Student teacher-cooperating teacher matches

Require evidence that cooperating teachers are instructionally effective based on clearly defined criteria.

If using evaluation ratings as a measure, ensure that ratings are based, at least in part, on contributions to student learning.

Require evidence that cooperating teachers are instructionally effective based on clearly defined criteria.

If using evaluation ratings as a measure, ensure that ratings are based, at least in part, on contributions to student learning.

Set minimum criteria for cooperating teachers based on value-added measures, observation ratings, or other evidence of instructional effectiveness.

Work with districts to develop a shared understanding of criteria for cooperating teachers. This may include:

• A definition and measure of “instructionally effective teachers” (e.g., if 95% of teachers in the district are rated “effective” on their evaluation, what other data does the district consider?)
• A measure of mentoring ability
• A check for past evidence of bias toward students, colleagues, or student teachers

Tap into program alumni who are willing to serve as cooperating teachers.

Keep a list of past cooperating teachers, with student teachers’ feedback about them.

Track evidence of effective instruction, coaching, and mentoring of adults.

Maintain and recruit from a list of potential cooperating teachers based on evidence of increasing student learning and effective mentoring of adults; if possible, provide the list to partner prep programs.

Explain the criteria used to identify cooperating teachers, including how criteria like “instructionally effective” and “mentoring ability” are measured.

Centralize the identification process through the district rather than allowing programs to coordinate with individual schools or teachers.

Invite principals to nominate cooperating teachers (to be vetted by the district).

Keep a list of past cooperating teachers, with student teachers’ feedback about them.

Develop a state longitudinal data system that incorporates relevant measures of teacher quality (e.g., certification area, effectiveness measures) and facilitates the process of identifying potential cooperating teachers. While states should be mindful of teacher privacy, they are likely able to provide data to districts (who should already have access to all relevant teacher data).

Create an “eligibility” list that identifies teachers who meet the state’s criteria for cooperating teachers, or calculate an indicator based on multiple measures to identify teachers in, for example, the top quartile.

Provide stipends for cooperating teachers. Consider folding this cost into candidates’ tuition and fees, so that financial aid can apply.

Provide other incentives (e.g., free access to professional learning that can satisfy district requirements, course vouchers for the university [not just the teacher prep program]).

Provide a stipend, bonus, or other incentive for cooperating teachers (e.g., move cooperating teachers up a step on the salary schedule for mentoring a certain number of student teachers).

Consider non-monetary incentives such as a change in title or release time to support teachers with this added responsibility.

Provide funding for stipends for cooperating teachers.

Provide guidance to districts about how they can use available federal funding (e.g., Title I, Title II, or other funds) to pay for cooperating teachers or other aspects of clinical preparation.

Explore options for funding for student teachers, including applying federal work-study dollars, opening a registered apprenticeship, or working with districts to allow student teachers to work in the district (e.g., as a substitute or paraprofessional for part of the week).

Provide a stipend to student teachers.

Provide opportunities for student teachers to earn an income without detracting from their core student teaching responsibilities (e.g., allowing student teachers to substitute or work as a paraprofessional for part of the week).

Provide funding for stipends for student teachers.

Encourage districts to recruit a diverse corps of cooperating teachers so that a large share of student teachers work with cooperating teachers who share their race, gender, or other important demographic characteristics

Disaggregate student teacher survey data by demographics to identify whether different groups of student teachers have different experiences or needs.

Identify funding sources for financial support for student teachers

Establish a process to help student teachers navigate instances of bias and communicate that process to student teachers, cooperating teachers, and the district.

Recruit a diverse corps of cooperating teachers. Share aggregate data about the characteristics of the pool of cooperating teachers with prep programs and facilitate the placement of student teachers with cooperating teachers who share their race, gender, or other important demographic characteristics.

Invite principals to nominate cooperating teachers (to be vetted by the district), with a clear priority on identifying teachers of color

Consider climate survey data and other information on potential placement schools to ensure that student teachers of color are placed in schools that are likely to be welcoming environments.

Identify funding sources for financial support for student teachers.

Provide incentives to recruit a diverse corps of teachers to serve as cooperating teachers

Provide funding for loan forgiveness or stipends for student teachers.

See teacher diversity trends in your state.

Explore NCTQ’s Teacher Diversity Dashboard