QUESTIONS COOPERATING TEACHERS ASK

There are some questions that are asked repeatedly by the cooperating teachers. Many of these questions cannot be answered equivocally, but perhaps some insights will help guide the cooperating teacher.

How frequently should I leave the classroom? Should student teachers be on their own?

A survey of cooperating teachers found that they were most critical of other cooperating teachers who spent a great deal of time away from the classroom. The view of most cooperating teachers is that student teachers should not be regarded as substitutes. Rather they should be viewed as novice teachers placed in the classroom to learn and grow professionally with the direct help and supervision of experienced teachers. Without the cooperating teachers' feedback, the student teaching experience becomes much less effective for the beginners. Yet, it is also important for the student teacher to have a sense of managing the class on their own. Therefore, it may be advisable for the student teacher to "solo" occasionally for short periods of time. However, the cooperating teacher should be in close proximity. In the final analysis, the cooperating teacher retains the responsibility for the classroom, the students, and the student teacher.

What should I do when the University Supervisor comes to visit?

The University Supervisor does not wish to disrupt the class. Therefore, go on with whatever has been planned. Each supervisor's visit should include a discussion with the cooperating teacher and the student teacher. This discussion should not interrupt the regular classroom schedule.

What should be done when either the student teacher or the cooperating teacher fails to assume responsibilities?

Realizing that each partner may have a different perception of a situation, both parties should make an effort to communicate with the other on a one-to-one basis. If this approach fails to produce the needed results, one or both should contact the University Supervisor who can then communicate with them individually and/or jointly to resolve the problem.

What do student teachers want cooperating teacher to do?

When surveyed, student teachers rate "being observed and receiving feedback form the cooperating teacher" as their greatest need. It is difficult to imagine that a cooperating teacher and student teacher can spend many hours each week in the same classroom without communicating about the student teacher's performance. But, the fact is, this is the most serious problem in the student teaching experience.

Here is a list of reasons that appear to deter effective communication/feedback:

1. Over concern for "hurting the feelings" of the student teacher.

2. Lack of time before or after school due to the demands of preparation, lunchroom or playground supervision.

3. No time during the school day since one or both of the parties must be working with pupils.

For the student teacher to be able to grow professionally, these obstacles must be overcome.

What can be done about student teachers with glaring educational problems, such as inability to use standard written or oral language?

One of the mysteries of student teaching is how an individual can be in the last semester of a professional preparation program and lack these skills. One explanation may be that these inadequacies may only be apparent when the student teacher must write on the chalkboard or give oral instruction before the class. These difficulties must be corrected and require the attention of the University Supervisor, cooperating teacher and the student teacher. Often student teaching provides the first motivation these individuals have had to correct their areas of concern. Some of them can do it quite rapidly, while others might have to repeat or extend the student teaching experience.

What if my student teacher is failing?

Student teachers experiencing difficulties typically receive many more hours of help than do more successful student teachers. In addition, to the cooperating teacher, the college supervisor, building principal, and Director of Student Teaching are involved in the remediation process. Student teachers who are in jeopardy of not successfully completing their student teaching are placed on a professional growth plan. The purpose of the plan is to identify specific areas that require improvement and to outline a plan of action for remediation. If a cooperating teacher observes inadequate performance, the University Supervisor should be notified immediately. The supervisor will contact the director and a conference will be scheduled. During the conference, the content of the professional growth plan will be formulated with input from the student teacher, the cooperating teacher, the supervisor, and the director.