Cooperating Teacher Orientation James Madison University Education Support Center The Role of the CooperatingTeacher пЃ® пЃ® пЃ® You will play a critical role in helping the student teacher complete his/her experience successfully. The following information will help define your role and responsibilities as a cooperating teacher and explain what you should expect from your student teacher. This orientation should be used in conjunction with the Student Teaching Performance Guide. Welcoming your Student Teacher пЃ® пЃ® The student teacher should contact you, but he/she would also like to hear from you. Orient your student teacher to: п‚Ў п‚Ў п‚Ў you (e.g. introductions, вЂњsurvival kitвЂќ, setting assignments/schedule) the school (e.g. maps, routines, rules, emergency procedures), and the classroom (e.g. getting to know your students). The Initial School Visit пЃ® пЃ® пЃ® Learn about your student teacher. Share your own experiences, skills, interests, and expectations. Topics for discussion might include: п‚Ў п‚Ў п‚Ў п‚Ў п‚Ў п‚Ў School philosophy, policies, calendar & daily schedule. Expectations regarding dress, behavior, etc. Required reports and record-keeping, grading standards and discipline procedures [share school handbook]. The curriculum and skills or SOL content to be covered. Sharing your instructional materials (texts) and strategies. SchoolвЂ™s expectations for their students and classroom routines [share student handbook for reference]. Student Teacher Attendance Requirements пЃ® пЃ® пЃ® пЃ® пЃ® Must follow the school division calendar (not the University calendar) including vacations, holidays, and workdays. Attend school вЂњmake-upвЂќ days scheduled due to inclement weather closings. Allowable absences include personal illness, death in immediate family or extreme circumstances. Approval for pre-planned absences must be obtained in advance from both the cooperating teacher and university supervisor. Appropriate paperwork must be submitted. Multiple absences, and/or frequently arriving late or leaving early, are not permitted. Be sure to inform the University Supervisor. Student Teacher Attendance Requirements пЃ® пЃ® пЃ® (continued) In case of unexpected absence, the student teacher must notify the cooperating teacher immediately. If s/he canвЂ™t reach the CT, the principal must be contacted. The university supervisor must also be informed. The student teacher is responsible for providing lesson plans during an absence to ensure continuity of instruction. Student teachers are excused from the classroom for the following events: п‚Ў п‚Ў Required Student Teaching Conference held on-campus each semester. One Teacher Recruitment Day. (Spring student teachers only) Student Teacher Schedule Requirements пЃ® Student teachers are expected to follow the cooperating teacherвЂ™s schedule throughout the placement including: п‚Ў п‚Ў п‚Ў Observing the same hours. Attending professional meetings including faculty meetings, parent conferences, PTA, and county or city in-service workshops. Taking part in extra-curricular activities as appropriate. Student Teacher Professionalism Requirements пЃ® Student teachers must demonstrate professional attitudes and actions: п‚Ў п‚Ў п‚Ў п‚Ў п‚Ў пЃ® Follow schoolвЂ™s rules and policies. Be courteous to teachers, staff, pupils, and school community. Meet schoolвЂ™s standards of dress, behavior, and personal appearance. Place school responsibilities ahead of personal wishes. Safeguard knowledge from access to confidential records or personal information, using it for professional purposes only. Please share any confidentiality concerns with ST or university supervisor. A Moment to Reflect пЃ® пЃ® пЃ® пЃ® Scenario 1. Your student teacher arrives on her first day with enthusiasm and appropriate attire. As you are discussing your expectations, you see a glint of metal in her mouth and realize she has a tongue piercing. What do you do? п‚Ў Inform her that she is not to wear it when she is in the school. Scenario 2. Your student teacher has been doing an excellent job over the first few weeks. During lunch, she excitedly mentions to you that her fiancГ©e is arriving for a long weekend and would you mind if she took Monday off. What do you do? п‚Ў Wish her a great weekend, but remind her that she needs to be in school on Monday. There are no provisions or time for a personal absence. Scenario 3. You are planning your long term schedule with your new student teacher and he questions why he should be attending an evening PTA meeting, especially since it interferes with his evening job as a server. What do you do? п‚Ў Remind the student teacher that he/she is expected to follow your schedule. Student teachers are told that this is a full-time experience and takes precedence over all other responsibilities. Scenario 4. You overhear your student teacher talking to another student teacher at your school. They are discussing some