I
II III
IV (See the
Timeline for Suggested Activities)
STAGE I (Observation)
This stage is basically observational and
informative. The triad (cooperating teacher, university supervisor, and
student teacher) should complete a "blueprint" of what the experience
will look like as well as acquaint themselves with students and building
functions. Periodic teaching is encouraged.
1.
During the first triad conference (Orientation Seminar) or first week of
experience, provide information about the guidelines from the Office of
Field Experiences and clarify any other expectations between all
parties.
2.
Complete the cooperating teacher training checklist.
3. Make
an early evaluation, determining if problems such as personality
mismatches or weaknesses exist.
4. Review
student teacher’s reflections of past experiences and five goals (one
for each area of the conceptual framework) set for this
experience.
5.
Prepare the first Periodic Progress Report in collaboration with the
cooperating teacher. A copy is to be filed in the education office as
soon as it is completed.
6.
Continually encourage the student teacher's progress with the paper portfolio.
1.
Attend the first triad conference held during the Orientation Seminar or
during the first week of the student teaching experience to provide
input into the structure and format of lesson plans and work samples.
Provide expectations.
2.
Complete the Classroom Data Form and return to the University
Supervisor.
3. Introduce
and orient the student teacher to classroom rules, materials,
curriculum, calendar, and procedures.
4. Review
student teacher’s reflections of past experiences and goals set for this
experience.
5.
Introduce and acquaint the student teacher with the classroom.
6.
Develop a "blueprint" for increased involvement into classroom
activities.
7.
Allow for periodic teaching and modeling of the teaching act, inform the
university supervisor of any early problems, such as personality
mismatches or suspected weaknesses.
8.
Prepare a first Periodic Progress Report.
9. Schedule
daily consultation and privacy times with student teacher.
I II
III IV
STAGE
II (Modeling)
This stage represents a gradual sharing
of teaching responsibilities at the direction of the cooperating
teacher. It is appropriate to model teaching by alternating lessons,
days, or even the blocking of full days back to yourself. At the end of
these experiences, hold the second triad to outline any specific
strengths and weaknesses for the student teacher to focus on for the
rest of the experience.
1.
Observe at least two formal lessons and schedule a triad conference at
the end of this stage.
2.
Prepare a second Periodic Progress Report in collaboration with the
cooperating teacher and discuss evaluations in the triad conference. A
copy is to be filed in the education office as soon as it is completed.
3.
Continually encourage the student teacher's progress with the paper portfolio.
1.
Gradually decrease your classroom responsibility.
2.
Model the teaching act while increasing the student teacher's
responsibilities.
3.
Prepare a second Periodic Progress Report
with the University
Supervisor.
4.
Conduct a second triad conference.
I II
III IV
STAGE III (Full-Time Responsibility [FTR])
During this time the
student teacher is responsible for all events and activities for which
the cooperating teacher is normally responsible. The length and
intensity of this responsibility is at the cooperating teacher's
discretion based upon competency of the student teacher. Typically, the
School
of Education would like to see a two-week experience and encourages the
cooperating teacher to be near but not in the room during most of this
stage.
RESPONSIBILITIES OF THE UNIVERSITY
SUPERVISOR
1.
Observe one or two times formally with some informal visits.
2.
Prepare a third Periodic Progress Report. A copy is to be filed in the
education office as soon as it is completed.
3.
Continually encourage the student teacher's progress with the paper portfolio.
1.
Determine an appropriate period of Full-Time Responsibility and allow
for teacher’s absence from the room and supervision during that time.
2.
Prepare a third Periodic Progress Report from supervision and
observations during this time period.
I II
III IV
STAGE IV (Reflection)
During this time the student teacher
could visit other classrooms and/or generally recollect his/her approach
compared to the cooperating teacher’s. At the end of this stage,
another triad conference is in order to summarize comments for the final
evaluation.
1.
Prepare a letter of recommendation for the
Final Evaluation and
Recommendation in collaboration with the cooperating teacher.
2.
Determine grade based on evaluations and input from the cooperating
teacher, and submit grade, all evaluations and log to the Office of
Field Experiences.
3.
Conduct a final triad conference.
4.
Turn in all student teaching paperwork, including the cooperating
teacher’s evaluation by the last day of the student teaching experience.
Cooperating teacher will
1.
Gradually involve himself/herself into the classroom.
2.
Allow for periodic teaching by student teacher.
3.
Provide time and assist with visitations of other rooms for the student
teacher.
4.
Prepare letter of recommendation for the Final Evaluation and
Recommendation in collaboration with the university supervisor.
5.
Turn in all student teaching paperwork by the last day of the student
teaching experience.