Responsibilities for
cooperating teachers
How to assist the student teacher
The cooperating teacher is considered to be an outstanding educator and has been given the responsibility to help the pre-service teacher develop a sense of confidence and security and the skills necessary to successfully begin a teaching career. The following suggestions are intended to assist the cooperating teacher.
- Make the pre-service teacher welcome and a part of the learning community.
- Keep lines of communication open with the
pre-service teacher and the WSU supervisor.
- It cannot be stressed enough that this is one of the key factors in the success of the experience for all involved. Communicate! Communicate! Communicate!
- Assist the pre-service teacher in daily and
long-range lesson planning and assessing teaching
performance.
- Establish a regular routine for consultation and team planning.
- Schedules are busy, but try not to let a day go by without some acknowledgment of the efforts of the pre-service teacher
- Provide the pre-service student with both formal
and informal feedback.
- Meaningful, systematic observations will enable the pre-service teacher to study more in-depth the concepts of teaching and learning.
- Gradually transfer teaching responsibilities and
leadership to the pre-service teacher.
- Assume the role of observer, collaborator and provider of feedback.
- During this time it is crucial that the pre-service teacher have the opportunity to be the teacher and to be aware of how s/he is performing in that role.
- Assist the pre-service teacher in reflecting on
his/her teaching and analyze strengths and weaknesses.
- Current teacher education literature describes the advantages of pre-service teachers engaging in reflection.
- Continue to develop pre-service teacher's awareness
of the professional community.
- Assist the pre-service teacher in becoming aware of the benefits of belonging to professional organizations.
Observation and feedback
Meaningful, systematic observation and feedback will enable the pre-service teacher to examine more in-depth the concepts of teaching and learning. The use of observation and feedback will also allow the pre-service teacher to strengthen his/her confidence and competence in teaching. The following are suggestions for using observation and feedback in the field experience.
Feedback can be as informal as. . .
- Smiling
- Highlighting strengths
- Identifying and/or discussing effective teaching techniques, strategies, etc. employed by the pre-service teacher
- Writing notes, comments, journal entries
- Offering suggestions or alternatives for consideration
- Verbalizing thought processes
- Offering support and encouragement
- Debriefing
When observing and debriefing. . .
- Let the pre-service teacher clarify lesson objectives and decide what the focus of the observation should be.
- Pay attention to observable behaviors, avoiding inference and judgment.
- Note strengths, improvements, and successes in the identified area of focus. Record what happened in the lesson.
- Meet with the pre-service teacher as soon as possible after the lesson to debrief.
- Assist in reflecting on the pre-service teacher's teaching experience. Begin by asking questions that allow him/her to feel positive about the experience: "What do you feel were the strengths of your lesson? What worked well? Why is it working well?" Focus on what is helping to bring about these successes.
- In situations where it is difficult for the pre-service teacher to identify successes, point out observed examples of success.
- If the pre-service teacher expresses a concern regarding the lesson, assist in drawing connections between previous successes and possible alternatives/solutions to the concern.
- Focus the conference discussion on the positive elements of the lesson.
- At the end of the conference, discuss the pre-service teacher's continuing growth and encourage him/her to set goals and use past successes to move forward.
- Give a copy of the observation notes/summary to the pre-service teacher and to the WSU supervisor.
When using the Performance Based Pedagogy Assessment (PPA)
- Become familiar with the document focusing particularly on the instructions (Section 6 pages 17-18) and the rubrics (Section 6 pages 29-38b)
- Formally assess a minimum of two lessons using the PPA. Review the Instructional Plan, the Instructional Plan Rationale, and the Classroom and Student Characteristics.
- Use the Scoring Rubric/Assessment Record, Standards 1-5 (Section 6 pages 29-34) to assess the written sources of evidence.
- Observe the pre-service teacher using the Scoring Rubric, Standards 6-10 (Section 6 pages 34-38).
- Discuss with the pre-service teacher the Standards and Criteria that have been met or not met and provide feedback addressing any areas needing improvement.
- Review evidence from the pre-service teacher that they have had a positive impact on student learning.
- Use the PPA Rubric as a formative tool to share the pre-service teacher's progress with the university supervisor.
Characteristics of effective mentoring
- Recognizes student teaching is a learning experience.
- Accepts pre-service teacher as a fellow professional.
- Establishes rapport.
- Provides an orientation about school, staff, community.
- Involves pre-service teacher gradually in teaching.
- Assists in making lesson plans early in the experience.
- Directs the pre-service teacher in record keeping.
- Encourages the pre-service teacher to be creative.
- Does not expect the pre-service teacher to be a mirror of the cooperating teacher.
- Gives specific praise when appropriate.
- Uses objective/specific supervision methods.
- Avoids unnecessary criticism.
