University of the Cumberlands · 2014-10-31 · University of the Cumberlands strives to provide...
Transcript of University of the Cumberlands · 2014-10-31 · University of the Cumberlands strives to provide...
University of the Cumberlands
School of Education
Student Teaching/Professional Experience
Cooperating Teacher Handbook
2014-2015
Reflective Constructors of
Quality Learning Experiences
through Critical Thinking
University of the Cumberlands’ Cooperating Teacher Handbook Page 2
Matrix Connecting Kentucky and University of the Cumberlands’ Standards to Supervised Student Teaching
I II III IV V VI VII VIII IX X XI XII
X X X X X X X X X X X X
Standard I Demonstrates applied content knowledge
Standard II Designs and plans instruction
Standard III Creates and maintains learning climate
Standard IV Implements and manages instruction
Standard V Assesses and communicates learning results
Standard VI Demonstrates the implementation of technology
Standard VII Reflects on and evaluates teaching and learning
Standard VIII Collaborates with colleagues, parents, and others
Standard IX Evaluates teaching and implements professional development
Standard X Provides leadership within the school, community, profession
Standard XI Demonstrates behavior supportive of the University’s Mission Statement
with particular emphasis on the Department’s identified dispositions (caring,
strong work ethic, critical & creative thinking, commitment to excellence &
professional integrity)
Standard XII Demonstrates behaviors supportive of the Kentucky School Professional
Conceptual Framework
The Department of Education at University of the Cumberlands has adopted the motto
“Reflective Constructors of Quality Learning Experiences through Critical Thinking” to
communicate the key concepts of the conceptual framework for its professional education
programs. The goal is to ensure that candidates become reflective constructors of quality
learning experiences based on Christian values, respect for the truth, and concern for
humanity. Emphasis is placed on providing interaction with multicultural and diverse
populations. Each certification program is connected to this philosophy as shown in the
logo, at the conceptual, strategic, evaluative, or communicative knowledge base.
Revised 8/2015
University of the Cumberlands’ Cooperating Teacher Handbook Page 3
Table of Contents
Section Page
ABOUT OUR PROGRAM 3
SELECTION OF COOPERATING TEACHERS 4
RESPONSIBILITIES OF THE COOPERATING TEACHER 5
Before the Student Teacher/Teacher Candidate Intern Arrives 5
Leaving the Student Teacher/Teacher Candidate Intern Unattended 6
When the Student Teacher/Teacher Candidate Intern Arrives 7
The Student Teacher/Teacher Candidate Intern’s First Week 9
During the Semester 10
POLICIES 15
OTHER GENERAL GUIDELINES 16
COMMON STUDENT TEACHER CONCERNS- WHAT TO DO? 17
GLOSSARY OF TERMS 26
APPENDIX (Forms and Lists) 29
Historically, University of the Cumberlands’ School of Education has been
strengthened through the consistent and dedicated collaborative efforts of our P-12
partners. There has been and continues to be an open line of communication and
professional respect between the University and our public schools. The
Cooperating Teacher Handbook has been crafted specifically for University of the
Cumberlands’ teacher preparation programs as our P-12 faculty have provided
significant direction to creating this document.
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The School of Education of University of the Cumberlands strives continually to keep
pace with current trends and developments in teacher training to meet the needs of
prospective teachers and to provide quality learning experiences. As the University’s
Mission Statement affirms, the goal of higher education is to ensure that the welfare of
society is safeguarded and enhanced. Because the quality of our teachers is of primary
importance to the growth and preservation of our society, the educator preparation
programs are designed to help candidates construct knowledge and skills with critical
thinking, reflect on their professional strengths and growth areas, provide for a diverse
population of learners and to ensure all students learn. Programs are intentionally
designed to support the development of future educators’ conceptual, strategic,
communicative and evaluative knowledge.
