This article extends prior research seeking to identify preparation features related to better workforce outcomes. To our knowledge, it is the first to link many dimensions of preparation to graduates’ first-year observation ratings. It follows 305 preservice teachers (PSTs) who student taught in Chicago Public Schools (CPS) in 2014–2015 and were subsequently hired in CPS in 2015–2016. PSTs received stronger observation ratings when their CTs had stronger observation ratings themselves, their CTs reported providing stronger coaching in specific areas, they gained employment in their field placement schools, and they student taught in self-contained elementary classrooms. Finally, we tested whether these same preparation features were associated with two other outcomes—(a) how well prepared PSTs felt after student-teaching and (b) how well prepared their CTs felt their PSTs were—and found they were not. We discuss implications for using workforce and survey-based outcomes to identify promising forms of preparation.

中文翻译：

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毕业生教学准备的三种不同衡量标准及其预测的职前准备特点

本文扩展了先前的研究，旨在确定与更好的劳动力成果相关的准备特征。据我们所知，它是第一个将准备的许多方面与毕业生第一年的观察评级联系起来的。它遵循 305 名职前教师 (PST)，他们于 2014-2015 年在芝加哥公立学校 (CPS) 任教，随后于 2015-2016 年被聘用在 CPS。当他们的 CT 本身具有更高的观察评级时，PST 获得更高的观察评级，他们的 CT 报告在特定领域提供更强的指导，他们在实地实习学校获得工作，并且他们在独立的小学教室任教。最后，我们测试了这些相同的准备特征是否与其他两个结果相关——(a) 学生教学后 PST 的准备情况如何，以及 (b) 他们的 CT 认为他们的 PST 准备得有多好——结果发现并非如此。我们讨论了使用劳动力和基于调查的结果来确定有希望的准备形式的影响。