What Do We Get Out of It? Examining the Cooperating Teacher-Intern Relationship from the Cooperating Teachers’ Perspective Amanda L. Nolen and Karina R. Clemmons, University of Arkansas at Little Rock Presented at the 2016 Annual Conventions of the American Educational Research Association

What makes clinical preparation effective? Blue Ribbon Report on Clinical Preparation ◦ Need to “invest in new research to support the development and continuous of new models and to help determine which are most effective.” (2010, p. iv) ◦ General consensus is a need for an overhaul in the relationships between university programs and the schools

The Cooperating Teacher (CT) Comprehensive review of lit (Clarke, Triggs, and Nielsen, 2014) Programs focus on what is needed from CTs ◦ Diverse setting ◦ Experience ◦ Subject expertise Who is asking CTs what they need?

Cooperating Teacher Teacher Intern University Supervisor Known Known Current Study Focus Unknown: Suggestion for Future Research The Empirical Landscape Around the Student Teaching Triad

Sequential Mixed Methods Study How do CTs view their role in the preparation of future teachers? What is their sense of preparedness to oversee interns’ experiences? What qualities do CTs look for in successful relationships with interns? What do CTs need from Teacher Education programs in order to be successful?

CT Survey Darling-Hammond, Chung, and Frelow (2002) Silvernail (1998) 1. Promoting student learning 2. Teaching critical thinking and social development 3. Understanding learners 4. Developing instructional leadership

Table 1a. CT Experience Summary (Number of Interns per Interviewees) 0-1 Interns 2-4 Interns 5-7 Interns More than 7 InternsTotal CT levelElementary7 (1)13 (3)9 (2)5 (1)34 (7) Middle06 (1)2 (1)513 (2) Secondary2 (1)7 (4)03 (2)12 (7) Total9 (2)26 (8)11 (3)13 (3)59

Table 1b. CT Experience Summary (Experience Prior to CT per Interviewees) Total <1 Year 1-5 Years 5-10 Years After 10 years CT Elementary 213 (2)13 (5)534 (7) Middle05 (2)53 13 (2) Secondary1 (1)6 (3)4 (3)1 12 (7) Total3 (1)24 (5)22 (8)958

Interns’ Programs CT’s across all grade areas were generally well informed about their interns’ preparation program. Exception were Middle School CT’s on the following items: “His/her program articulated a clear vision of teaching and learning. “ (p = 0.017) “His/her program placed a lot of emphasis on teaching in high-poverty schools.” (p < 0.001) “There appeared to be a clear connection between his/her program coursework and the experiences he/she faced in my classroom. “ (p = 0.028)

CT Preparedness All CT’s across all grades felt ‘Prepared’ or ‘Very Prepared’ on all four dimensions of the survey. 1. Promoting student learning 2. Teaching critical thinking and social development 3. Understanding learners 4. Developing instructional leadership

Qualitative Follow-up 16 CT follow-up interviews Semi-structured interview protocol ◦ Benefits of hosting an intern ◦ Weaknesses in interns ◦ Support of the school ◦ Role/support of the university program ◦ CT needs in professional development

Benefits Additional set of eyes and ears Integration of technology into curriculum New instructional strategies Energy (Bolded items appear in at least half of respondents)

Weaknesses of Interns Not prepared for classroom management Not prepared for the realities of the classroom Unrealistic expectations for students (Bolded items appear in at least half of respondents)

Support of School Administration “less is more” Prefer principals to be welcoming of interns but hands-off (Bolded items appear in at least half of respondents)

Need from the University Program Clear expectations for interns ◦ Experiences ◦ ‘Solo week’ ◦ How will the intern be evaluated? Consistent visits and feedback Information about the interns (Bolded items appear in at least half of respondents)

Professional Development Technology Ethics of disclosure Cultural issues in education ◦ Supervising interns in various environments (i.e., rural and urban) Common Core

In Summary CT’s feel confident in their ability to mentor CT’s desire a stronger relationship with the university partnership ◦ Flow of information about the students ◦ More information about curriculum CT’s benefit by having interns; enriches their practice

Future Research Take qual findings to develop large-scale survey Does CT preparedness vary by experience? Triangulate CT with Intern experience to isolate specific moments