A growing literature documents the importance of student teaching placements for teacher development. Emerging evidence from this literature highlights the importance of the mentor teacher who supervises this placement, as teachers tend to be more effective when they student teach with a mentor who is a more effective teacher. But the efficacy of policies that aim to have effective teachers serve as mentors depends a great deal on the availability of effective teachers to serve in this role. We therefore use data from Washington State to illustrate that there is ample scope for change in student teacher placements; in other words, there are far more effective teachers within fifty miles of a teacher education program (TEP) who could host a student teacher in each year than the number of teachers who serve in this role. We also discuss the considerable challenges to improvement efforts related to the need for better coordination between TEPs, K–12 school systems, and states. Finally, we argue that, if policy makers value teacher candidate development equivalently to teacher in-service development, they should be willing to pay substantially more than the current average compensation for mentor teachers to recruit effective teachers to serve in this role.

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充分利用学生的教学：导师的重要性和变革的范围

越来越多的文献记录了学生教学布局对教师发展的重要性。来自这些文献的新证据凸显了指导这种位置的指导老师的重要性，因为当学生与能力更强的导师一起教学时，教师往往更有效。但是，旨在聘请有效的教师作为指导者的政策的有效性在很大程度上取决于能否聘请有效的教师担任这一角色。因此，我们使用华盛顿州的数据来说明学生教师安置的变化空间很大。换句话说，在教师教育计划（TEP）五十英里范围内，每年可以接待一名学生教师的教师要比担任该职位的教师人数多得多。我们还讨论了与改善TEP，K-12学校系统和州之间的协调有关的改进工作所面临的巨大挑战。最后，我们认为，如果政策制定者对教师候选人发展的评价与教师在职发展的价值相等，那么他们应该愿意付出比当前平均平均水平高得多的薪酬，以指导教师聘用有效的教师担任这一角色。