4.0 The Cooperating Teacher

The cooperating teacher is one of the most important factors in the student teaching program since she or he is the person who will work most closely in a helping role with the student teacher. Much of the success of the student teaching program is dependent upon the cooperating teacher's supervision and direction of the activities, methods, and techniques employed by the student teacher.

 

4.1   Responsibilities of the Cooperating Teacher

  • Recognize that the legal responsibility for the classroom remains with you.
  • Provide the student teacher with work and study space.
  • Model effective teaching for the student teacher.
  • Explain in detail the policies and philosophy of the school to the student by providing a handbook if possible.
  • Acquaint the student teacher with the overall purposes and the general plan of the instructional program.
  • Orient the student teacher to the background of the students, class schedules, materials and equipment, school regulations, reports to parents, extra-curricular activities, and school policies and procedures for evaluation and grading of students.
  • Work with the university supervisor in planning a well-balanced program of learning activities - participating, observing, and teaching - and in planning and determining the major criteria for continuous evaluation;
  • Plan with the student teacher the steps in assuming responsibility in the classroom, allowing the student teacher to assume more responsibilities as she or he exhibits the readiness to do so.
  • Involve student teachers in non-instructional activities, such as faculty meetings, professional meetings, school organizations, school club and sports programs, and community activities.
  • Alert the university supervisor if a situation develops which is not productive for the student teacher, students, or yourself.  (See 7.4 Handling Serious Problems.)
  • Develop overall supervision plan involving observations, criteria for evaluation and supervisory strategies, all of which should be discussed with the student teacher and the university supervisor.
  • Provide regular conferences during which the student teacher and you plan, share information, discuss classroom management, evaluate, and make decisions;
  • Plan for frequent evaluations of the student teacher which will place an emphasis on continuous growth, encouraging the student teacher to evaluate his or her own personal and professional progress; and
  • Assist in the official final evaluation of the student teacher's progress by the university supervisor, who has the ultimate responsibility for determining the student's grade.
  • Sign Form S as the LEA Supervisor and submit it to your LEA Student Teacher Coordinator; this form is required for the student teacher to receive his/her license. 

*Note: For WCPSS the LEA Student Teacher Coordinator is Glen Carrozza, for Johnston County Schools  Jeanne Burton is the Student Teacher Coordinator, for all other counties please contact the OPE for the Student Teacher Coordinator.

 

4.2 Prior to the Student Teacher’s Arrival

The time to begin preparing for the arrival of a student teacher is immediately after you agree to accept a student teacher. This initial preparation can be a major factor in providing a successful student teaching experience.

Through discussion or other communication with the university supervisor, secure information concerning the student teacher's personal interests, academic background, and pre-student teaching contacts with schools, teachers, and students.

Prepare the students

The approach will vary according to the familiarity of students with student teaching programs in general and with their level of maturity and sophistication. The following is a suggested approach:

  • Indicate your approval and enthusiasm for the student teacher's arrival.
  • Introduce the student teacher as a co-teacher or intern, rather than as a student. Students should be expected to give the same courtesy and respect to a student teacher as they would to a teacher.
  • Emphasize the advantage of having two teachers in the classroom who are capable of instruction and guiding students. The idea of increased individual assistance, the possibility of more varied activities, and even the novelty of working with two different people are suggestions for stimulating student enthusiasm.
  • Stress any strong points related to the student teacher and the possible relationship of those points to school and student activities. Unusual scholastic, artistic, or physical talents, extensive travel, demonstrated leadership or performance in college or community activities may provide initial keys to student acceptance.
  • Give students a feeling of responsibility for the initial orientation and acceptance of the student teacher. 
  • Explain that university supervisors will be visiting in order to observe teaching techniques and class responses.
  • Explain that when the student teacher is in charge of the class that he or she is in charge that questions, requests, and comments should be addressed to the student teacher.

Prepare the administration and faculty

Inform the administration and faculty about the student teacher's arrival and introduce him or her at a faculty meeting. Involve colleagues in preparing for the arrival of the student teacher by asking them to help:

  • Secure needed learning materials and facilities;
  • Decide on plans for welcoming the student teacher;
  • Acquaint the student teacher with the total school program; and
  • Provide opportunities to observe their classes.

Prepare orientation materials

  • Place copies of pertinent school information in a folder for the student teacher.  These may be discussed briefly during the initial visit and the student teacher is asked to be familiar with them upon returning to student teach. Some suggestions for the folder follow. Do not limit your collection to these:
  • School calendar, master schedule, time schedule;
  • Fire drill and other emergency instructions;
  • Schedule of teachers' meetings and parent-teacher meetings;
  • Copy of long-range plans for the year;
  • Copies of administrative forms, such as attendance register (or computer format), textbook slips, hall pass, field trip form, transfer slip;
  • Student handbook or school rules and cafeteria regulations;
  • Map of the city or community and information about the community; and
  • Curriculum guide, faculty handbook, and list of faculty members.

Prepare the classroom and instructional materials

The student teacher's needs in a classroom correspond to those of any new teacher. The following are some suggestions:

  • Provide a desk and chair and a place where personal belongings can be safeguarded;
  • Obtain a set of textbooks, teachers' manuals, teachers' guides, and course outlines for the student teacher.
  • Provide copies of local and state curriculum guides pertaining to the teaching situation.
  • Prepare a seating chart of each class with which the student will work.