University of the Cumberlands strives to provide educator preparation programs that
nurture the candidate’s dispositions of caring, a strong work ethic, critical and creative
thinking, and a commitment to excellence and professional integrity. Each of the four
dispositions may be clearly evidenced as candidates consistently demonstrate the
following habits and behaviors.
Strong Work Ethic Critical & Creative Thinking
Has high expectations for self Is flexible
Is dependable Provides for all learners
Is timely in completing
responsibilities
Expresses thoughts and ideas clearly
Is a self-starter; takes initiative Demonstrates ability to problem
solve
Caring Commitment to Excellence/KY Code of
Ethics
Has a positive attitude Has a professional appearance
Is cooperative Uses technology effectively
Is respectful of others Demonstrates leadership abilities
Establishes rapport with diverse
populations
Uses appropriate spoken & written
English
University of the Cumberlands’ Cooperating Teacher Handbook Page 5
SELECTION OF COOPERATING TEACHERS
University of the Cumberlands’ student teaching program is the culmination of the pre-
service teacher’s undergraduate studies. The experience is designed to assist the student
teacher/teacher candidate intern in applying the knowledge, skills, theory, and pedagogy
learned from course work as well as from previous field and personal experiences.
Public school supervisors and university supervisors work collaboratively to support the
student teacher/teacher candidate interns in their professional growth.
Decisions related to the cooperating teachers are made by both the principal of the host
public school(s) and the Director of Student Teaching. University of the Cumberlands
seeks to identify those cooperating teachers who consistently model the dispositions of
caring, a strong work ethic, critical and creative thinking, a commitment to excellence
and professional integrity and strive to use best practices in the classroom environment.
Cooperating Teachers are carefully selected with consideration given to their willingness
to mentor and guide student teacher/teacher candidate interns and in compliance with the
Kentucky Legislature and the Kentucky Education Professional Standards Board. The
requirements (16 KAR 5:040) to serve as a cooperating teacher include:
Section 2. Cooperating Teacher Eligibility Requirements. (1) The cooperating teacher,
whether serving in a public or nonpublic school, shall have:
(a) A valid teaching certificate or license for each grade and subject taught; and
(b) At least three (3) years of teaching experience as a certified educator.
(2) A teacher assigned to a teaching position on the basis of a provisional,
probationary, or emergency certificate issued by the Education Professional Standards
Board shall not be eligible for serving as a cooperating teacher.
(3) The district and educator preparation program shall select teachers to be
cooperating teachers who demonstrate the following:
(a) Effective classroom management techniques that promote an environment
conducive to learning;
(b) Best practices for the delivery of instruction;
(c) Mastery of the content knowledge or subject matter being taught;
(d) Aptitude and ability to contribute to the mentoring and development of a pre-
service educator;
(e) Usage of multiple forms of assessment to inform instruction; and
(f) Creation of learning communities that value and build upon students’ diverse
backgrounds.
(4) An educator preparation program shall give a teacher who holds a teacher leader
endorsement pursuant to 16 KAR 5:010, Section 12(3), priority consideration when
selecting a cooperating teacher.
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(5) Beginning September 1, 2013, prior to student teacher/teacher candidate intern
placement, a cooperating teacher shall receive training approved by the Education
Professional Standards Board and provided at no cost to the cooperating teacher by the
educator preparation institution which shall include the following components:
(a) Basic responsibilities of a cooperating teacher;
(b) Best practice in supporting the student teacher/teacher candidate intern; and
(c) Effective assessment of the student teacher/teacher candidate intern.
The EPSB requires that all cooperating teachers have training on the regulation (Part A)
through their website, co-teaching training (Part B, through online sources or face-to-
face) and University requirements training (Part C).
In addition, the University of the Cumberlands requires that cooperating teachers hold a
Rank II certification and have taught in the present school system at least one (1) year
immediately prior to being assigned a student teacher/teacher candidate intern.
