Molly F. Gordon, Jennie Y. Jiang, Kavita Kapadia Matsko, Matthew Ronfeldt, Hillary Greene Nolan, and Michelle Reininger:

Key findings teacher preparation programs may be interested in:

Student teachers’ self-reports of their own level of preparation at the end of student teaching were not related to their performance in their first year of teaching.
Mentor teachers’ instructional support and guidance mattered more impactful than their own qualifications (years of experience or status as National Board Certification). What mattered most was mentor teachers’ modeling effective teaching practices, and coaching with constructive feedback in a safe learning environment.
Key findings districts and principals may be interested in:

Student teachers were placed unevenly in schools across the district. Student teachers were less likely to be placed in low-performing schools and more likely to train in schools that served fewer low-income students.
Mentor teachers’ assessments of their student teachers’ instructional practices were good indicators of student teachers’ performance in their first year of teaching.

Related: Foundations of Reading amd the endless battle over teacher content knowledge requirements.