Post on 31-Dec-2015
description
Welcome to Cooperating Teacher
Orientation
Welcome to Cooperating Teacher
Orientation
Building a Base
Subject Matter knowledgeApproach teaching thoughtfully &
reflectivelySolid pedagogical/theoretical knowledge
baseUnderstanding schools in a
multicultural, pluralistic democratic society
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”)
Fulfilling Professional Responsibilities
All activities expected of a regularclassroom teacher.(yard duty, SSTs, meetings)
Maintain confidentiality.
Attend all seminars.
Dress in a professional and appropriate manner.
Time, Attendance, & Schedule Requirements
Follow school district schedule and calendar. (not PacificÕs)
Do not take on a major work or social responsibility.
Spend, at minimum, the usual number of hours a regular teacher spends in school.
Faculty, staff devel., grade level, department meetings; conferences
Should expect to spend more time in
planning.
Seminars: Thursdays, 4:00-6:00 Spec. Ed class: Wednesday 4:30
Masters Students
• Complete an additional assignment (case study) focusing on their capacity to impact student learning through assessment and reflection.
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
Absence other than illness will be determined by theDirector of Field Experiences after conferring withcooperating teacher, principal, and/or universitysupervisor. Unexcused absences will beconsidered unprofessional behavior and may because for dismissal.
If ill, student teacher should leave the classroomand not return until well.
Seminars
Listed on calendarUsually (but not always) on Thursdays4:00-6:00pm.Failure to notify an absence before a seminar will be considered unprofessional behavior and may affect grade.Must prepare lesson plans.
Supervision / Assessment
Observation by university supervisor Written & oral feedback
Cooperative Evaluation Every 4 weeks Student & Cooperating teachers
Verification Signature of CT on competencies (TPEs)
SEQUENCING Observe
Take notes! Routines
Assist Individual, small groups short time period
Short time periods Teach off teacher’s plans
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
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
Phase Out
Gradually return control to C.T.
Observe other teachers/grade levels
Continue involvement with students
and C.T.
COOPERATING TEACHER
w Model, support.
w Observe
w Provide feedback and suggestions.
w Be willing to leave the classroom.
w Provide access to materials/resources
w Cover the classroom during seminars.
w Orient ST to school/faculty. w Provide a work space. w Inform of school/classroom procedures. Fire drills, yard duty, copies, materials, parking, grades, record keeping w Share, assist with and review lesson plans. w Classroom management procedures, expectations, assistance. w Communicate with aides, parent volunteers role of S.T.
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
St. Teachers as SubsSt. 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
• 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