New orientation powerpoint - University of the Pacific
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Transcript New orientation powerpoint - University of the Pacific
Welcome to
Cooperating Teacher
Orientation
Building a Base
Subject Matter knowledge
Approach teaching thoughtfully &
reflectively
Solid pedagogical/theoretical knowledge
base
Understanding schools in a
multicultural, pluralistic democratic
society
Putting It Into Practice
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Apply and strengthen teaching skills
Accept feedback & suggestions
Reflect on and adapt own teaching.
Observe, discuss & participate.
Graded P or NC (equivalent of a “B”)
Fulfilling Professional
Responsibilities
All activities expected of a regular
classroom teacher.
(yard duty, SSTs, meetings)
Maintain confidentiality.
Attend all seminars.
Dress in a professional and appropriate
manner.
Time, Attendance,
& Schedule Requirements
Follow school district schedule and
calendar. (not PacificÕ
s)
Do not take on a major work or social
responsibility.
Spend, at minimum, the usual number of
hours a regular teacher spends in school.
Faculty, staff devel., grade level,
department meetings; conferences
Should expect to spend more time in
planning.
Seminars: Thursdays, 4:00-6:00
Sp ec. Ed class: Wednesday 4:30
Masters Students
• Complete an additional assignment (case
study) focusing on their capacity to impact
student learning through assessment and
reflection.
Absences
Notify school officials; designated site
personnel
Contact cooperating teacher
Phone university supervisor and leave a
message at the Office of Field Experiences.
(946-2335)
If absent more than 3 days during the
semester, may be required to make up the
time
Absence other than illness will be determined by the
Director of Field Experiences after conferring with
cooperating teacher, principal, and/or un iversity
supervisor. Unexcused absences will be
considered unprofessional behavior and may be
cause for dismissal.
If ill, student teacher should leave the classroom
and not return u ntil well.
Seminars
Listed on calendar
Usually (but not always) on Thursdays
4:00-6:00pm.
Failure to notify an absence before a seminar
will be considered unprofessional behavior
and may affect grade.
Must prepare lesson plans.
Supervision / Assessment
Observation by university supervisor
Written & oral feedback
Cooperative Evaluation
Every 4 weeks
Student & Cooperating teachers
Verification
Signature of CT on competencies (TPEs)
SEQUENCING
Observe
Take notes!
Routines
Assist
Individual, small groups short time period
Short time periods
Teach off teacher’s plans
Teach
Routines or student teacher’s strength
Plan and carry out instruction
By time, subject, or period
C.T. leaves room for longer periods of time
Sequentially take on more responsibilities
Solo
Responsible for entire classroom program
1-2 weeks/7 week placement
shorter if needed for success
longer if ready
C.T. out of room
Plans MUST be approved
C.T. may act as aide for program continuity
Phase Out
Gradually return control to C.T.
Observe other teachers/grade levels
Continue involvement with students
and C.T.
COOPERATING TEACHER
wModel, support.
wObserve
wProvide feedback and suggestions.
wBe willing to leave the classroom.
wProvide access to materials/resources
wCover the classroom during seminars.
wOrient ST to school/faculty.
wProvide a work space.
wInfor m of school/classroom procedures.
Fire drills, yard duty, copies, materials, parking,
grades, record keeping
wShare, assist with and review lesson plans.
wClassroom management procedures, expectations,
a ssistance.
wCommunica te with aides, parent volunteers role of
S.T.
Inform ST of controversial community
problems/situations
Seating chart/class picture
Evaluate ST’s performance
Write a letter of recommendation
90% credit for 3 units
St. Teachers as Subs
• District must agree to conditions
• ST must be active district sub
• May not sub during first week or “solo”
period
• Can only sub for Co-op. teacher
• Can not be pulled from student teaching
to sub