Cooperating Teacher Orientation

1. Cooperating Teacher Orientation

2. Welcome and Opening • General Overview of the Program • Handbook: • Table of Contents, Directory • Mission Statement, Conceptual Framework (p. 10-14) • Policies & Guidelines (p. 23) • Responsibilities (p. 69)

3. Honorarium • Each cooperating teacher receives a $200 honorarium at the end of the student teaching semester. • If there is more than one CT, the honorarium is divided between them. • Paperwork to be completed is available on the OFE website. • CTs must mail the forms and voided check directly to OFE (see website for details). • CTs must have paperwork completed in order to be paid!

4. Confidentiality Statement • States that the CT will maintain the confidentiality of the student teacher’s records • Copy is located under the Observation 1 tab in the STAR book. • Sign and return to University Supervisor

5. Candidate’s Role in the Process • The candidate is in the classroom to learn. The CT helps facilitate this by creating an open, welcoming environment. • The candidate has responsibilities in the classroom as well as responsibilities at the university. The CT can help by understanding the pressures of the student teaching / internship semester. • The university supervisor will work to keep the CT informed of candidate responsibilities throughout the semester.

6. Teacher’s Role in the Process • Not a colleague … mentor is better word. Tell the candidate what is needed to improve. Don’t be afraid to be explicit. • Don’t wait until the supervisor’s scheduled visit to share MAJOR problems. Feel free to contact the supervisor at any point. • Give feedback regularly, especially if it is constructive … candidates need to know what or how to improve!! • Share feedback in positive way … “I want to help you get better, and here’s how.” • Reassure the candidate that all of us started out this way. Constructive feedback is a normal part of the learning process.

7. Schedule for Student Teaching Semester (pg. 81) The student teacher follows the school calendar instead of the University calendar. Vacations are observed in accordance with the school system calendar. This includes teacher workdays!! Most student teachers assume and release teachingresponsibilities in a gradual manner. The following chart reflects the schedule recommended by the University. However, details for each student teacher’s duties should reflect a sensible progression for theclasses involved, as negotiated by the university supervisorand cooperating teacher.

8. Schedule for Student Teaching Semester

9. Schedule, cont … • Weeks 1-2 Attend orientation at the University. Begin orientation and active observation in the school. Plan with the cooperating teacher. Work with individuals and small groups. • Weeks 3-7 Assume one responsibility at a time until full teaching load is acquired. • Weeks 8-11 Begin or maintain all planning, teaching, evaluation, and non-instructionalresponsibilities. • Weeks 12-14 Release responsibilities gradually, while maintaining active involvement in planning andteaching for the remainder of the semester. • Week 15-16Assist in the classroom. Observe other teachers, grade levels, and programs as time permits.

10. Undergraduate middle grades student teachers • Undergraduate middle grades student candidates receive licensure in two content areas. To accommodate a student teaching experience in both of these areas, a split semester schedule is required. Middle grades candidates, therefore, have two cooperating teachers (CTs).

11. Undergraduate Middle Grades (cont.) • After the initial visit, the supervisor, both CTs and the candidate confer together regarding the order of pickup for content areas. • Once the order is determined, the candidate still assumes one teaching responsibility at a time, but the pick-up schedule for the first content area is accelerated. Full time student teaching (with all teaching responsibilities, etc.) must be a minimum of fifteen to eighteen consecutive days in each content area. • The target date to be finished with full time in the first content area is around March 10 (spring) or October 10 (fall). The supervisor, CT and candidate plan the schedule accordingly. Please note this is just a target, but that to accommodate student teaching in both content areas, it should be followed as closely as possible. The Area 1 Cooperating Teacher should sign off on the licensure recommendation BEFORE THE CANDIDATE TRANSITIONS TO THE SECOND CONTENT AREA.

12. Schedule for Student Teaching SemesterTypical Split Semester Overview

13. Calendar & Schedule • Refer to the green student teaching semester calendar for important dates and deadlines for the semester. CTs will receive the calendar from the Supervisor or from the student teacher / intern.

14. Calendar, cont … 4 Observation Periods = 4 Observations by US and 4 Observations by CT US and CT schedule the dates for observations* *Additional observations may be scheduled as needed.*

15. STAR and Observation Feedback Form Tools used to: • Communicate progress • Document progress • Provide proof that student teachers have met competencies • Complete both for every observation

16. STAR OFF (Narrative feedback) CT copies located in STAR under tab: CT Forms 1 page narrative form on NCR paper Records strengths and areas for improvement CT signs at end Do not tear copies until Supervisor comes! • A flip-chart rubric • Based on InTASC standards, Conceptual Framework, and CTC • Rate student based on the rubric provided • Plus/minus may be used – example: 2+ or 3- • CT signs at end (page 37) BOTH ARE USED FOR EACH OBSERVATION!

