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RESEARCH

High-quality mentoring increases teacher effectiveness

By Elizabeth Foster
December 2020
Vol. 41, No. 6
The Study: Goldhaber, D., Krieg, J., & Theobald, R. (2018, November).Effective like me? Does having a more productive mentor improve the productivity of mentees? (Working Paper No. 208-1118-1). CALDER. caldercenter.org/sites/default/files/CALDER%20WP%20208-1118-1.pdf Mentoring is a popular strategy for building the capacity of new teachers, as evident in articles throughout this issue. Qualitative research describes how mentors serve as models of good instruction, provide feedback, and offer support for new teachers as they learn and grow in the profession. There is also evidence that mentors in the teacher preparation setting help orient prospective teachers to the realities of teaching in ways that coursework cannot. But what about quantitative evidence about the impact mentors have on their mentees and the mentees’ students in the long-term? Researchers Dan Goldhaber, John

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Elizabeth Foster (elizabeth.foster@learningforward.org) is vice president, research & standards at Learning Forward. In each issue of The Learning Professional, Foster explores recent research to help practitioners understand the impact of particular professional learning practices on student outcomes.


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