D/HH Cooperating Teacher & University Supervisors’� Orientation

Welcome and Introductions

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.

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

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MIDTERM EVALUATION-�March 15, 2019��

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Weeks 10-13

• Student teacher will takeover all daily teaching responsibilities

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Weeks 14-15

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

FINAL EVALUATION� May 10, 2019

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

Week 1

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

Week 2

• Active observer
• Copies of Lesson Planbook
• Behavior 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
• Prepare for 3 “morning” 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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DHH Clinical Practice Handbook

For more information please refer to the

handbook.

Questions