17. STAR ratings • Use the rubric to assess student teacher performance. • The STAR assesses the ST’s progress over the course of the semester. Try to be conservative with scores early in the semester. The STAR ratings are based on consistency. STs will not have had the opportunity to demonstrate this until they are teaching full time. • Remember that student teachers are not even beginning teachers yet! • All standards on the STAR will be assessed at each observation.

18. The Process … 1-3 days before the US comes: • CT observes student teacher • CT completes Observation Feedback Form • ST self-evaluates on the STAR before CT gives ratings • CT completes evaluation of ST using the STAR after ST has self-evaluated • CT and ST conference using the OFF and STAR • US Observes ST and evaluates using the OFF and STAR

19. Attendance

20. Duplicate CT’s schedule. Promptness is essential. Attend all professional meetings. Attend all orientations and seminars. Remind STs that they report when you do. STs will work in the schools on “teacher workdays” even if the CT does not. Notify STs of meeting dates and times. Be aware that STs may leave early on seminar/class days. CTs will have to resume teaching duties on those days. ST CT

21. ST MUST notify CT and University Supervisor if absent. Make up all absences in excess of five days. Share your contact information with ST in case of emergencies. Provide opportunities for STs to teach a little longer at the end of the semester if they have missed five or more days. ST CT

22. Observations OBSERVATIONS

23. Complete observations of CT or mentor during the first few weeks in the classroom. Complete teacher observations during the final week of student teaching. Plan for ST to observe you teaching lessons early in the semester. Assist in arranging the observations with other teachers in the building. ST CT

24. Planning

25. Plan instruction on a weekly and daily basis. Submit written plans to CT at least two days prior to teaching a lesson. Non-Negotiable!!! Have approved plans available for University Supervisor visits. Initially, provide guidance and assistance with daily lesson plans. Make certain that STs attend all grade level planning meetings. Sign and date lesson plans. Read lesson plans and provide feedback. ST CT

26. Teaching

27. Gradually assume teaching responsibilities and non-instructional duties. Participate in all team planning. After assuming full-load, teach for a minimum of 20* consecutive days. This includes primary responsibility for planning, instruction, and evaluation. *Undergrad MG: 15-18 days in each content area Model the instructional strategies that you want your ST to implement. Assist student teacher in assuming your load in a gradual and systematic manner. Allow ST to assume full-load with your guidance and continued input when necessary. ST CT

28. Class Records and Individual Student Records

29. Keep grades and assessment records separate from those of CT. Assist in preparing progress reports or other records of student performance for each subject. Provide examples of student work, progress reports, and anecdotal records. Share your grading system with ST. Discuss student progress with ST. Assist ST in collecting examples of student work and monitoring student progress. ST CT

30. Video

31. Schedule video equipment soon after you arrive at your school. Obtain parental permission to videotape using the Parent Permission letter in the addendum pages Videotape yourself teaching students. Include a written lesson plan and a written reflection when submitting the videotaped lesson to US. Degree program specific. Assist ST in scheduling video equipment. Be certain that students are not included in the video if they do not have parent/guardian permission. Assist in videotaping the ST’s lessons. ST CT

32. Seminar and Professional Development Modules

33. STs are assigned to small group seminars based on specific areas of specialization. Seminars are a combination of online modules and small group meetings. Seminar attendance is mandatory. Type daily/weekly reflection entries according to the seminar semester schedule It may be necessary for ST to leave school early or miss the entire day to attend required workshop sessions or seminars. ST CT

34. Student Teaching Notebook

35. Keep paperwork for student teaching in a binder in the format given to you by your supervisor. Include tabs for all components listed on page 89 in the Handbook (or according to what the supervisor tells you). ST CT

36. Capstone Project (FALL 2014) edTPA The edTPA project will be completed during student teaching as a requirement for candidates seeking licensure in the following areas: • All Middle Grades areas • All Secondary (high school) areas • Foreign Language • TESL • Elementary Education Impact on Student Learning (ISL) The ISL project will be completed during student teaching as a requirement for candidates seeking licensure in the following areas: • Special Education • Special Education + Elementary Ed (SPEL) • Birth-Kindergarten • Performing Arts

37. Develop a project that will demonstrate the ability to impact the learning of students. University supervisor will go over this project with STs. Discuss Capstone Project requirements and possible project goals and assessments with student teacher. Assist ST with identification of specific community, school, classroom, and individual student characteristics. ST CT

38. By the end of the semester … • Cooperating teachers (and principals) will be asked to give their recommendation for the candidate to receive licensure. • Each candidate must receive ratings of “met” for all indicators on the Certification of Teaching Capacity (CTC form) to be eligible for licensure recommendation. • Help monitor student growth on this (OFF will help!). • CTs will be asked to complete some end of the semester paperwork.

39. Thank you! Thank you, Cooperating Teachers, for agreeing to work with our Student Teachers. We truly appreciate your dedication!