| Responsiblities
of the Cooperating Teacher
Various studies
indicate that the single most important individual in the student
teaching process is the cooperating teacher. It is the person that
daily interacts with teacher education students and provides the
classroom environment so necessary for a satisfying clinical experience.
The following
checklist provides guidelines for the cooperating teacher in carrying
out responsibilities for mentoring the student teacher.
Pre-Student
Teaching Preparation
A student
teaching experience actually begins for the cooperating teacher
and the student teacher the moment they are notified of the assignment.
Each must now begin to make preparation for this activity that will
bring them together as co-workers.
A cooperating
teacher should:
- Plan for
the initial orientation of the student teacher to the classroom
and the school
- Become acquainted
with the program of teacher education and student teaching as
proposed and developed cooperatively by the University and the
school district.
- Create an
atmosphere of acceptance for the student on the part of the pupils
and faculty by taking a few minutes in class and a faculty meeting
to give a brief announcement about the "new teacher"
and the expected arrival date. Such an announcement might include
the following: (1) student teacher's name, (2) home town, (3)
major curriculum interest, (4) hobbies or interests that might
be found in information provided by the University.
Orientation
The principal
and cooperating teacher are key figures in making an intern feel
welcome to their school and their entire staff. A cordial reception
by them will enhance the student teacher's feeling of being accepted
as a member of the professional staff. In addition, it will foster
a sense of pride and respect for the school.
A cooperating
teacher should:
- Introduce
the student teacher to the faculty and school staff.
- Provide
a tour of the entire school plant.
- Explain
the general philosophy and policies of the school, the rules and
regulations, and all emergency procedures to be followed.
- Introduce
the student teacher to the students as a teacher who will be working
in our classroom.
- Inform parents
of the presence of the student teacher and identify him/her.
- Treat the
student teacher as a co-worker and professional person.
- Acquaint
the student teacher with the basic teaching philosophy, the overall
program, the daily schedule and routines, lesson plans, location
of all teaching materials, the standard of conduct established,
policies on disciplinary actions, emergency procedures, and pertinent
information regarding each student (e.g., cumulative records,
conferences with parents, test scores, health records, etc).
- Provide
a desk/table, storage space, handbooks, teacher's guides, textbooks,
etc. for the intern.
Guided
Observation
Planning for
periods of observation during the first several weeks are suggested.
This will enable the student teacher to become familiar with each
program in specific ways so that the student teacher feels comfortable
when teaching responsibilities are assumed.
A cooperating
teacher should plan for the student teacher to observe and discuss:
- The teacher
planning and writing lesson plans.
- The teacher
using instructional materials and special resources.
- The teacher
giving clear, concise, sequential directions.
- The teacher
teaching in a one-on-one, small group, and large group situation.
- Teachers
stating objectives and teaching a lesson appropriate to the stated
objectives.
- Activities
in which development of student responsibility and initiative
are stressed.
- The teacher's
management of student's time and behavior.
- The teacher's
appropriate response to disruptive behavior.
- The teacher
in a team or group planning session.
- The teacher
completing forms required by the principal or school system.
Participation
In addition
to guided observation, participation in the classroom should be
planned sequentially making the transition to full-time teaching
a successful and rewarding experience.
A cooperating
teacher should plan for the student teacher to participate in the
following areas:
- Developing
plans for instruction.
- Securing
instructional and resource materials.
- Writing
daily lesson plans.
- Tutoring
individual students.
- Accompanying
and directing students to different areas of the school.
- Assuming
responsibility for one small instructional group or subject area.
- Gradually
assuming responsibility for additional groups and subject areas.
- Assuming
responsibility for the total class or scheduled classes for the
entire school day.
- Keeping
records and evaluating progress of the students.
Helping
the Student Teacher Plan
Planning does
not insure, but instead, facilitates good teaching. All student
teachers must have written lesson plans. The written plan is actually
an "exercise in orderly thinking" about what is to be
taught to a given group of children in a specific teaching-learning
situation.
The cooperating
teacher has the right to expect a student teacher to prepare both
long-range and daily lesson plans, but has to help the student teacher
learn to prepare, especially in the early phases of teaching. The
content and detail are determined by such factors as type of subject
matter, the need of the individual who will use it, the activity
of the lesson, and the nature of the class that is to be taught.
The cooperating
teacher should assist the student teacher in making and using lesson
plans that are suitable to the subject, to the situation, and to
the student teacher's own personal style.
THREE-WAY
CONFERENCES
A three-way conference is a conference that involves the student
teacher, the cooperating teacher and the University supervisor.
Three-way conferences can occur as many times during the student
teaching experience as needed, however, supervisors must conduct
a minimum of two three-way conferences.
One three-way
conference should occur at the mid-point of the experience. An interim
evaluation report should be presented to the student teacher at
the mid-point conference. Students should be informed, in writing,
if they are not passing the experience at this point.
Similarly,
a three-way conference should occur at the end of the experience.
A final
evaluation report should be presented to the student teacher at
the final three-way
conference.
The supervisor
and the cooperating teacher should meet to discuss their reports
prior to
meeting with the student teacher. The reports do not have to look
exactly alike, but both parties should be able to explain to the
student and to each other.
CHECKLIST FOR STUDENT TEACHERS
AND COOPERATING TEACHERS
This checklist
is to be reviewed during the first week of student teaching.
_____ Review
of district and building handbooks for students and teachers
_____ Daily
schedule
_____ School
calendar, school hours
_____ Fire
and civil defense drills
_____ Playground
rules (teacher's responsibilities)
_____ Reporting
accidents, first aid service, health services
_____ Enroll
new pupils, readmission of pupils whom have been ill
_____ Attendance
procedures
_____ Group
movement within the building
_____ Use of
duplicating equipment; requisition of supplies and equipment
_____ Use of
technology and audio-visual equipment
_____ Lunchroom
regulations and policies
_____ Testing
programs
_____ Teachers'
meetings (student teacher's part in them)
_____ Parent-teacher
meetings
_____ Home
visitations, pupil gifts
_____ Reports
to parents
_____ Rules
regarding field trips
_____ Supervisory
policies - principal, central office personnel
_____ Reporting
pupil teacher absence
_____ Media
center policies and procedures
_____ Procedures
for snow days/late openings/early dismissal
_____ Procedures
for dealing with students who get ill in the classroom/at school
_____ Collection
of money (field trips, book orders, school pictures, proms, yearbooks,
class rings, etc.)
_____ Dismissal
procedures (bus, walkers, parent pick-up, student drivers, etc.)
_____ Release
of students to authorized person(s)
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