Transcript University of Texas at San Antonio College of Education

University of Texas at San
Antonio
College of Education &
Human Development
Cooperating Teacher
Orientation
1
Welcome to the UTSA Student
Teaching Program!
Cooperating Teachers: Thank you for your willingness to
work with a UTSA student teacher! We appreciate your
help and support for our preservice teachers. We could
not have a student teaching program if you were not
willing to assume the responsibility of having a student
teacher. Thank you very much!
Please read this Cooperating Teacher Orientation
PowerPoint for an overview of the student teaching
semester. Further details may be obtained by reviewing
your Student Teaching Handbook, which is found on the
Student Teaching website.
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First things first…
• Student teachers will
begin in their placements
early in the semester.
• Dual placement students
will divide their time
between two placements.
• University Supervisors
will notify Cooperating
Teachers of the exact
dates of the student
teacher’s placement.
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Overview of the student
teaching semester
Phase One: Orientation
and familiarization
During Phase One…
1.
2.
3.
4.
5.
Student teachers become
familiar with students’ names and
personalities.
Student teachers become
familiar with Cooperating
Teachers’ classroom procedures
and routines.
Student teachers lead small
group activities and work with
individual students.
Student teachers are oriented to
their assigned school by the
Cooperating Teacher.
Student teachers attend
seminars at UTSA.
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Phase Two: Planning for the actual
teaching experience
During Phase Two…
1.
2.
3.
4.
Student teachers begin
developing lesson plans and
teaching large group lessons.
Cooperating Teachers provide
assistance with lesson
planning and preparation of
materials.
Cooperating Teachers provide
verbal and written feedback to
student teachers following
formal and informal
observations.
Cooperating Teachers
conference at least weekly with
student teachers to review
lesson plans and teaching
activities and to suggest
changes to improve student
teachers’ professional skills.
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Phase Three: Sharing the role of the
professional teacher
During Phase Three…
1.
2.
3.
4.
5.
Student teachers participate in
parent conferences, ARDs,
grade level and team meetings.
Student teachers evaluate
students’ work.
Student teachers implement
classroom management plan.
Student teachers demonstrate
effective teaching skills and
perform as professional
teachers.
Cooperating Teachers continue
to support student teachers with
suggestions for lesson planning
and presentation of lessons.
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Overview, Phase three
continued
6.
7.
8.
Cooperating Teachers continue
to evaluate student teachers’
performance-formally and
informally, verbally and in
writing.
Cooperating Teachers continue
to conference at least weekly
with student teachers to review
lesson plans and teaching
activities and to suggest
changes to improve student
teachers’ professional skills.
When Full Teach is completed,
Cooperating Teachers
gradually re-assume teaching
responsibility and help student
teachers arrange observations
with other teachers.
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On-Campus Seminars
During the student teaching semester, students return to the
UTSA campus regularly to attend seminars with their
university supervisor, to attend large group seminars and to
attend university events such as the Career Fair. Student
teachers are expected to leave lesson plans and materials for
any lessons they would have taught during the time they are at
UTSA for seminars.
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Lesson Plans
Student teachers are expected to
have written lesson plans for
every lesson they teach. They
may follow UTSA’s lesson plan
format or the format of the
cooperating teacher, at the
discretion of the university
supervisor.
Cooperating Teachers should
review, sign and date lesson
plans several days before they
are to be taught so that
corrections and changes may
be made to the plans, if
necessary.
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Observation Forms and Procedures
Evaluation of the student teacher is one of the cooperating teacher’s most
important responsibilities. Evaluations should be formal, using the UTSA
Observation Form, and informal, based on the student teacher’s
everyday transactions with students in the classroom.
Informal observations should …
•
be frequent and on-going during the student teaching experience.
•
provide opportunities to share suggestions for improvement of the
student teacher’s skills.
•
include written suggestions and ideas.
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Observation procedures, continued
Formal observations should…
• be scheduled with the student teacher.
