Transcript University of Texas at San Antonio College of Education

Benedict College
School of Education
Cooperating Teacher
Orientation
August 8, 2007
1
Welcome to the Benedict College Student
Teaching Program!
Cooperating Teachers: Thank you for your willingness to work
with a Benedict College 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 that
has been provided to you as a part of the orientation process.
As the semester proceeds, remember that the first point of contact
at Benedict is Mrs. Joyce Epps (705-4438 & [email protected]).
Dr. Witty is the second point of contact (705-4761 &
[email protected]).
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Teachers as Powers for Good in Schools
and Communities
Student teachers are expected to
demonstrate the knowledge, skills, and
dispositions to be:
 Scholars
 Effective Practitioners
 Reflective Decision Makers
 Resources for the Community
3
First things first…

Student teachers will begin in their placements
early in the semester.

Dual placement students will divide their time
between two placements.

College Supervisors will notify Cooperating
Teachers of the exact dates of the student
teacher’s placement.
4
Overview of the Student Teaching
Experience
Stage One—Observation
Stage Two—Observing/Assisting
Stage Three—Independent Teaching
Stage Four—Phase Out/Observation
5
Stage One--Observation
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 on campus.
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Stage Two--Observing/Assisting
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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Stage Three-- Independent Teaching
(Minimum of four (4) full weeks)
1.
Student teachers participate in parent conferences,
grade level and team meetings.
2.
Student teachers evaluate students’ work.
3.
Student teachers implement classroom management
plan.
4.
Student teachers demonstrate effective teaching
skills and perform as professional teachers.
5.
Cooperating teachers continue to support student
teachers with suggestions for lesson planning and
presentation of lessons.
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Stage Three (cont)
6. Cooperating teachers continue to evaluate
student teachers’ performance, formally and
informally, verbally and in writing.
7. 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.
9
Stage Four: Phase Out/Observation

When Independent Teaching is completed,
cooperating teachers gradually re-assume
teaching responsibility and help student
teachers arrange observations with other
teachers in different grade levels.
10
On-Campus Seminars and Campus Events
for Student Teachers
During the student teaching semester, students return to the
Benedict College campus each Thursday afternoon to attend
Senior Seminar II (4:00 -4:50) and the student teaching
seminar (6:00 – 8:45 p.m.). Additionally, as indicated on the
student teaching calendar, selected events such as
Convocation, Diversity Conference, and Career Day are listed
as required campus events. Student teachers will be away
from your classrooms during the times of these events.
Student teachers are expected to leave lesson plans and
materials for any lessons they would have taught during the
time they are on-campus as applicable.
(There are no other planned absences for Student Teachers.
We ask that you inform us if your student teacher is absent on
days other than those listed on the calendar.)
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Lesson Plans
Student teachers are expected to have typewritten lesson
plans for every lesson they teach. They may follow the
BCTE lesson plan format or the format of the cooperating
teacher, at the discretion of the college supervisor.
Cooperating teachers should review and initial lesson
plans several days before they are to be taught so that
corrections and changes may be made to the plans, if
necessary.
Student teachers are expected to discretely give approved
lesson plans to the college supervisor at the beginning of
each visit to the classroom.
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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 BCTE forms provided in
the Student Teaching Handbook and
informal, based on the student teacher’s
everyday transactions with students in the
classroom.
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Informal Observations
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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Formal Observations
Formal observations should…
 be scheduled with the student teacher
 occur three times during the semester (two times
in each placement for dual placement students)
 be documented on the BCTE forms
 be followed by a student teacher-cooperating
teacher conference to review the student teacher’s
strengths and weaknesses
 be dated and signed by both student teacher and
cooperating teacher. The original should be
delivered to the college supervisor by the student
teacher at the very next class meeting.
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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 performance as a beginning
teacher. 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 Mrs. Epps.
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Thank you!
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