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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

• 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)