students in their classrooms and you feel they are breaching confidentiality. What do you do? п‚Ў Talk to them about your concern, and share this concern with the university supervisor if it happens again. Planning and the Student Teaching Experience пЃ® пЃ® пЃ® пЃ® Provide orientation to school and classroom. Discuss basic instructional materials and faculty and student handbooks. Help establish objectives and provide expectations and deadlines for daily lesson plans, unit plans, and pupil evaluation. Plan (with university supervisor) for induction into teaching process and gradual assumption of primary classroom responsibility. Schedule and the Student Teaching Experience пЃ® пЃ® Cooperating teacher, university supervisor, and student teacher will work together to develop an appropriate schedule to cover a broad range of experiences. Things to consider: п‚Ў п‚Ў п‚Ў пЃ® SchoolвЂ™s schedule and program design, including SOL instruction and testing. Incorporation of co-teaching strategies. Readiness of pupils to accept a student teacher. See sample teaching schedule. (ST Performance Guide, Section III, p.7) Climate and the Student Teaching Experience пЃ® пЃ® пЃ® Develop an atmosphere that supports dialogue and discussion вЂ“ share advice, provide constructive feedback, and encourage open communication. Establish a climate that allows the student teacher to develop skills in planning and to test theory and practice in the classroom. Foster the support of administrators, staff, and other faculty in the building. Teaching and the Student Teaching Experience вЂњOne must be a student before one can be a teacher.вЂќ вЂ“Chinese Proverb Teaching and the Student Teaching Experience пЃ® пЃ® пЃ® пЃ® пЃ® Review and give feedback on lesson plans BEFORE they are used in class. Observe informally daily -- provide oral feedback on classroom management skills and at least one lesson or activity. Serve as a resource for all facets of the experience вЂ“curriculum, the teaching process, professionalism, supplies, equipment, etc. Work with supervisor to see that ST is meeting university goals and expectations. Provide increasing feedback and support as ST assumes primary classroom responsibility. Reflection, Collaboration and Communication and the Student Teaching Experience пЃ® пЃ® пЃ® Apprise ST of progress at all times and revise goals and expectations as necessary. Meet formally at least once a week to discuss progress, review short and long term instructional plans, and identify objectives for following week. Enter your reflections in Tk20 at a set time each week. Include what went well and why, what didnвЂ™t go as well and why and suggestions. Reflection, Collaboration and Communication (continued) and the Student Teaching Experience пЃ® пЃ® пЃ® Complete mid-block and final student teacher evaluations. Share your evaluation with the student teacher and university supervisor. Provide ST opportunities for professional growth by encouraging observations of other educators, attendance at professional meetings, and participation in schoolвЂ™s programs. Review all forms in Section IV of Student Teacher Performance Guide. A Moment to Reflect пЃ® пЃ® пЃ® Scenario 5. You meet with your new student teacher to submit the Student Teaching Block Organizer in Tk20. What information do you need to have ready before you sit down to plan? п‚Ў Have academic/school calendars and your lesson plans available. You will need your schedule of meetings, field trips, testing, etc. to begin your planning. Scenario 6. YouвЂ™ve accepted a first block student teacher, and so youвЂ™re getting to know your new students and your student teacher all at once. What are some steps you can take to provide a climate that encourages learning, and supports communication and feedback with your student teacher? п‚Ў Introduce yourself and your student teacher as вЂњco-teachersвЂќ to your new students. п‚Ў Establish your classroom routines as you normally would, having your student teacher responsible for portions of the routine. п‚Ў Share your past stories/experiences for establishing a new classroom with your ST. Scenario 7. YouвЂ™ve just finished the first two weeks of your 8-weeks with your student teacher. YouвЂ™re feeling a little overwhelmed. When are you supposed to find the time to do all of these meetings, evaluations and feedback with your ST? п‚Ў Choose one planning period a week to meet formally to discuss ST progress and review lesson plans. If possible, enter your reflections in Tk20 before you meet. Incorporate informal feedback during your normal communication throughout the day. From Intro to Solo вЂњLearning and teaching should not stand on opposite banks and just watch the river flow by; instead, they should embark together on a journey down the waterвЂ¦вЂќ Malaguzzi, Loris, quoted in The Hundred Languages of Children From Intro to Solo пЃ® пЃ® пЃ® You should share teaching activities with