Placement guidelines from the Kentucky Education Professional Standards Board (16
KAR 5:040) include:
Beginning September 1, 2013, each educator preparation institution shall provide a full
professional semester to include a period of student teaching for a minimum of seventy
(70) full days, or its equivalent, in instructional settings that correspond to the grade
levels and content areas of the student teacher/teacher candidate intern’s certification
program.
(a) Candidates pursuing a primary through grade 12 certificate shall have their
student teaching balanced between an elementary school placement and middle school or
high school placement.
(b) Candidates pursuing an elementary certificate shall have their student teaching
balanced between a placement in primary through grade 3 and a placement in grade 4 or
grade 5.
(c) Candidates seeking dual certification in either middle school or secondary content
areas shall have equal placements in both content areas.
University of the Cumberlands Additional Placement Policy
No student teacher/teacher candidate intern may be placed in the high school they
attended. Elementary and Middle School candidates must have at least one placement in a
district or school other than their home district. To ensure a breadth of experience,
elementary student teacher/teacher candidate interns are placed in non-adjacent grades for
their two placements.
The School of Education at University of the Cumberlands strongly emphasizes the
need for all cooperating teachers to assist in evaluating the standards-based unit of
instruction and to submit the assessment to the University Supervisor in a timely
manner. Every effort is made to select cooperating teachers who contribute to this
critical program review.
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RESPONSIBILITIES OF THE
COOPERATING TEACHER
Before the Student Teacher/Teacher Candidate Intern Arrives (See pages 32 and 34
for helpful checklists.)
Prepare the classroom students
Classroom students should know that a student teacher/teacher candidate intern will be
joining the classroom. Referring to the student teacher/teacher candidate intern as Miss,
Mr., or Ms., the cooperating teacher conveys professional acceptance. When the student
teacher/teacher candidate intern’s personal information records have been received,
interesting sections from these records may be read to the students so that they may be
“introduced” to the student teacher/teacher candidate intern prior to the student
teacher/teacher candidate intern’s arrival.
Prepare the parents
Parents will appreciate knowing that a student teacher/teacher candidate intern will be
working in the classroom. A letter providing interesting information about the student
teacher/teacher candidate intern may enhance parent acceptance of the student
teacher/teacher candidate intern.
Prepare the classroom
The student teacher/teacher candidate intern will need a desk and area for personal
belongings. The position of the desk will subtly communicate the value placed on the
student teacher/teacher candidate intern’s anticipated contribution to the classroom.
Younger students may enjoy making a welcome bulletin board with photographs of
themselves or pictures telling about the class. A machine printed banner or sign would be
welcomed by a student teacher/teacher candidate intern in the middle or upper grades. If
time allows, the students may write a letter of welcome or short autobiography so that the
student teacher/teacher candidate intern may learn a little about them.
Examine the Teacher Performance Assessment (TPA) requirements
The Kentucky Teacher Internship Program (KTIP) requires that all beginning teachers
demonstrate mastery of the Kentucky Teacher standards as evidenced in the TPAs.
Please become knowledgeable of the TPA requirements so that you are able to effectively
mentor and guide the student teacher/teacher candidate intern through each of the
required tasks. The complete TPA document is available on the Kentucky Education
Professional Standards Board website.
http://www.kyepsb.net/internships/ktipforms.asp
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Prior to the student teacher/teacher candidate intern’s arrival, help relieve anxiety
Once student teacher/teacher candidate intern assignments have been made, the
cooperating teacher is encouraged to invite the student teacher/teacher candidate intern
for a meeting and to show them the school. A “welcome” phone call will also convey
eagerness to work with this aspiring teacher.
If time allows, the student teacher/teacher candidate intern will benefit from a visit to the
classroom prior to the first day of student teaching. Cooperating teachers may identify
storage areas, supplies, computers, and other available materials as well as provide the
student teacher/teacher candidate intern with manuals and texts to examine. Having
copies of the school report card, teacher’s manual and texts will allow the student
teacher/teacher candidate intern to spend time planning and preparing outside of the
classroom.