 

4.3   Orienting the Student Teacher

Soon after agreeing to accept a student teacher from North Carolina State University, the cooperating teacher can expect an initial visit and observation period by the student teacher. This visit will be used by the student teacher for observing, meeting key staff members, obtaining copies of pertinent school information, and getting to know the cooperating teacher. It would be helpful for you to share instructional plans and identify possible initial teaching topics for the student teacher. In addition, plans should be made with the student teacher for a detailed conference on the first day of the actual student teaching experience.

4.3.1 The Initial Conference

The effectiveness of any conference depends upon the willingness and ability of those involved to be sensitive to each other. The success of the student teaching experience may be greatly affected by the quality of this interaction. The conference itself is a learning experience for both the cooperating teacher and the student teacher.

The initial conference is probably the most important conference the cooperating teacher will have with the student teacher. It is suggested that this conference take place the first full day of the student teaching experience. The most important objective of the conference should be to communicate to the student teacher support and acceptance. This should be the beginning of a relationship characterized by mutual trust, respect, and dedication to a meaningful student teaching experience.

This conference should include a clarification of expectations, some planning for the total student teaching experience, and some suggestions for initial activities.

  • Delineate the specific behavior expected of the student teacher.
  • Discuss teaching/learning philosophies and be sensitive to differences. 
  • Be specific about classroom rules and policies.
    • Rules that have been enforced in the classroom should be maintained.
    • Offer to support the student teacher when disciplinary problems arise and discuss various classroom management methods. 
  • Indicate that the student teaching experience will involve more than just classroom teaching.
    • There should be opportunities for working with the principal, counselor, parents, and other faculty and staff members.
    • Invite the student teacher to discuss his or her expectations of you.

 

4.3.2 Planning for the Total Student Teaching Experience

Give the student teacher an overview of the curriculum, including what pupils have studied, are studying, and will be studying. Effectively involve the student teacher by briefly sharing some ideas about particular strategies for teaching the upcoming topics.

Plan some initial activities. The following is a list of possible activities for the student teacher

  • Observe classes and other teacher activities.
  • Assist a student who has missed classes.
  • Help students individually during guided practice time in class.
  • Present a brief historical anecdote or enrichment topic which pertains to that day's lesson.
  • Prepare a bulletin board.
  • Work with a small group in the class.
  • Tutor a student who has special needs.
  • Administer a test or retest.
  • Develop a collection of five-minute teaching topics to use if a lesson ends sooner than planned.

Plan a tentative schedule for the assumption of teaching responsibilities. It is suggested that the student teacher start with one class and add classes gradually as readiness to do so is demonstrated. By the fourth or fifth week, most student teachers will be carrying a full load. The structure of the student teaching experience should be developed cooperatively with the student teacher, the cooperating teacher, and the university supervisor.

Plan and discuss observations. To be useful, observations must be purposeful.  Initially, the student teacher should observe the classes of the cooperating teacher and other teachers in the school. Toward the end of student teaching, observation of special programs, different grade levels, and other master teachers in the school system could be enriching. Student teachers should observe classes with specific objectives in mind, e.g., to learn how interest is maintained.  Plan and discuss conferences and their importance. Although there may be short daily conferences, plan to have a regularly scheduled weekly conference. Emphasize that the student teacher should feel free to suggest conference topics.  Give supportive, honest feedback, with specific suggestions.

 

4.3.3 The Beginning Period

  • The student teacher should be asked to observe several classes. These observations should be task-oriented (e.g., Were the objectives accomplished? How?  How is discipline handled?).
  • A gradual introduction to the classes may include taking attendance, grading simple quizzes and objective test papers, checking homework assignments, aiding in small group work, offering remedial sessions, supervising library work, etc.

 

4.3.4 Full-time Student Teaching

  • The student teacher should start teaching the most accommodating class. After an initial positive experience with one group of students, the student teacher should feel better prepared to handle a more challenging class.
  • The student teacher should prepare a duplicate set of lesson plans in advance so that the cooperating teacher may review them and, if necessary, offer advice.
  • A daily discussion of the lesson plans should take place in order to review objectives, materials, procedures, and alternatives.  Plans should be divided into time segments to help the student teacher pace the lesson.  The cooperating teacher should provide specific feedback in terms of the student teacher's plans, classroom performance, actions, and behaviors.
  • The student teacher should be encouraged to continue the classroom procedures and standards for discipline already established by the cooperating teacher.
  • If possible, the cooperating teacher should give a model lesson which the student teacher could follow in another section of the same course.
  • Initially, the cooperating teacher should remain in the classroom to observe and to take notes for the purposes of praise, encouragement, and review of what was accomplished.
  • The cooperating teacher’s role in the classroom should gradually be minimized, until eventually the student teacher takes on complete responsibility for the class.  However, the cooperating teacher should be easily accessible to the student teacher.
  • The cooperating teacher should urge the student teacher to self-evaluate daily and to be flexible regarding expectations for his or her accomplishments.


 

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last updated 8/11/09
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Contact: Michael J. Maher [michael_maher@ncsu.edu]
Director of Professional Education
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