A Collaboration between researchers at University of Michigan, Stanford University, and University of Chicago Consortium on School Research
Each year, vast resources are invested in student teaching, which has long been viewed as a cornerstone of teacher preparation. Yet, much needs to be learned about how the experiences student teachers have are related to their career trajectories and instructional effectiveness.Our project, based in the Chicago Public Schools (CPS), provides a birds-eye, descriptive account of kinds of clinical experiences that student teachers from university based preparation programs have throughout the district and how these experiences relate to planned and realized labor market outcomes as well as eventual instructional effectiveness
Publications
The Chicago Teaching Pathways project, based in the Chicago Public Schools (CPS), provides a birds-eye, descriptive account of kinds of clinical experiences that student teachers from university based preparation programs have throughout the district and how these experiences relate to planned and realized labor market outcomes as well as eventual instructional effectiveness. We extended our look at student teachers from university-based programs to also include alternative and residency routes (Chicago Alternative Pathways project). A goal of the study is to provide one of the most comprehensive descriptive accounts to date of the landscape of teacher preparation across a large, urban district. Publications and working papers can be found here and are updated periodically.
Surveys
In the 2014-15 academic year, we surveyed student teachers from “traditional” university-based preparation programs who registered to student teach in the Chicago Public Schools (CPS) twice, once at the beginning of their student teaching experience (pre) and once at the end (post). We also surveyed their mentor/cooperating teacher near the end of their student teaching placements. We eventually surveyed a subset of student teachers who were hired by CPS in the 2015-16 academic year.