Complete and submit the Cooperating Teacher Agreement
The Cooperating Teacher Agreement verifies qualifications to serve as a student
teacher/teacher candidate intern supervisor. Additionally, agreement information is
required for the University’s report to the Education Professional Standards Board and
for issuing stipends at the conclusion of the semester. The agreement must be
immediately returned to the Director of Student Teaching. (See Appendix p. 29 for
agreement form.) Additionally, a W-9 will be required for the first time the cooperating
teacher has been paid by University of the Cumberlands.
Leaving the Student Teacher/Teacher Candidate Intern Unattended
The cooperating teacher is the teacher of record and is legally responsible for the physical
safety and academic achievement of the students as well as the professional development
of the student teacher/teacher candidate intern. 16 KAR 5:040 requires that the student
teacher/teacher candidate intern NOT be left alone in the classroom or be placed
alone in a supervisory capacity under any circumstances ( monitoring restrooms,
cafeteria, halls, etc.) during their student teaching experience.
If an emergency arises requiring the cooperating teacher to leave the classroom, the
cooperating teacher is responsible for securing another faculty member or administrator
to assist the student teacher/teacher candidate intern. At no time should a student
teacher/teacher candidate intern serve as a substitute teacher, filling the absence of
the cooperating teacher or another faculty member.
When the Student Teacher/Teacher Candidate Intern Arrives
Prior to the arrival of the student teacher/teacher candidate intern, the cooperating teacher
will receive the student teacher/teacher candidate intern’s professional portfolio. From
this, the supervisor can glean the student teacher/teacher candidate intern’s areas of
interest or strengths. When the student teacher/teacher candidate intern arrives, time
should be spent during that first day identifying academic strengths, hobbies, areas of
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interest and travel experiences. The student teacher/teacher candidate intern’s initial
instruction will be more successful if based upon strengths, experiences, or areas of
interests.
Provide the student teacher/teacher candidate intern with written information such as:
a seating chart for all classes;
the names of and procedures for students with special needs, i.e.:
medications, allergies, religious considerations;
a copy of the school handbook, school report card, faculty policies and procedures, an extra copy of manuals, Curriculum documents such as KY Core
Academic Standards (Common Core Standards), the curriculum map and any
other instructional materials necessary for planning, relevant assessment data for
the classroom;
IEP, 504 and GSSP information necessary for making appropriate accommodations;
the duty schedule;
school sign-in, sign-out procedures, if applicable;
the cost of school lunches, coffee, soft drinks, etc.;
students who may or may not leave with identified persons;
emergency procedures such as lock down procedures;
bus information;
the fire and tornado drill procedures; and
schedules for the school’s extracurricular events.
The student teacher/teacher candidate intern must also have a written copy of the
cooperating teacher’s guidelines or expectations. The expectations and guidelines should
be explained and discussed during the student teacher/teacher candidate intern’s first day.
The written expectations might include:
expected time of arrival and departure each day;
faculty meeting dates;
in-service dates;
the cooperating teacher’s home/cell and school’s telephone numbers so that
the cooperating teacher may be reached in case of an illness or emergency;
possible topics for the interdisciplinary standards-based unit;
samples of the cooperating teacher’s “best” lesson plans, open-response questions, sample rubrics;
the cooperating teacher’s specific planning requirements; and
a tentative pacing guide. This will include classes, subjects, and topics for which the student teacher/teacher candidate intern is responsible and a general, tentative
schedule for the student teacher/teacher candidate intern to gradually assume all
instructional responsibilities.
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The cooperating teacher will also want to talk with the student teacher/teacher candidate
intern about subtle nuances or unwritten expectations at the school. These topics might
include:
where to park (Does the principal have his/her favorite parking space?);
acceptable dress codes for school, i.e., color day; and
where to eat lunch. Some schools have inadequate space in the faculty lounge for a large number of student teacher/teacher candidate interns. Other schools
designate specific tables in the cafeteria for teachers.
