Transcript Cooperating Teacher Orientation

Cooperating Teacher
Orientation
Welcome and Opening
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General Overview of the Program
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Handbook:
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Table of Contents, Directory
Mission Statement, Conceptual Framework (p. 1014)
Policies & Guidelines (p. 23)
Responsibilities (p. 69)
Honorarium
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Each cooperating teacher receives a $200
honorarium at the end of the student teaching
semester.
If there is more than one CT, the honorarium is
divided between them.
Paperwork to be completed is available on the
OFE website.
CTs must mail the forms and voided check
directly to OFE (see website for details).
CTs must have paperwork completed in order to
be paid!
Confidentiality Statement
States that the CT will maintain the
confidentiality of the student teacher’s
records
 Copy is located under the Observation 1
tab in the STAR book.
 Sign and return to University Supervisor
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Candidate’s Role in the Process
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The candidate is in the classroom to learn. The
CT helps facilitate this by creating an open,
welcoming environment.
The candidate has responsibilities in the
classroom as well as responsibilities at the
university. The CT can help by understanding the
pressures of the student teaching / internship
semester.
The university supervisor will work to keep the
CT informed of candidate responsibilities
throughout the semester.
Teacher’s Role in the Process
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Not a colleague … mentor is better word. Tell the
candidate what is needed to improve. Don’t be
afraid to be explicit.
Don’t wait until the supervisor’s scheduled visit
to share MAJOR problems. Feel free to contact the
supervisor at any point.
Give feedback regularly, especially if it is constructive
… candidates need to know what or how to improve!!
Share feedback in positive way … “I want to help you
get better, and here’s how.”
Reassure the candidate that all of us started out this
way. Constructive feedback is a normal part of the
learning process.
Schedule for Student Teaching Semester
(pg. 81)
The student teacher follows the school calendar
instead of the University calendar. Vacations are
observed in accordance with the school system
calendar. This includes teacher workdays!!
Most student teachers assume and release teaching
responsibilities in a gradual manner. The
following chart reflects the schedule recommended
by the University. However, details for each student
teacher’s duties should reflect a sensible
progression for the classes involved, as
negotiated by the university supervisor and
cooperating teacher.
Schedule for Student Teaching Semester
Schedule, cont …
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Weeks 1-2
Attend orientation at the University.
Begin orientation and active observation in the
school. Plan with the cooperating teacher. Work
with individuals and small groups.
Weeks 3-7
Assume one responsibility at a
time until full teaching load is acquired.
Weeks 8-11
Begin or maintain all planning,
teaching, evaluation, and non-instructional
responsibilities.
Weeks 12-14 Release responsibilities gradually,
while maintaining active involvement in
planning and teaching for the remainder of the
semester.
Week 15-16
Assist in the classroom. Observe
other teachers, grade levels, and programs as time
permits.
Undergraduate middle grades student
teachers
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Undergraduate middle grades student
candidates receive licensure in two
content areas. To accommodate a student
teaching experience in both of these
areas, a split semester schedule is
required. Middle grades candidates,
therefore, have two cooperating teachers
(CTs).
Undergraduate Middle Grades (cont.)
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After the initial visit, the supervisor, both CTs and the candidate confer
together regarding the order of pickup for content areas.
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Once the order is determined, the candidate still assumes one teaching
responsibility at a time, but the pick-up schedule for the first content area
is accelerated. Full time student teaching (with all teaching
responsibilities, etc.) must be a minimum of fifteen to eighteen
consecutive days in each content area.
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The target date to be finished with full time in the first content area is
around March 10 (spring) or October 10 (fall). The supervisor, CT and
candidate plan the schedule accordingly. Please note this is just a
target, but that to accommodate student teaching in both content areas,
it should be followed as closely as possible. The Area 1 Cooperating
Teacher should sign off on the licensure recommendation BEFORE
THE CANDIDATE TRANSITIONS TO THE SECOND CONTENT AREA.
Schedule for Student Teaching Semester
Typical Split Semester Overview
Two 15 -18 Day Full-time Teaching Cycles
Calendar & Schedule
Refer to the green student teaching
semester calendar for important
dates and deadlines for the
semester. CTs will receive the
calendar from the Supervisor or from
the student teacher / intern.
Calendar, cont …
4 Observation Periods =
4 Observations by US
and
4 Observations by CT
US and CT schedule the dates for
observations*
*Additional observations may be scheduled as needed.*
STAR and Observation Feedback
Form
Tools used to:
 Communicate progress
 Document progress
 Provide proof that student teachers
have met competencies
 Complete both for every observation
STAR
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OFF (Narrative feedback)
A flip-chart rubric
Based on InTASC
standards, Conceptual
Framework, and CTC
Rate student based on
the rubric provided
Plus/minus may be
used – example: 2+
or 3CT signs at end (page
37)
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CT copies located in
STAR under tab: CT
Forms
1 page narrative form
on NCR paper
Records strengths and
areas for
improvement
CT signs at end
Do not tear copies
until Supervisor
comes!
BOTH ARE USED FOR EACH
OBSERVATION!
STAR ratings
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Use the rubric to assess student teacher
performance.
The STAR assesses the ST’s progress over the
course of the semester. Try to be conservative
with scores early in the semester. The STAR
ratings are based on consistency. STs will not
have had the opportunity to demonstrate this
until they are teaching full time.
