Responsibilities

ROLES AND RESPONSIBILITIES OF THE COOPERATING TEACHER

The role of the cooperating teacher is vital in the development of a student teacher. You will help facilitate the planning, implementation, and evaluation of the student teacher so that he/she will experience professional growth.

COMPONENTS OF DAILY OBSERVATION

• Observing the student teacher?s instructional performance is critical for his/her professional development.
  It is important that the student teacher be provided with specific, objective feedback.
• Observations include:
• Review and assessment of lesson plans
• Observation and documentation of the actual lesson
  - Identify areas of instructional strengths and identify specific areas for refinement.
  - Identify strategies to improve area(s) for refinement.
• Professional dispositions:
  - Interaction with students, colleagues and administrators

VISITATIONS AND OBSERVATIONS BY THE UNIVERSITY SUPERVISOR

• The observation and discussion should not be a disruption to the class. The plans for the day should remain the same.
• Visits and observations of student teachers occur at least five times during the student teaching experience. More visits/observations may be required if the student teacher is experiencing difficulty.
• The initial visit should occur during the first two weeks of the student teaching experience.
• An observation should occur prior to the mid-term evaluation.
• Two observations should be scheduled when the student teacher assumes full responsibility for the classroom prior to the final evaluation.
• The final observation should occur shortly before the final evaluation.
• The University supervisor should confer with the cooperating teacher in evaluating student teachers and composing the narrative section of the final evaluation.

LEAVING THE CLASSROOM: "SOLO" TEACHING

• Student teachers should be regarded as pre-service teachers assigned to the classroom to gain valuable practical experience. This is their opportunity to begin developing into a teaching professional. There should be opportunities to observe, plan, teach and discuss lessons with the cooperating teacher. As the student teacher gains more confidence the long range plan should include "solo" teaching so that he/she experiences managing a classroom independently. The cooperating teacher retains the responsibility for the classroom, students and the student teacher and, therefore, should be available (in close proximity).

COMMUNICATION

• Keeping the lines of communication open is one of the key components of a successful student teaching experience. The student teacher and cooperating teacher should develop a system/plan for daily communication. The cooperating teacher, student teacher and University supervisor should keep in touch through one-on-one visits, email, phone calls, etc. If concerns arise that need resolving, please contact the University supervisor immediately. He/she will then determine whether the Coordinator of Student Teaching should be involved. If there should be a concern regarding the University supervisor, please call the Coordinator. We are here to help resolve situations before they become bigger issues.
• The student teacher will be looking for help with short and long term planning, suggestions on classroom management, as well as observation of teaching and constructive feedback. It is important to schedule daily time to talk about how things are going.

ADDITIONAL RESPONSIBILITIES SPECIFIC TO PROGRAM AREA