Cooperating Teachers Orientation

Welcome

Teaching Performance Expectations (TPEs)

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TPE 1: Engaging and Supporting All Students in Learning

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TPE 2: Creating and Maintaining Effective Environments for Student Learning

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TPE 3: Understanding and Organizing Subject Matter for Student Learning Content Specific Pedagogy

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TPE 4: Planning Instruction and Designing Learning Experiences for All Students

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TPE 5: Assessing Student Learning

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TPE 6: Developing as a Professional Educator

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NEW…

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July 2024

Earlier this summer, the California Commission on Teacher Credentialing (CTC) put into effect a new requirement for all teacher preparation programs in the state.

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The new requirement was an additional Teaching Performance Expectation (TPE):

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TPE 7 – Effective Literacy Instruction for All Students.

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Expectations for TPE 7

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• Emphasis on:
• understanding and teaching foundational literacy skills
• the inclusion of literature, language, and comprehension skills
• preparing candidates to understand and implement diagnostic and early intervention techniques
• incorporate concepts and strategies included in the California Dyslexia Guidelines

Your Role in the TPE 7

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• Please provide the following opportunities for your teacher candidate:
• to practice the teaching of foundational literacy skills
• to include the teaching of foundational literacy during their final performance assessment (edTPA)
• to engage in diagnostic and early intervention techniques with students
• to observe and practice the concepts and strategies included in the California Dyslexia Guidelines with the understanding that not all candidates will teach a student with dyslexia

The Three TPA Tasks

Planning for Instruction and Assessment

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Instructing and Engaging Students in Learning

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Assessing Student Learning

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The Role of the Cooperating Teacher��

CLU Triad

Primary Role of Cooperating Teacher

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The primary role of a cooperating teacher is to purposefully take a student teacher on a journey that will cause them to develop capacity and confidence to make their own informed decisions about teaching and learning (Portner, 2003).

Mentor Role

• Provide Encouragement
• Provide Support
• Role Model
• Share best practices
• Provide guidance for successful take-over of classroom

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Steps for Lesson Observation

• Pre-Conference – review the lesson to be taught and discuss content, methods and learning objectives. Decide the specific skills you may be looking for in this lesson
• Observation – watch the lesson and gather data based on pre-conference. All observations should also look for fulfillment of the TPE’s
• Analysis of Observation – review your notes and determine the feedback that you will provide.
• Post Conference – Encourage reflective dialogue so that student teacher can come to conclusions about their performance. Offer your feedback in a positive way

Early Foundation

• Build rapport early and set the ground rules upfront
• Discuss the objectives of the relationship and the program and create a timeline together
• Promise to be honest with one another and to not assume either one “knows” what the other is feeling or thinking
• Avoid Information Overload

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What happens if they struggle?

• Identify the struggle
• Develop a plan
• Be very clear and specific
• Model (again)
• Provide lots of practice time
• Reflect together
• Be positive and patient
• Celebrate every improvement
• Ask for help (University Supervisor – CLU Faculty etc.)

Behaviors Requiring Documentation

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• Tardiness
• Early departure (except of seminars)
• Not planning adequately
• Inappropriate dress
• Lack of initiative
• Lack of participation in class activities
• Lack of participation in school functions (staff meetings, etc)
• Inappropriate interactions with students

The Role of the University Supervisor

• The university supervisor is the primary liaison between the cooperating school and the university
• To review student teacher lesson plans
• To observe the student teacher teaching

and give feedback

• Read the reflective journal
• To confer with cooperating teacher

and student teacher

CLU Lesson Plan

Student Teacher Attendance

• Must follow the school district calendar (not the university calendar) including vacations, holidays and workdays.
• Allowable absences include personal illness, death in the immediate family, or extreme circumstances.
• Multiple absences and/or frequently arriving late or leaving early are not permitted. Be sure to inform the university supervisor.
• The cooperating teacher and university supervisor must be notified prior to the beginning of the day of absence.

Full-Time Student Teacher Timeline

Week 1

• Observations:
• Classroom management
• Student names
• Demographics of class/school
• School map
• Daily schedule
• Start reflective journal

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Week 2

• Opening activities
• Prepare initial instructional duties
• Continue to get acquainted with students
• Get acquainted with entire school staff
• Become familiar with curriculum

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Week 3

• Begin gradual takeover of one subject after observations

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Weeks 4-7

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• Plan and begin “Takeover” plan developed with and approved by cooperating teacher and university supervisor
• Use CLU Timeline

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Prepare Takeover

• Full time takeover is 4 weeks-may be broken up into two, 2-week sessions�Please work with candidates to plan and implement lessons (encourage them to take the lead)
• Methods takeover is 1 week

MIDTERM EVALUATION�October 11, 2024��

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Please coordinate completing this evaluation with the University Field Supervisor

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In addition, please complete the Dispositional Rating Form

Weeks 10-13

• Student teacher will takeover all daily teaching responsibilities

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Weeks 14-16

• Plan for final assessment, electronic portfolio (Benchmark D), visiting other classrooms, conclude your takeover and provide for closure with your students.

FINAL EVALUATION� December 13, 2024

Please coordinate completing this document with the University Field Supervisor

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Also, please complete the Dispositional Rating Form

Full-Time Expectations

• Student teachers are expected to follow Cooperating Teachers schedule throughout the placement including:
• Observing the same hours (reasonable)
• Attending professional meetings, including faculty meetings, parent conferences, PTA, and county or city in-services

Methods Student Teacher Timeline

Week 1

• Active observer
• Daily schedule
• Behavior/classroom management
• Classroom procedures
• Getting to know students
• Reflective journal
• Class and school orientation

Week 2

• Active observer
• Copies of Lesson Plan Book
• Behavior/classroom management
• Classroom procedures
• Getting to know your students
• Reflective journal
• Class and school continued orientation
• Plan and discuss first teaching steps for next week and the observation

Week 3

• Continue active observation and components on last two slides
• Re-teach a small group lesson or individual lesson that has been taught by the cooperating teacher
• Continue lesson plans orientation
• Continue to get to know your students
• Reflective journal

Week 4

• Work on timeline with your student teacher
• Student teacher shares timeline and gets input and approval from supervisor
• Student teacher expands work with small groups of students and individual students

Week 5-16

• Implement student teacher timeline
• Plan and prepare for takeover
• Model lesson transitions and discuss with student teacher
• Method class assignments integration into daily schedule
• Give student teacher more responsibility in teaching lessons

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Questions