On the first day, the principal or cooperating teacher should provide the student
teacher/teacher candidate intern with an orientation to the school. If the school is a large
facility, a school map will be helpful. The cooperating teacher will also want to:
demonstrate procedures for using equipment, reserving the computer lab, etc.;
explain the procedures for making or having copies made;
introduce the student teacher/teacher candidate intern to the backbone of the
school… the secretaries, maintenance staff and cafeteria personnel as well as the
other faculty members. Again, introducing a student teacher/teacher candidate
intern as “Ms. Jones” or “Mr. Smith” immediately conveys your professional
acceptance of the student teacher/teacher candidate intern.
If the public school frequently accepts responsibility for student teacher/teacher candidate
interns, the cooperating teacher may wish to collaborate with other faculty members
serving in the mentoring capacity in the construction of guidelines generic to the school,
team, or department. Common school-related guidelines provide consistency for all
student teacher/teacher candidate interns placed in a particular school.
The Student Teacher/teacher Candidate Intern’s First Week
During the first week, it is critical that the cooperating teacher model the standards for
planning, instruction, classroom management, content knowledge, assessment, reflection,
technology and collaboration that are expected from the student teacher/teacher candidate
intern. Be prepared to demonstrate your best professional skills and dispositions.
The first week is a period of orientation and adjustment for the student teacher/teacher
candidate intern. While the student teacher/teacher candidate intern will benefit from
observations, limiting the beginning teacher to merely observing will minimize progress.
The student teacher/teacher candidate intern’s readiness level will dictate the appropriate
responsibilities assigned during the early days of the placement. Activities for
involvement that will provide a gradual induction and enhance the student teacher/teacher
candidate intern’s awareness of the students’ individual abilities and group social
structure might include:
one on one tutorial work;
“grading” papers;
perusing portfolio entries, journals;
taking attendance;
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providing feedback on homework;
managing learning centers;
circulating and providing assistance during independent seat work or cooperative learning activities;
distributing lunch tickets;
reviewing your rubrics and assessment data;
reading to the students; and
instructing during Daily Oral Language, Daily Oral Math, Calendar Math, etc.
The student teacher/teacher candidate intern will benefit from identifying skills and
concepts that students have previously mastered as well as skills and concepts that
students will be expected to master. With this information, the student teacher/teacher
candidate intern will be better prepared to plan with the students’ existing schemata in
mind and apply best practices for scaffolding instruction. The student teacher/teacher
candidate intern will also realize how the present content serves as a foundation for future
learning.
The cooperating teacher will also want to share knowledge of the students’ interests with
the student teacher/teacher candidate intern. This does not relieve the student
teacher/teacher candidate intern from having students complete interest inventories,
perusing journals to identify interests or having conversations with students to become
familiar with their hobbies, talents, fears, etc. This does, however, provide immediate,
valuable information for the student teacher/teacher candidate intern to enhance success
during initial planning efforts.
During The Semester
Feedback The student teacher/teacher candidate intern requires continuous specific verbal and
written feedback. Feedback should be supported with specific data gathered from
observations, lesson plans, other written requirements, as well as the observed
student teacher/teacher candidate intern’s dispositions. The classroom assessment
results and behavior management concerns will also be a major focus. Maximum
growth will be achieved when the student teacher/teacher candidate intern:
receives daily written and verbal feedback. The student teacher/teacher candidate intern will be more
receptive to feedback when comments focus first on strengths then on
suggested areas for improvement;
is actively engaged in self-evaluative reflections during both formal conferences
and informal conversations; and
receives feedback in private. Correcting student teacher/teacher candidate interns in front of the students (unless the situation is serious and needs to be immediately
corrected) or other faculty may result in humiliation.
