High-quality Mentoring Increases Teacher Effectiveness

RESEARCH

High-quality mentoring increases teacher effectiveness

By Elizabeth Foster

Categories: Career pathways, Coaching, Implementation, Mentoring & induction, Outcomes, Research, Teacher leadership

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

Senior Vice President, Research and Strategy | + posts

Elizabeth Foster is the senior vice president of research and strategy at Learning Forward. She leads the organization’s research efforts for partnerships, programs, and fundraising. Elizabeth co-wrote the Standards for Professional Learning (2022) with Tracy Crow and now facilitates learning sessions about the standards and develops resources that support their use and implementation.