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ERIC Number: ED591815
Record Type: Non-Journal
Publication Date: 2018-Oct
Pages: 27
Abstractor: As Provided
A Practical Guide to Challenges and Opportunities in Student Teaching: A School District's Perspective. Working Paper No. 205-1018-1
Goldhaber, Dan; Grout, Cyrus; Harmon, Kim; Theobald, Roddy
National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Purpose: A burgeoning literature investigates the importance of student teaching placements for teacher candidate development, but an important perspective that is largely missing from the existing literature is that of the school districts that host student teachers. In this paper, we describe the student teaching process from the perspective of Spokane Public Schools (SPS), highlighting the challenges associated with the student teacher placement process and several initiatives SPS has undertaken to improve student teaching experiences for teacher candidates. To our knowledge, this is the first systematic effort by a school district to improve the student teaching process and study the effects on teacher candidate outcomes. Conceptual Argument: Teacher education programs and school districts have a mutual interest in creating high-quality student teaching experiences. A fundamental challenge in efforts to improve student teaching is that teacher education programs have no authority over what happens to student teachers in the classrooms of public school districts. The initiatives undertaken by SPS illustrate the potential for districts to take a leadership role in defining the student teaching process and highlight some of the challenges inherent in hosting student teachers. Implications: The extent to which other districts have taken an active role in defining the student teaching process is unclear, but the experience of SPS thus far suggests that playing an active role can be a positive step toward improving the training received by the teacher candidates who are likely to be staffing their schools in the future.
National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail:; Web site:
Publication Type: Guides - General
Education Level: Higher Education; Postsecondary Education
Audience: Students
Language: English
Sponsor: Spencer Foundation
Authoring Institution: National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Identifiers - Location: Washington
Grant or Contract Numbers: 201600118