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Student teacher/teacher candidate intern feedback should focus on and support the
Kentucky Teacher Standards, the Professional Code of Ethics (UC Standard 12) and the
Mission Statement of the University and School of Education (UC Standard 11). The
cooperating teacher will need to be familiar with the observation instruments and the
internship processes so as to fully prepare the student teacher/teacher candidate intern for
a successful first year of teaching. Evaluation forms are provided by the University
supervisors. Feedback on the forms should be discussed with the student teacher/teacher
candidate intern with copies promptly submitted to the university supervisor. These
forms include:
1. Cooperating Teacher’s Formative Evaluation (third and tenth weeks)
2. Cooperating Teacher’s Summative Evaluation (to be completed at the
conclusion of each placement for those student teacher/teacher candidate
interns having two placements or to be completed as a midterm and final for
those student teacher/teacher candidate interns having only one placement)
The university supervisor must be apprised of the student teacher/teacher candidate
intern’s progress. Early intervention and remedial strategies are crucial to a successful
student teaching experience. The cooperating teacher should make every effort to arrange
the schedule so that a conference with all of the triad (the cooperating teacher/student
teacher/teacher candidate intern/university supervisor) present may be conducted on days
that the university supervisor is scheduled for a formal observation. This will enhance
consistency in feedback.
Each university supervisor will hold student teacher/teacher candidate interns responsible
for evidence of competency for all Kentucky Teacher Standards, University of the
Cumberlands Standards, and successful completion of all requirements identified on the
Student Teaching course syllabus. However, like all teachers, university supervisors have
their own “style,” their own areas of emphasis, their own areas of expertise, and their
own “personalities.” Modeling professional support and respect for your university
colleagues will positively impact the student teacher/teacher candidate interns.
Co-teaching
University of the Cumberlands’ student teacher/teacher candidate interns have been
trained in and have used the identified co-teaching strategies from the St. Cloud model.
(see Appendix p. 58) Both cooperating teachers and student teacher/teacher candidate
interns will be expected to use these frequently during the semester in their regular plans.
Starting September 2013, all cooperating teachers are required be trained in co-teaching.
Sessions will be held each semester.
Technology
Model and encourage use of the technology available in your school. Because student
teacher/teacher candidate interns tend to teach the way they were taught, the cooperating
teacher’s impact on the student teacher/teacher candidate intern’s future effective use of
technology may be significant. At the onset of the placement, ask that the school’s
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technology coordinator provides an orientation for using available resources and discuss
the school’s policy regarding ethical use of technology.
Library
Model and encourage use of library resources available in your school. At the onset of
the placement, ask that the school’s library or media specialist provide an orientation to
using available resources.
Relieving Stress
Student teacher/teacher candidate interns frequently experience a high stress level as they
may have part time jobs, demanding family responsibilities, or spend long hours
commuting to the student teaching site. Cooperating teachers may share personally
effective stress reducing actions that might include:
using time management and organization techniques;
spending time each day walking or exercising. demonstrating how to prioritize
responsibilities;
reevaluating the use of time each day; and
monitoring sleeping and eating habits.
Conferencing Communication between the cooperating teacher and student teacher/teacher candidate
intern should be open, continuous, collaborative and intentional. There is a need for both
verbal and written comments. Cooperating teachers and their student teacher/teacher
candidate interns have frequent, informal conversations throughout the course of the day.
These conversations are essential. Yet, critical to the success of the student
teacher/teacher candidate intern is the scheduled weekly conference. This intentional,
uninterrupted conference enables the cooperating teacher and student teacher/teacher
candidate intern to have in-depth, reflective conversations. Again, feedback should be
supported with specific, documented data gathered from the student teacher/teacher
candidate intern’s performance as well as from the classroom students’ academic
progress and social behavior. Student teacher/teacher candidate intern’s strengths
and growth areas must be directly related to the KY and University Standards and
become the driving force in creating and continually revising the Professional
Growth Plan. During formal conferences, the cooperating teacher is advised to:
establish a time frame for the weekly conference and adhere to the designated time. For example, the conference is scheduled after school from 3:00-4:00 p.m.
