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Welcome to Cooperating Teacher Orientation

This orientation program aims to equip cooperating teachers with essential pedagogical skills and theoretical knowledge necessary for effective teaching in a multicultural and democratic society. Participants will engage in thoughtful practices, apply teaching skills, accept feedback, and adapt their methodologies. The program emphasizes observation and active participation, culminating in a case study assignment to reflect on the impact of effective teaching practices on student learning. Attendance and professional conduct are essential throughout the course, ensuring a rewarding learning experience for all.

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Welcome to Cooperating Teacher Orientation

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  1. Welcome to Cooperating Teacher Orientation

  2. Building a Base • Subject Matter knowledge • Approach teaching thoughtfully & reflectively • Solid pedagogical/theoretical knowledge base • Understanding schools in a multicultural, pluralistic democratic society

  3. Putting It Into Practice • Apply and strengthen teaching skills • Accept feedback & suggestions • Reflect on and adapt own teaching. • Observe, discuss & participate. • Graded P or NC (equivalent of a “B”)

  4. Masters Students • Complete an additional assignment (case study) focusing on their capacity to impact student learning through assessment and reflection.

  5. Absences • Notify school officials; designated site personnel • Contact cooperating teacher • Phone university supervisor and leave a message at the Office of Field Experiences. (946-2335) • If absent more than 3 days during the semester, may be required to make up the time

  6. Seminars • Listed on calendar • Usually (but not always) on Thursdays 4:00-6:00pm. • Failure to notify an absence before a seminar will be considered unprofessional behavior and may affect grade. • Must prepare lesson plans.

  7. Supervision / Assessment • Observation by university supervisor • Written & oral feedback • Cooperative Evaluation • Every 4 weeks • Student & Cooperating teachers • Verification • Signature of CT on competencies (TPEs)

  8. SEQUENCING Observe  Take notes!  Routines Assist  Individual, small groups short time period  Short time periods  Teach off teacher’s plans

  9. Teach  Routines or student teacher’s strength  Plan and carry out instruction  By time, subject, or period  C.T. leaves room for longer periods of time  Sequentially take on more responsibilities

  10. Solo  Responsible for entire classroom program  1-2 weeks/7 week placement  shorter if needed for success  longer if ready  C.T. out of room  Plans MUST be approved  C.T. may act as aide for program continuity

  11.  Phase Out  Gradually return control to C.T. ­ Observe other teachers/grade levels ­ Continue involvement with students and C.T.

  12. Inform ST of controversial community problems/situations • Seating chart/class picture • Evaluate ST’s performance • Write a letter of recommendation • 90% credit for 3 units

  13. St. Teachers as Subs • District must agree to conditions • ST must be active district sub • May not sub during first week or “solo” period • Can only sub for Co-op. teacher • Can not be pulled from student teaching to sub

  14. Thank you !!! We couldn't do it without you

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