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Cooperating Teachers' Guide To Supervising Student Teachers
College of Education
Eastern Kentucky University
Introduction
Cooperating teachers play a
significant role in the development of future educators
throughout the student teaching experience. Research
indicates that the cooperating teacher is the most important
person who influences student teachers and often leaves an
indelible impression on the novice teacher. The on-site
teacher plays a vital role among the triad of cooperating
teacher, university supervisor, and student teacher.
The purpose of this guide
is to clarify the role played by the cooperating teacher
during student teaching among the members of the student
teaching triad. More detailed information about the
expectations and duties of student teachers and university
supervisors may be found at our web site, (EKU Home,
Education, Professional Laboratory Experiences).
Expectations of Cooperating Teachers
Cooperating teachers must
meet minimum qualifications as set forth under Kentucky law
(KRS 161.042). Cooperating teachers must have: (1) a valid
Kentucky teaching, (2) attained a Rank II certificate, (3)
four (4) years of teaching experience, (4) taught in the
present school system at least one (1) year immediately
prior to being assigned a student teacher. Teachers who
have at least twenty (20) years of teaching experience and
who have worked as a supervising teacher during the past
five (5) years meet the certification requirement as well.
In addition, Eastern
Kentucky University has outlined the expectations for its
cooperating teachers on the Web site. We hope that the
role played by the cooperating teacher will facilitate the
smooth working of the triad in assisting the student teacher
achieve optimum results. It is very important that
cooperating teachers: (1), provided daily, systematic
feedback to the student teacher, (2) plan for lessons and
units with the student teacher, (3) formally observe the
student teacher, (4), evaluate the student teacher using the
mid term evaluation, (5), complete a final evaluation of the
student teacher, (6), evaluate the portfolio periodically,
(7) address issues with the student teacher that impact the
student’s performance as a teacher, (8) complete information
to the Office of Professional Laboratory Experiences as
requested, (9) complete an evaluation of the University’s
program, (10) work with the University supervisor and
student teacher to facilitate the student teaching process.
Supervision Models
Student teachers respond
best to “collaborative “rather than “directive” or
“nondirective” models of supervision. Student teachers
want to be treated as fellow professionals working in a
mutually respectful environment in a classroom. They expect
and welcome criticism, if it is presented in a manner that
builds their skills rather than destroys their confidence.
Knowing the expectations of the cooperating teacher is very
important in developing the rapport necessary for successful
mentoring of a student teacher. Student teachers are often
critical of their cooperating teachers if they are not given
sufficient opportunities to teach, or the opportunity to try
some of their own ideas about teaching, within the
guidelines outlined by their cooperating teacher.
Student
teachers are required to write daily lesson plans and
reflect upon their effectiveness. Periodic conferencing
with student teachers about their lessons provides an
opportunity to develop growth plans that lead the student
teacher to develop or hone his/her teaching skills. Weekly
feedback on teaching performance, following the evaluation
instruments provided, is a good way for the cooperating
teacher to monitor the progress of the student teacher.
Common Concerns and Problems of the Student Teacher
Student teachers come to
the field site with a variety of concerns and feelings.
Some of these are stages of development common to many
student teachers and include a series of phases:
-
Anxiety and Euphoria-The beginning phase of student
teaching about whether the student can succeed and
manage pupils. With early success, they can achieve a
great sense of accomplishment.
-
Confusion and Clarity-After assuming small teaching and
administrative tasks, the student teacher becomes
confused about the complexity of the classroom or the
rules and routines in the school. As they begin to
teach more, they begin to see the fit between management
and teaching.
-
Competency and Inadequacy-In this phase the
student begins to “get the hang of it.” They begin to
see the gaps and inadequacies in their skills. In this
phase they need constant feedback and encouragement from
the cooperating teacher.
-
Criticism and New Awareness-As the student teacher’s
confidence begins to build, they view the work of the
cooperating teacher in a more critical manner, and they
can more easily evaluate themselves objectively. They
become more aware of the hidden dimensions of the
classroom and begin to shape their relationships with
students.
-
More Confidence and Greater Inadequacies-As their
confidence builds, they may reject suggestions from the
cooperating teacher and the university supervisor. They
often feel they “know it all.” As they observe other
teachers in the building, other student teachers, or
outstanding faculty, they are struck by the realization
that they still have much to learn.
-
Loss and Relief-The end of student teacher is a mixture of
sadness and joy. They are sad to leave the classroom
where they have developed strong relationships with
students and teachers. Yet, they are relieved that this
phase of their training is complete.
Student teachers may bring personal problems with them as
well. A difficult marriage, financial problems,
insufficient support from significant others, or a
compelling need to work outside the regular school day, can
impact student teaching. Student teachers don’t anticipate
the energy necessary to teach daily, or expect the demands
of after school duties and expectations associated with
teaching.