the ST in a variety of ways at first, and eventually leave him/her alone in the classroom for extended periods of time. Do not leave all day! Observations and feedback on teaching skills are critical. It is the entire teaching experience each day that is important for the student teacher, not just being alone in the classroom. Observations and Assessments (see Section IV of Student Teaching Performance Guide) пЃ® пЃ® пЃ® пЃ® Regular daily observations and feedback are recommended. There are many strategies for classroom observations to use including: Selective Verbatim, Verbal Flow, At-Task, Teacher Movement, and Focused Scripting (pp. 19-22). These strategies are useful when you are providing feedback for specific aspects of teaching (e.g. content knowledge, instructional performance, student involvement). You are required to submit assessments in Tk20 at midblock and at the end of the student teaching experience. (pp. 9-12) Co-Teaching (see Section II of Student Teaching Performance Guide) пЃ® пЃ® пЃ® пЃ® Co-teaching is when CT & ST are working together with groups of students and sharing the delivery of instruction. It can allow the student teacher to gradually present portions of the lessons and/or work with individuals or small groups of students. With co-teaching the time the ST is left totally alone is reduced, and it takes advantage of an additional trained adult in the classroom to teach students. Approaches to co-teaching include: п‚Ў One Teach, One Support, Parallel Teaching, Alternative Teaching, Station Teaching, and Team Teaching (pp. 4-5). A Moment to Reflect пЃ® пЃ® пЃ® Scenario 8. You feel that your ST might be calling on the same students throughout the lesson. What observation strategy might you use to elicit that information? п‚Ў Teacher movement observes the ST pattern through the classroom to see if the teacher is able to give specific attention to all individuals during a lesson. You also can keep a record of how many times each student is called on during a particular lesson. Scenario 9. Several students in your class are struggling with their math concepts. What methods of co-teaching can you explore with your student teacher during math lessons that can address this problem? п‚Ў Depending on the number of students having difficulty with the content, either Parallel Teaching or Alternative Teaching would be a good use of a second teacher in the class in this scenario. This would entail either splitting the class in half or splitting the class into the main large group and a small group. That way the students having more difficulty grasping the concept could be taught at a slower pace while allowing other students to move ahead. Scenario 10. Your high school English student teacher wants to incorporate coteaching strategies into her lesson plans. Your students are learning about American poetry. What method might work well in this situation? п‚Ў Team Teaching probably would be the most effective method for these lessons. The class can have an engaging discussion as you both actively share your own interpretations and insight. The Role of the University Supervisor пЃ® пЃ® The university supervisor is the primary liaison between the host school and the University. He/she will schedule a visit near the beginning of the block to discuss the program requirements. Subsequent visits should average about once every two weeks: п‚Ў п‚Ў п‚Ў To review ST lesson plans. To observe classes or activities that ST is teaching and provide written feedback. To confer with CT and ST. The Final Grade пЃ® пЃ® пЃ® The university supervisor is ultimately responsible for the student teacherвЂ™s final grade (credit / satisfactory or no credit/unsatisfactory). Your input and recommendations, however, are critical to the grading process! Your final evaluation, including narrative comments, should always accurately reflect the STвЂ™s performance. Clinical Faculty пЃ® пЃ® Clinical Faculty are cooperating teachers who have received specialized training in working with student teachers. CF have increased responsibilities: п‚Ў п‚Ў п‚Ў п‚Ў пЃ® пЃ® Demonstrate a commitment to lifelong learning (graduate work, workshops, or other professional development activities). Assume a three-year appointment and attend at least one refresher workshop during that term. Accept one student teacher per year, if requested. Formally observe student teachers once a week and provide written feedback. CF receive an increased honorarium due to their added qualifications, training, and responsibilities. Please contact your principal if you are interested in participating. Thank You for your Participation пЃ® пЃ® Please contact the Education Support Center at 540-568-6274 or firstname.lastname@example.org if you have any questions or comments about this orientation. Be sure to review our website at http://www.jmu.edu/coe/esc/ for additional information about the student teaching process.