and differentiating mentor support to impact teacher retention. As part of this work, a committee will develop a mentorship survey to determine the needs of cooperating teachers. Based on the needs surfaced through the survey, the TN CEEDAR team plans to identify and collect mentoring resources to house on the Tennessee CEEDAR website. Additionally, the team is implementing a statewide mentor teacher training for effective mentorship.