When a student teacher needs early and constant assistance,
then the responsibility of the triad is elevated. Planning,
feedback, and plans of action become even more important,
with all parties providing feedback and understanding their
roles. Problems should be addressed early, and the triad
should keep open lines of communication. In the event that
a student teaching problem is not being resolved, the
Director of Professional laboratory Experiences should be
consulted.
Observations and Growth Plans
Providing consistent
feedback and developing plans of action to address weak
areas are crucial in the development of student teachers.
We recommend that cooperating teachers receive training in
the Kentucky Teacher Internship Process (KTIP) and use the
observation instrument (IPR) and growth plan process to help
guide student teachers. Other forms of instruments and
plans of action are provided at our web site.
However, by whatever means
available, the student teacher should identify areas of
growth and then provide evidence, through a plan of action,
that the weakness is being addressed. Student teachers
often show a need to improve in the areas of lesson
planning, classroom management, multiple assessments, and
the use of technology with pupils.
Portfolio
Student teachers are
required to keep a portfolio, organized around the New
Teacher Standards for the Commonwealth. Student teachers
come into student teaching with an acceptable portfolio that
reflects their college work. During student teaching they
develop and embellish their portfolio to more accurately
reflect their work as a teacher. Cooperating teachers can
assist student teachers in the portfolio process by
assisting them select samples of work, lessons, student
activities, or pictures of classroom activity that denote
the progress they make. The portfolio is a rich source of
material for evaluating the student teacher’s performance
and assists the triad in developing growth plans with the
student teacher.
Evaluation
Student teachers receive
either a satisfactory (S), unsatisfactory (U), or an
incomplete (I) for student teaching as a final grade. A mid
term grade is required as well. These grades are posted in
the university computer system by the university supervisor,
and are heavily influenced by the assessment of the
cooperating teacher. It is important that cooperating
teachers regularly assess the performance of student
teachers and weekly provide them with feedback regarding
their strengths and growth areas. Using the KTIP process and
helping student teachers develop a growth plan is a good way
to monitor the progress of student teachers. Try to view
evaluation as part of the process for continued growth. Do
not be too overbearing or expect that a student teacher
model teaching practices exactly as you do. Concentrate on
a few growth areas for the student teacher, and help the
novice teacher develop needed skills in areas that will have
the potential for the most professional development for the
student teacher. Cooperating teachers are asked to complete
a program evaluation so that EKU can assess its teacher
education program and make changes as warranted. Student
teachers are asked to provide evaluation data regarding
their cooperating teachers as well.
Mentoring
A successful cooperating
teacher will develop a working relationship with the student
teacher where the novice teacher will feel comfortable in
receiving constructive criticism and making plans to correct
deficiencies. The mentoring skills that the cooperating
teacher brings to the relationship with the student teacher
are critical for developing such a relationship. Listed
below are “Hints for Successful Mentoring:”
-
Set a positive tone
-
Listen carefully and probe gently
-
Establish a foundation for
building trust by sharing experiences and professional
goals
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Share examples of successes and
disappointments in your practice
-
Facilitate reflection by
clarifying, specifying, rephrasing, and redirecting as
needed
-
Gradually shift conversations to
issues of student learning (e.g., lesson plans,
assessments).
-
Wrap up conferences by reviewing
what has transpired, record strengths and growth areas
and generate items for growth plans
-
Provide resources to help the
student teacher grow professionally
ELE/MG Packet
A helpful source of
information to assist cooperating teachers in supervising
their student teacher is the ELE/MG packet available on our
web site (Professional Laboratory Experiences from the EKU
College of Education Home). Your student teacher has been
oriented to the information in this packet as well. The
packet contains information about instruments and techniques
to monitor the progress of your student teacher as well as
suggestions about supervision and mentoring.
Tuition Free Courses/Stipends/Payment for student
Teaching Supervision
Cooperating teachers
qualify for two benefits from the Department of
Education. First, teachers qualify for tuition free courses
(3 hours) for eight weeks of service as a cooperating
teacher available at any public institution in Kentucky.
Second, cooperating teachers are paid a stipend from KDE for
their service. In addition, Eastern Kentucky University
pays cooperating teachers a modest stipend as well.
Check List of Things To Turn In
Listed below are the pieces
of information requested by our office:
-
Personal Information Form
-
I-9 Taxpayer Identification Number
Request
-
Final Evaluation for Student
Teaching
-
Mid Term Evaluation to University
Supervisor
-
Tuition/Stipend Voucher
-
Student Teaching Agreement (if not
filed previously)