- Directs the pre-service teacher in focusing on self-analysis.
- Provides regularly scheduled conferences.
- Invites participation in after-school activities.
- Consults with university supervisors.
- Arranges for observation of other classes.
- Arranges for directed-observation.
- Models a variety of teaching strategies.
- Provides weekly written/verbal feedback.
- Assists in problem solving.
- Encourages students to try a variety of instructional strategies.
- Develops trust with the pre-service teacher.
- Uses team teaching when appropriate.
- Discusses evaluations with the student teacher.
Clock hours
Cooperating teachers are eligible to receive ten clock hours per semester, not to exceed twenty clock hours during a calendar year, for mentoring a pre-service teacher during the culminating field experience. The clock hour form will be distributed by the university with the payment voucher paperwork.
WSU support and supervision
The university supervisor is a member of the College of Education faculty who serves as a supervisor-advisor for the pre-service teacher, a consultant for the cooperating teacher, and a liaison between the College and public school.
The supervisor will conduct scheduled student teaching seminars and visit the school on a regular basis to observe and confer with the pre-service teacher, the cooperating teacher, and the building administrator.
As a liaison , the WSU supervisor works actively to promote a partnering relationship with principals and teachers. Through on-going, long-term relationships with schools, the WSU supervisor is able to identify appropriate school sites and cooperating teachers.
The WSU supervisor. . .
- Assists with initial placement
- Provides introductions
- Explains and/or answers questions about the program and assignments
- Shares program and student information with the teacher and the principal (as necessary)
- Problem solves as needed
As a mentor, the WSU supervisor oversees the pre-service teacher's progress from an observing role to an active teaching role.
The WSU supervisor. . .
- Observes and conferences with the pre-service teacher. The goal of the observations is to provide description and data about what is happening in the classroom, especially what the children are doing. Observation and conference sessions guide pre-service teachers in reflecting on their own practice and making plans for moving forward in a systematic and developmental way.
- Facilitates on-going communication and feedback regarding the pre-service teacher's progress by completing the Performance Based Pedagogy Assessment, a copy of which is given to the pre-service teacher and the cooperating teacher.
- Schedules three-way conferences so that the pre-service teacher, the cooperating teacher, and the WSU supervisor can agree on formative assessment, planning and problem solving.
- Assists with completion of program assignments and requirements.
As part of the university graduation requirements and the Washington State Certification System, the WSU supervisor is also required to provide on-going and final evaluations of the pre-service teacher's strengths and weaknesses. These requirements ask the WSU supervisor to evaluate the pre-service teacher on certain, predetermined behaviors and characteristics specified on the Performance Based Pedagogy Assessment (PPA), and the Professional Disposition Evaluation for Field Experiences (PDEFE). As an evaluator, the WSU supervisor monitors the feedback received from the cooperating teacher, completes the PPA and PDEFE, and facilitates the three-way conferences.
Placement file recommendations
The student teacher is encouraged to request recommendations from their cooperating teaching and anyone else who has seen them teach and work with young people.
The student teacher is responsible for talking with you about a recommendation.
Role of the building administrator
The building administrator plays a key role in helping student teachers become a welcomed addition to the teaching staff in the school and serving as a resource person and observer. Please share the following suggestions with your building administrator:
Welcome and introduce the pre-service teacher to school staff members.
Pre-service teachers tend to be nervous the first several days of the field experience. Taking time for introductions and a brief tour of the building helps the pre-service teacher feel part of the school and aids the important transition from college student. Include the pre-service teacher on staff mailing list and in staff workshops and social functions. If possible, provide a mailbox and an identification badge for him/her. Pre-service teachers tend to view these actions as symbols of belonging on the school staff.
Orient the pre-service teacher to school policies.
An overview of the staff and student handbooks, building goals and staff member expectations helps the pre-service teacher become familiar with policies and procedures. It also helps the pre-service teacher better understand his/her role in the school. Some administrators include the pre-service teacher in new teacher orientation.
Conduct at least one formal observation and conference and several informal visits.
Observations enable pre-service teachers to gain feedback and also become familiar with the professional evaluation system.
Maintain communication with the WSU supervisor to monitor the pre-service teacher's progress.
Open communication enables all participants to have input throughout the experience. If a problem should develop, everyone is informed and better able to assist the pre-service teacher. Communication also is necessary to assess fairly the pre-service teacher's performance when time comes for final evaluation.
Participate in the pre-service teacher's exit process.
If asked, complete a recommendation form for the pre-service teacher's placement file. Arrange a simulated (or actual) job interview with the pre-service teacher. After the interview, discuss the rational for including specific questions and suggest interview strategies for the pre-service teacher to consider.
Contact information
Field Services Office
Cleveland 314
509-335-0925
hritter@wsu.edu