Remember that student teachers are not even
beginning teachers yet!
All standards on the STAR will be assessed at
each observation.
The Process …
1-3 days before the US comes:
1. CT observes student teacher
2. CT completes Observation Feedback
Form
3. ST self-evaluates on the STAR before CT
gives ratings
4. CT completes evaluation of ST using the
STAR after ST has self-evaluated
5. CT and ST conference using the OFF and
STAR
6. US Observes ST and evaluates using the
OFF and STAR
Attendance
ST
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Duplicate CT’s schedule.
Promptness is essential.
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CT
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Remind STs that they
report when you do. STs
will work in the schools on
“teacher workdays” even if
the CT does not.
Attend all professional
meetings.
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Notify STs of meeting
dates and times.
Attend all orientations and
seminars.
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Be aware that STs may
leave early on
seminar/class days. CTs
will have to resume
teaching duties on
those days.
ST
CT
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ST MUST notify CT
and University
Supervisor if absent.
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Share your contact
information with ST in
case of emergencies.
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Make up all absences
in excess of five days.
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Provide opportunities
for STs to teach a
little longer at the end
of the semester if they
have missed five or
more days.
Observations
OBSERVATIONS
ST
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Complete
observations of CT or
mentor during the first
few weeks in the
classroom.
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Complete teacher
observations during
the final week of
student teaching.
CT
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Plan for ST to observe
you teaching lessons
early in the semester.
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Assist in arranging the
observations with
other teachers in the
building.
Planning
ST
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Plan instruction on a
weekly and daily basis.
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Submit written plans to CT
at least two days prior to
teaching a lesson. NonNegotiable!!!
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Have approved plans
available for University
Supervisor visits.
CT
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Initially, provide guidance
and assistance with daily
lesson plans. Make certain
that STs attend all grade
level planning meetings.
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Sign and date lesson
plans.
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Read lesson plans and
provide feedback.
Teaching
ST
CT
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Gradually assume teaching
responsibilities and noninstructional duties.
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Model the instructional
strategies that you want
your ST to implement.
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Participate in all team
planning.
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Assist student teacher in
assuming your load in a
gradual and systematic
manner.
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After assuming full-load,
teach for a minimum of 20*
consecutive days. This
includes primary
responsibility for planning,
instruction, and evaluation.
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Allow ST to assume fullload with your guidance
and continued input
when necessary.
*Undergrad MG: 15-18 days in
each content area
Class Records and
Individual Student Records
ST
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Keep grades and
assessment records
separate from those of CT.
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Assist in preparing
progress reports or other
records of student
performance for each
subject.
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Provide examples of
student work, progress
reports, and anecdotal
records.
CT
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Share your grading system
with ST.
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Discuss student progress
with ST.
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Assist ST in collecting
examples of student work
and monitoring student
progress.
Video
ST
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Schedule video equipment
soon after you arrive at your
school.
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Obtain parental permission to
videotape using the Parent
Permission letter in the
addendum pages
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Videotape yourself teaching
students.
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Follow video requirements for
your program.
CT
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Assist ST in scheduling
video equipment.
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Be certain that students
are not included in the
video if they do not have
parent/guardian
permission.
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Assist in videotaping the
ST’s lessons.
Seminar and Professional
Development Modules
ST
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STs are assigned to small
group seminars based on
specific areas of
specialization.
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Seminars are a
combination of online
modules and small group
meetings.
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Seminar attendance is
mandatory.
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Type daily/weekly
reflection entries according
to the seminar semester
schedule
CT
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It may be necessary for ST
to leave school early or
miss the entire day to
attend required workshop
sessions or seminars.
Student Teaching Notebook
ST
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Keep paperwork for
student teaching in a
binder in the format
given to you by your
supervisor.
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Include tabs for all
components listed on
page 91 in the Handbook
(or according to what
the supervisor tells you).
CT
Capstone Project (Spring 2015)
edTPA
The edTPA project will be completed
during student teaching as a
requirement for candidates seeking
licensure in the following areas:
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All Middle Grades areas
All Secondary (high school) areas
Foreign Language
TESL
Elementary Education
Special Education
Special Education +Elementary
Ed (SPEL)
Birth-Kindergarten
Impact on Student
Learning (ISL)
The ISL project will be completed
during student teaching as a
requirement for candidates seeking
licensure in the following areas:
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Performing Arts
ST
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Develop a project that
will demonstrate the
ability to impact the
learning of students.
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University supervisor
will go over this
project in more detail
with STs.
CT
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Discuss Capstone
Project requirements
and possible project
goals and
assessments with
student teacher.
Assist ST with
identification of
specific community,
school, classroom,
and individual student
characteristics.
By the end of the semester …
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Cooperating teachers (and principals) will be
asked to give their recommendation for the
candidate to receive licensure.
Each candidate must receive ratings of “met” for
all indicators on the Certification of Teaching
Capacity (CTC form) to be eligible for licensure
recommendation.
Help monitor student growth on this (OFF will
help!).
CTs will be asked to complete some end of the
semester paperwork.
Thank you!
Thank you, Cooperating Teachers, for
agreeing to work with our Student
Teachers.
We truly appreciate your dedication!