The efficacy of training cooperating teachers

This study investigated outcomes of a clinical faculty training program designed to prepare cooperating teachers for supervising pre-service teachers. Drawing on multiple data sources from more than a decade of implementation, researchers investigated initial outcomes of the program for cooperating teachers, student teachers, and new teachers. Findings suggest that the training resulted in a greater sense of efficacy for aspects of the role and may lead to more effective evaluation practices by clinical faculty and to stronger performances by student teachers. The lack of other significant results may have implications for policies related to the evaluation of teacher preparation programs. •Trained Clinical Faculty (CF) tended to have greater self-efficacy for mentoring.•Evaluations of student teachers mentored by CF tended to be higher.•Assessment and feedback may be associated with stronger candidate performance.•CF in partnership schools may strengthen the mentoring skills of untrained CTs.•Novice teachers' self-efficacy was unrelated to the training of CTs.