RESPONSIBILITIES OF THE COOPERATING TEACHER

How each cooperating teacher handles the observation and assessment of the student teacher is a matter of individual preference.  Regular and frequent observation of the student teacher with descriptive comments communicated to the student as soon as possible will facilitate his/her learning the skills and attitudes necessary to become an effective teacher.

The student teaching experience is designed to provide the student teaching with a large amount of teaching experience and is sequenced so that successes and struggles of the student teacher might be seen earlier in the experience when intervention can occur rather than later.  Therefore, the student teacher is expected to begin teaching in Week 2 and to build up to taking on full responsibility for a week during Week 5.  In Week 6, the student teacher eases back on teaching for reflection and feedback purposes and then takes over fully again in Weeks 7, 8, and 9.  During Week 10 the transition out of teaching begins and continues through Week 11. 

We understand that slight variations to this schedule might occur due to the characteristics of the particular placement.  However, we hope that student teachers and cooperating teachers follow it as closely as possible so that the student teacher can receive the maximum amount of experience, guidance, and feedback.  Please see the “Responsibilities of the Student Teacher” section of this manual as well as the Student Teacher Assignment Checklist for more details. 

GUIDELINES FOR WEEK ONE WITH A STUDENT TEACHER:

1. Accept the student teacher as a co-worker; introduce him/her to the class and to department members/grade level teachers and other school personnel.
2. Arrange for a place for the student teacher to put belongings and prepare for classes.
3. Give the student teacher a tour of the school. Introduce him/her to key staff.
4. Make available a list of the students’ names and/or a seating chart.  Explain your rationale/system for seating.
5. Acquaint the student teacher with instructional materials, community resources, supplies and equipment. Take him/her to the media center to meet the media specialist.
6. Provide a listing of students who receive individual or small group assistance from specialists.  Provide background information that will assist the student teacher in meeting the needs of these students. Introduce him/her to special and support staff that will be working with your students.
7. Introduce him/her to the counselors. Acquaint him/her with student records and the manner in which they are accessed. Explain data privacy.
8. Provide a daily schedule of classes you teach. Explain at least the major needs of the age group or groups with whom the student teacher will be involved.  This will be an ongoing process throughout the experience.
9. Acquaint the student teacher with what has been taught in the curriculum. Provide a semester overview of what will be taught. Provide necessary texts and teachers’ manuals.
10. Allow the student teacher to observe your teaching and the teaching of other teachers for several days, and encourage him/her to assume some classroom responsibilities right from the beginning.  The students have been involved in a practicum as well as a tutor-aide experience, so they are ready to begin teaching without a lot of classroom observation.  Some possible early activities could include:
1. Tutoring students in small groups or one-on-one
2. Taking attendance
3. Team teaching with you
4. Teaching one part of a lesson
5. Monitoring cooperative groups or guided activities
6. Introducing and playing a videotape
11. Provide handbooks on policies and procedures from handling fire and tornado drills to district discipline policies.  Discuss your classroom management philosophy with him/her.
12. Discuss your philosophy of education with the student teacher.  Give specific examples of its application in classroom situations.
13. Let the student teacher know your expectations regarding his/her role in your classroom. Don’t assume he/she will automatically know what you want.
14. Discuss the culture of the school and faculty.  Let the student teacher know the attitude of the school concerning standards of behavior of pupils, teacher grooming, etc.
15. Explain attendance and tardy reports, your grading methods, make-up work policies and other daily routine procedures.
16. Explain your methods of assessing students formally and informally.  Show him/her copies of your tests and quizzes.

GUIDELINES DURING SUBSEQUENT WEEKS (WEEKS 2-11):

To assist the student teacher:

1. Model effective teaching and classroom management.
2. Model professionalism.  Give the student teacher an understanding of professional activities of which they might be a part.
3. Be open to any questions the student teacher may ask.
4. Gradually increase teaching responsibilities as you see the student teacher’s confidence growing until he/she has a full teaching load during the fifth week and again the seventh through ninth weeks of the assignment. Typically the student teacher will assume the responsibility for one class by the start of the second week of placement, take over a second class by the end of the third week, and work toward a full load of classes by the fifth week.
5. He/She must assume full time teaching for at least four weeks during the 11-week field experience; that includes assuming your extra roles such as bus or lunchroom duty.  One of these weeks should be early or midway during the experience so that if the student teacher struggles, it is not too late to provide intervention and support.
6. Plan with the student teacher the schedule for increasing teaching responsibilities. Instruct the student teacher to experiment with multiple teaching strategies.
7. Expect the student teacher to attend all faculty and parent meetings you attend. UMM requires the student teacher to participate in parent conferences whenever possible.  Offer tips on facilitating positive communication between parents and school.

To provide planning assistance:

1. Come to consensus on lesson plan formats (see appendix).
2. Emphasize the importance of good planning.
3. Set aside time for daily, weekly, and long-term planning.
4. Encourage creativity in lesson planning.
5. Expect the student teacher to provide lesson plans for all lessons taught.
6. Assist as appropriate in the development of unit and daily plans, tests and other materials. Offer suggestions.
7. Challenge the student teacher to use technology to build competence.
8. Meet with the student teacher to discuss units/lessons before they are taught.  Questions to ask include:

1. Does the plan provide an anticipatory set or introduction?
2. Are the goals/objectives clear?  Appropriate?
3. Does the plan provide for large group and small group instruction?
4. Does the plan include varying teaching strategies?
5. Are appeals to varying learning styles and/or multiple intelligences included?
6. Are provisions made for modifications for students on IEP’s?
7. How will the lesson be assessed?
8. Does the assessment match the objectives?

To assess progress of the student teacher:

1. Provide formal or informal feedback immediately after the student has taught a lesson. Emphasize strengths of the student, while helping to improve the quality of his/her instruction. Written, concrete comments about the lesson are helpful.
2. Discuss with the student teacher your role in helping him/her establish credibility with the students.  Does the student teacher want you in the classroom on the first days he/she teaches? According to Minnesota Statue, classrooms must be under the control and direction of a licensed teacher.  A student teacher is not licensed so he/she must be under the direction at all times of a licensed teacher.  However, with the permission of the principal, the cooperating teacher may leave the room at times so the student teacher can experience managing the class alone.
3. Hold a formal discussion of the student teacher’s progress at least once a week.
4. Encourage self-evaluation and reflection. Ask the student teacher to share his/her observations about the lesson before you provide your feedback. UMM students are required to reflect on the effectiveness of all lessons taught either on their lesson plans or in their reflective journal.
5. Help the student to analyze and interpret experiences and to discover the relationship between theory and practice.
6. Complete Student Teacher Formative Evaluation forms three times during the student teaching experience.  These forms are included with your cooperating teacher materials.
7. Distribute copies of this three-part form to the student and university supervisor.  These reports provide formative evaluation as a basis for communication among the student teacher, cooperating teacher and university supervisor.  They will not be placed in the student’s career placement file.
8. Complete the Summative Evaluation of Student Teaching and Teacher Recommendation form and the Dispositions Document; share both with the student teacher.  The Summative Evaluation will become part of the student’s credential file and will be used in efforts to find employment.

To facilitate communication between the university and your school:

1. Contact the university supervisor with questions.
2. Discuss any concerns about attendance or other matters with the university supervisors as soon as possible. Student teachers are expected to keep the same hours as are required by the school district and school.