• occur three times during the semester (two times in each placement
for dual placement students).
• use the UTSA Observation Form and Observation Rubric
•
be followed by a student teacher-cooperating teacher conference to
review the student teacher’s strengths and weaknesses.
• be signed by both student teacher and cooperating teacher. The
original should be delivered to the university supervisor by the
student teacher.
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UTSA Student Teacher Observation Rubric and Observation Form
Observation forms are completed during scheduled observations with student
teachers. Indicators are scored as follows:
6=Advanced Competence 4=Competent 2=Emerging Competence 0=Needs Improvement
The UTSA Student Teaching Observation Rubric explains UTSA’s expectations for
student teachers’ lesson planning, lesson presentation, classroom
management and professional skills. The use of the Rubric will provide
consistency among evaluators on the Student Teaching Observation Form.
Please review the Rubric prior to completing an observation.
Some student teachers will display poor performance and will score in the Needs
Improvement range and some student teachers will be outstanding and will
score in the Advance Competence range. Most student teachers will be in the
Emerging Competence and Competent range.
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Midway/Readiness to Teach Form
Midway/Readiness to Teach forms are
completed at the mid-point of the
placement. Midway forms should
reflect the student teacher’s
progress to date as noted in formal
and informal observations. The
cooperating teacher and university
supervisor will both complete a
Midway form for the student
teacher.
A three-way conference may be
requested at the mid-point of the
semester to review the student
teacher’s progress to date or to
address issues or concerns.
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Summative Forms
A Summative Form is completed for
each student teacher at the end of
the placement.
The cooperating teacher and the
university supervisor each evaluate
the student teacher’s overall
performance during the semester.
The Summative Form reflects the
student teacher’s professional
skills and attitudes as determined
by informal and formal
assessments during the student
teaching semester.
Summative Forms should be signed by
the student teacher and cooperating
teacher or university supervisor.
An original of the Summative Form
is retained by the Student Teaching
Office.
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On-Going Communication Form
The On-Going Communication Form may be completed prior to each observation
visit by the university supervisor. Using the On-Going Communication Form,
the cooperating teacher may note issues, problems, or concerns that should be
addressed with the student teacher by the university supervisor.
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UTSA Fitness to Teach Policy
Occasionally, cooperating teachers
have serious concerns about a
student teacher’s attitude, teaching
skills or professionalism. Student
teachers are expected to conduct
themselves in accordance with the
UTSA College of Education and
Human Development Fitness to
Teach Policy which is found in the
UTSA Handbook of Operating
Procedures:
Handbook of
Operating Procedures
http://www.utsa.edu/hop/chapter5/517.cfm?sText=1 .
Students who violate the Policy are
subject to disciplinary penalties
including the possibility of removal
from the student teaching
placement.
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Compensation Day for
Cooperating Teachers
Cooperating teachers play a vital role in preparing student teachers to
begin their careers in public schools. A compensation day is offered
as an acknowledgement of the service the cooperating teacher
provides.
If school and district administrators agree, the compensation day may
be taken during the last two weeks of the student teaching
placement. The student teacher will be the substitute and will
receive no pay for this substitute day.
Please note that student teachers should not be used as substitute
teachers at other times during the student teaching semester.
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Communication
Student teachers, cooperating teachers and
university supervisors are encouraged to share
phone numbers and e-mail addresses with each
other. In the event of a problem or matter of
concern, the university supervisor should be
contacted immediately. Oftentimes issues can
be resolved by a single phone call or e-mail.
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Thank you!
A final thank you for your
willingness to serve as a
cooperating teacher!
Please review your Student
Teaching Handbook and visit
the UTSA Student Teaching
website for further information:
http://coehd.utsa.edu/Students/St
udentTeaching/index.htm
Do not hesitate to contact the
Director of Student Teaching,
Janet Scott, at 210-458-5420
or [email protected] for
assistance.
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