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ROLE
AND RESPONSIBILITIES OF THE COOPERATING TEACHER
Pre-teaching
Period
The
cooperating teacher directs the student teacher's early classroom
observations, focusing on both pupils and teaching .
The cooperating teacher should share with the student
teacher the steps involved in planning and implementing the
instructional program, as well as taking an active part in
the initial planning done by the student teacher.
Student
Teaching Period
Plans
1.
The student teacher should ordinarily
be assuming limited teaching responsibility
by the second week of the student teaching
period.
2.
Prior to the initial teaching, the cooperating
teacher and the student teacher
agree upon definite guidelines for planning,
e.g., format, due date, procedures
for feedback and revision.
3.
In the beginning, the cooperating teacher
encourages the student teacher to
prepare detailed plans and checks to see
that objectives are clear, materials
listed, and steps and procedures included.
4.
The cooperating teacher should feel free
to make either oral or written
suggestions, realizing that student teachers
want and need assistance and that
they look to their cooperating teachers
for help in anticipating outcomes.
5.
Revision of plans, when advisable, will
be suggested by the cooperating teacher.
6.
Experimentation with new materials, methods,
and techniques will be subject
to approval of the cooperating teacher.
7.
The cooperating teacher keeps a cumulative
folder of the student teacher's
plans.
In
summary, the cooperating teacher usually follows a sequential
process in helping the student teacher develop independence
in planning . The cooperating teacher first
serves as a model, then plans with the student teacher, and
finally encourages the student teacher to do independent planning
. This sequence is usually achieved gradually
and will vary according to the aptitude and readiness of the
student teacher.
Confers
1.
The cooperating teacher frequently has
conferences with the student teacher
about pre-teaching planning.
2.
Opportunities for post-teaching conferences
are provided for evaluation of
lessons taught and for further planning.
3.
The cooperating teacher should expect to
meet periodically with the university
supervisor, and with the student teacher and the university
supervisor in two- and
three-way conferences, respectively.
4.
Regular conferences between student teacher
and cooperating teacher should be
scheduled in advance and not just in response to a
problem or crisis situation.
Regularly scheduled conferences can and should provide
the student teacher with
opportunities to share successful experiences and to
explore together with the
cooperating teacher the student teacher's insights
into teaching as a profession.
Observes
The
cooperating teacher has two roles in the observation process--the
observer and the observed.
1.
The cooperating teacher provides frequent opportunities
for self-evaluation by
the student teacher
through providing alternate periods of observation and
teaching . The cooperating teacher will arrange
for the student teacher to observe
other teachers and a variety of teaching styles whenever possible.
2.
The cooperating teacher uses observation
scales but attempts to limit the number
of techniques being observed at any one time.
3.
The cooperating teacher may make notes during
the lesson to provide direction for
the post-teaching conferences.
4.
As a rule, the cooperating teacher does not offer
suggestions at the time the student
teacher is working with the class, but reserves comments for
the post-teaching
conferences.
Opportunities
to Teach
As
the student teacher demonstrates growing confidence and competence,
the cooperating teacher gradually increases the responsibilities
for independent planning and teaching so that the limited
teaching experienced during the second week may gradually
lead to the student teacher assuming significant or total
teaching responsibilities during the last several weeks of
the student teaching period. The pace of
assuming teaching schedule will vary among student teachers
and the cooperating teacher must gauge the amount and type
of instructional duties that the student teacher can reasonably
be expected to assume. The university supervisor
can be consulted in this matter to the extent that the cooperating
teacher deems necessary.
Evaluates
1.
The cooperating teacher, who is in continuous
contact with the student teacher and in a position to observe
day-to-day development, assumes the major responsibility for
the on-going evaluation of the student teacher's progress
. The university supervisor, functioning
in a supportive role, is available to the cooperating teacher
for consultation regarding the progress of the student teacher
and will observe and confer with the student teacher.
2.
The cooperating teacher is required to
complete three formal reports for the student teaching: (1)
an interim evaluation report, (2) a final evaluation report,
and (3) a written statement of reference.
3.
During the post-teaching conference,
the cooperating teacher encourages critical self-evaluation
by the student teacher and suggests specific means of improvement
. Experience with student teachers has shown
that they want to know where they stand and how they are doing.
4.
Specific evaluations of daily lessons
are frequently based on notes made by the cooperating teacher
as the student teacher is at work in the classroom .
These notes may become a part of the student teacher's
own folder and can be used as a cumulative record of progress.
5.
Evaluation of overall progress of
the student teacher is a continuous process and the mutual
responsibility of the cooperating teacher and the student
teacher . Using the final evaluation form
several times during the period, the cooperating teacher and
student teacher can determine together the areas of strength
and growth, and areas requiring further attention .
A wise use of the form enables an objective and positive
evaluation rather than unspecified and consequently minimally
useful praise or criticism . The student
signature on the final evaluation form indicates knowledge
of contents.
6.
Limited progress of any student teacher
should be reported to the university supervisor at the earliest
possible date. The
supervisor assumes the responsibility for informing the Office
of Field Experiences if necessary . Recommending
a student to withdraw from student teaching is an official
function of the Office of Field Experiences in consultation
with the student teacher, the cooperating teacher, and the
university supervisor. See Appendix E for Policies and Procedures
for Recommending that a Student Withdraw from Any Required
Field Experience.
7.
Immediately upon completion of the
student teaching period and with the assistance of the university
supervisor, the cooperating teacher should complete the final
checklist and prepare a written statement of reference for
submission to the Office of Field Experiences . The
final checklist and written statement of reference should
be submitted to the Office of Field Experiences within thirty
days following the last day of the student teaching assignment.
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