COOPERATING SCHOOL RESPONSIBILITIES

To create meaningful learning experiences for all teacher candidates, it is essential that only ethical and upstanding schools be utilized in the student teaching program.  To this end, the following are considered important:

1.     The school or agency is accredited by the State of South Dakota Department of Education and Cultural Affairs;

2.     The administration and faculty of the cooperating school have a positive interest in educational programs and are willing to take an active interest in our students' educational endeavors;

3.     The school or agency is geographically located so that the facilities and resources of the university are accessible to our students and adequate supervision by the university supervisor is possible;

4.     The school or agency provides opportunities for our students to work with diverse populations;

5.     The mission, beliefs, and vision of the cooperating schools are consistent with the School of Education's knowledge base.

If the cooperating school is to fulfill its function in the preparation of teachers, it must accept responsibility

1. Provide challenging experiences under the supervision of a carefully selected cooperating teacher who will permit the student teacher to apply theories and methodology acquired and developed during his/her professional preparation.

2. Provide an opportunity for the development of the initial competencies that will result in security and confidence and thus nurture enthusiasm for teaching.

3. Provide an opportunity for the student teacher to enrich his/her understanding of the professional responsibilities of the teacher to the students, to his/her colleagues, and to the community.

4. Provide an opportunity to observe the total operation of the school through visitation of other classrooms, informal association with faculty members, participation in extra-class activities, attendance at faculty meetings, and attendance at meetings of professional organizations.

5. Provide the opportunity to observe the cooperating teacher, to begin teaching one or two classes, and finally, to do full-time teaching.

6. Provide the opportunity to plan and execute a unit of work, to prepare lesson plans, and if possible, to plan field trips and to gain experience with resource persons.

7. Provide access, when feasible, to cumulative records of students, school handbooks, instructional materials, and the teacher's overall plan for the year.

Role of the Principal in the Cooperating School:

The principal, in working with the faculty, pupils, parents, and the community, plays a central role in developing more than an attitude of mere acceptance of the student teacher on the part of these people.  The principal's work begins before the student teacher arrives as he/she helps the parents and pupils to understand the importance of student teaching.  Some of the responsibilities of the principal include:

1.     Recommending cooperating teachers to the Director of Field Experiences at Northern State.

2.     Briefing the cooperating teachers as to the role they will play in the program.

3.     Orienting student teachers to the total program of the school, including the cooperating teacher, to the faculty and staff, giving a tour of the school plant, and providing information concerning the living accommodations and the community in general.

4.     Making available to the student teacher copies of the school’s official handbooks currently in use and explaining the services available to them.

5.     Meeting periodically with the student teacher to provide further orientation and to protect him/her from possible overloading and exploitation as his/her experiences progress.

6.     Retaining the right to request (at any time after conferring with the Director of Field Experiences) the removal of a student teacher for such reasons as insufficient preparation, lack of interpersonal skills, or actions detrimental to the cooperating school.

7.     Encouraging the cooperating teacher to introduce the student teacher to the extracurricular activities of the school.

8.     Providing professional advice in matters of ethics, criteria for evaluating positions, and in the seeking of the first teaching position, which may include an experience such as a simulated interview.

Selection of the Cooperating School:

It is essential that only the most desirable schools be utilized in the student teaching program.  To this end, the following guidelines are considered important:

1.     The administration and faculty of the cooperating school should have a positive interest in the student teaching program and should be willing to take an active interest in this phase of the program.

2.     The school should be accredited by the South Dakota Department of Education and Cultural Affairs.

3.     The school should be typical of the better schools in the State of South Dakota in staff, curriculum, instructional equipment, materials, and teaching aids.

4.     The school should be geographically located so that the facilities and resources of the university are accessible to the student teacher and adequate supervision by the university supervisor is possible.

5.     The philosophy, purpose, and objectives of the cooperating schools and the university should be in harmony.