The Teacher Education Learning Collaborative (TELC) is a partnership between 17 teacher education programs (TEPs) in Washington State and researchers at American Institutes for Research, Central Washington University, the University of Washington, Washington State University, and Western Washington University. Evidence shows that the vast majority of variation in teacher effectiveness is within programs rather than across programs, so TELC brings together a community of TEPs and researchers to better understand how specific teacher education experiences affect teacher candidates in order to develop evidence to improve policy and practice.


What We Are Learning

  • Student teaching is important. In particular, teacher candidates who work with a more effective teacher (“cooperating teacher”) during their student teaching experience tend to be more effective once they enter the workforce. <Learn More>
  • Student teaching classroom placements matter. First-year teachers are more effective when they are teaching in the same grade or school level as their student teaching placement. <Learn More>
  • Student teaching placements are related to teacher shortages. Schools and districts that host fewer student teachers also tend to hire more teachers with emergency credentials, all else equal. <Learn More>
  • Hosting student teachers comes with little cost to student achievement in the classrooms in which student teaching occurs. On average, a teacher’s students perform no worse in the year that the teacher hosts a student teacher than in prior years. <Learn More>
  • Social networks are really important in student teaching placements. Candidates are more likely to do student teaching with cooperating teachers of the same race and gender, who graduated from the same TEP, and who teach in a school with a principal who graduated from the same TEP. <Learn More>
  • There is some information asymmetry in the student teacher placement process. TEPs have questions about how cooperating teachers are selected by districts, and districts and schools sometimes have limited information with which to make thoughtful and intentional matches between candidates and cooperating teachers. <Learn More>
  • The “match” between student teaching placements and first job placements matters. Teachers tend to be more effective when the student demographics in their current school are similar to the student demographics in their student teaching school.  <Learn More>

  • The edTPA performance evaluation is weakly predictive of future teacher effectiveness. There are also large differences in passing rates for Hispanic candidates and white candidates. <Learn More>

  • Candidates tend to find their first teaching job near their student teaching placement. 40% of first-year teachers are teaching in the same district in which they student taught. <Learn More> 

  • Candidates of color are less likely to become teachers in the state than white teacher candidates. There are also large differences in workforce entry rates by teaching endorsement area; STEM and special education candidates are much more likely to become public school teachers than candidates endorsed only in elementary education. <Learn More>


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p. 206.547.5585   |   e. cedr@uw.edu

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