Suggestions for the Cooperating Teacher

Prearrival Preparations

Prepare your students for the arrival of the student teacher:

• Explain that a second teacher will work with the class for a few weeks.
• Point out that the new teacher will have many different experiences to share with the class.
• Give examples of how the teaching team will work together in helping the pupils learn.
• Explain that the pupils should look to the new teacher for instruction and assistance.

Helping the Student Teacher get Started

The following suggestions have been made by student teachers and cooperating teachers. They have been found to be helpful in making the student teacher feel secure in this new situation:

• Accept the student teacher as a peer. Establish rapport as soon as possible.
• Consider the student teacher as a member of the faculty. The student teacher should be included on faculty lists, taken to meetings and encouraged to participate in committee work.
• Help the student teacher get to know the pupils in your class as quickly as possible.
• Include the student teacher in planning with pupils: "Mr. Smith and I" - "We" - "What do you think, Ms. Jones?"
• Provide a desk (teacher size if possible) for the student teacher.
• Explain formal and informal classroom and school policies. Tour of building and teacher resources: library, copy machine, die-cut, etc.
• Avoid criticizing the student teacher in front of the pupils.
• Share daily chores.
• Introduce the student teacher to the other school staff members.
• Provide a time for the student teacher to have uninterrupted conferences with you.
• Provide a time for the student teacher to teach units as you observe.

Checklist for Cooperating Teachers

Discussing the following items early in the experience will help the student teacher to know your expectations and will contribute significantly to his/her success.

§ Dress expectations § Hours § Fire and tornado drill procedures § Use of office equipment § Children with special health problems § Daily schedules § Playground periods and procedures § Planning book and school expectations for planning § Your style for planning and your expectations for planning § Use of manuals § Library procedures § Management techniques that work and are being utilized by you

§ Room rules that are established § Taking lunch count § Taking attendance § Ordering supplies § Parent-teacher conferences § Staff Meetings § Special school events where attendance is expected § Staff parking § Location of staff lounge and restrooms § Report cards § School grading policy & your policy on grades § Your expectations on keeping a grade book

Planning with the Student Teacher

The guidance given by you largely determines the quality of the planning done by the student teacher. The following suggestions may help you:

► Aid the student teacher in quickly becoming familiar with the class curriculum, your immediate objectives, long-range goals and your system of grading and recording grades at your first conference.

► Demonstrate good teaching techniques and methods. Help students to know specifically what to observe and discuss the lesson with them.

► Involve the student teacher in activities form Day 1. Start with activities such as collecting moneys, attendance, hall supervision, etc., as well as working with individuals and small groups.

► Responsibility for taking actual classes (spelling, P.E., art, etc.) may also be assigned the first week. This class should be kept and additional classes added as the student teacher is judged capable of assuming additional responsibilities, until he/she is carrying the full teaching load.

► Work closely with the student teacher in planning for initial lessons. Detailed plans should be required for each lesson taught until the student teacher shows by his/her performance that it is possible to operate successfully with less written details. Let the student teacher know your expectations for planning.

► Discuss the lesson plan with the student teacher before and after the lesson. Especially in the beginning, observe the lesson and help the student teacher to evaluate it. You may facilitate this by being specific, encouraging self-evaluation by asking questions such as "How do you feel about your lesson?" giving definite suggestions, indicating successes as well as mistakes. Help the student teacher to be reflective. "What can/will I do differently next time I teach to make the lesson better?"

► Allow the student teacher to try various teaching methods and techniques, even though you may not choose to use them yourself.

► The student teacher should have full responsibility as the teacher for at least three weeks. The graph on the next page may guide you.

► The student teacher will profit from both oral and written feedback. He/she should be kept apprised of strengths and areas in need of improvement at all times. Both formal and informal conferences will be needed.

► Above all, remember the student teacher is LEARNING to teach.

General Information for Cooperating Teachers

Attendance: Student teachers are to follow the policies and regulations required of teachers in the school corporation in which they are assigned. They are to report to their school five days a week during the contract period except for scheduled student teaching seminars. They are to follow the vacation schedule of your school corporation.

Absence: Whenever illness occurs, the student teacher has the responsibility of contacting the assigned school and university supervisor. The student may be excused for a maximum of three days. If the student misses more than three days, alternate provisions should be made after consultation with the Director of Student Teaching.

Appearance: It is important that the student teacher dress in keeping with the code established by the teachers of the school where the student is assigned.

Conferences: Daily conferences with your student teacher are necessary. Conferences offer the opportunity to plan and provide feedback concerning any teaching that has been done.

Evaluation Forms: The student teacher's performance is to be evaluated at mid-term and at the end of the semester. You should make the evaluation a cooperative process by involving the student teacher and the university supervisor. The mid-term evaluation form should be completed, but it does not have to be submitted to PNC. The final evaluation form must be to the University Supervisor the last week of student teaching. This final evaluation becomes part of the student's credentials file and will be available to future employers.

Lesson Plans: Effectively planning is the basis of successful teaching. It is important that the early planning be done with your aid and counsel. A part of the planning procedure is in evidence through well-prepared lesson plans. A sample lesson plan is included in your packet.

Observation by the Student Teacher: At the beginning of the experience, the student teacher may spend some time observing you as you teach and manage the classroom. These observations should be made as meaningful as possible. At the end of the student teaching experience, it may also be helpful for the student teacher to observe teachers in other classrooms and in special rooms.

Observation by the University Supervisor: The University supervisor will visit the classroom a minimum of 8 times. The purpose of the visit is to observe the student teacher engaged in the teaching process and to help the student attain a satisfactory professional experience. To accomplish this, the university supervisor needs to be informed as to when the student assumes class-teaching responsibilities. After observing, the university supervisor will confer privately with the student teacher to discuss progress and offer constructive advice. A three-way conference with you, the student and the university supervisor is also suggested. The university supervisor may also want to confer privately with you to obtain opinions and observations of the student's progress and development. Do not hesitate to contact the university supervisor whenever you have questions or concerns.

Grade: The final responsibility for the assignment of a grade rests with the university supervisor. The grade is based upon personal observations, conferences and the evaluation form completed by you.