A student teacher/teacher candidate intern who has after school responsibilities
will appreciate a timely conclusion to the conferences;
avoid interruptions by placing a sign on the classroom door;
Ex: “Conference in Session. Please stop back at 4:00p.m.”
ask the student teacher/teacher candidate intern to prepare written questions or concerns that he/she feels need to be addressed. This will give the student
teacher/teacher candidate intern ownership in the conference process. Address
these issues at the onset of the conversation;
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use the Professional Growth Plan as the essential focus of the conference;
prepare a list of topics, questions, and an agenda for the conference that focus
discussions on major areas of concern;
use the “sandwich technique.” Begin with positive comments, next discuss growth areas and then conclude the conference on a positive note;
have necessary materials at hand. If the purpose of the conference is to discuss the standards-based unit plans, have written copy of guidelines, possible research
materials, idea books, manuals, etc.;
conduct the conference in an inviting setting. Ideally a table provides for eye to eye contact in an unintimidating atmosphere;
make every effort to engage the student teacher/teacher candidate intern in self-
evaluation and reflective analysis based on data gathered from observations, video
tapings, and the student’s academic performance and social behavior;
monitor the conversation to ascertain who does the most talking;
use self-disclosure when appropriate, yet sparingly;
document all conferences. Ask the student teacher/teacher candidate intern to sign
all written documentation. A copy of the documentation should be kept in the
cooperating teacher’s file and a copy made for the student teacher/teacher
candidate intern’s working portfolio. The university supervisor will appreciate
having a copy of the cooperating teacher’s written feedback;
have the student teacher/teacher candidate intern write down plans for improvement, assignments, etc. Again, this gives the student teacher/teacher
candidate intern ownership in the process;
establish a specific timeline for the completion of assignments or actions agreed upon during the conference;
summarize the major points made at the end of the conference time; and
whenever possible establish conference times when all members of the Triad (the cooperating teacher, university supervisor, and student teacher/teacher candidate
intern) are able to meet.
When the student teacher/teacher candidate intern first arrives, the cooperating teacher
will be responsible for conveying pertinent information and for guiding the instructional
decisions. Thus, initial conferences may require that the cooperating teacher do much of
the talking. However, as the semester progresses, the cooperating teacher is encouraged
to talk less and listen more by posing reflective questions that lead the student
teacher/teacher candidate intern to assume an increased responsibility for decision
making, engage in critical reflective thinking, become more self-evaluative, and take the
lead in the professional growth planning process.
Professional Growth Plan (PGP) The Professional Growth Plan is the pivotal, ever-evolving piece in mentoring and
guiding the student teacher/teacher candidate intern’s professional growth. During
conferences, encourage the student teacher/teacher candidate intern to build on identified
strengths and continue to make progress toward eliminating growth areas. Data gathered
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from observations, lesson plans, written requirements, and exhibited dispositions should
be the basis for PGP decisions. Strengths and growth areas will also be based on the
assessment data gathered from the classroom students’ academic progress. The
student teacher/teacher candidate intern will claim greater ownership if he/she is the
author and editor of the PGP.
A-1 Context and A-2 Lesson Plans
Reading the student teacher/teacher candidate intern’s context (Task A-1) and lesson
plans (Task A-2) is essential for ensuring the physical well-being and academic
achievement in the classroom. Once the cooperating teacher has carefully read and
discussed the written context and plans with the student teacher/teacher candidate
intern, the cooperating teacher should initial and document the date plans were
submitted. Recording the date emphasizes the need for timely completion of plans. A
student teacher/teacher candidate intern should NOT be permitted to teach any lesson for
which context and plans have not been previously approved. A lesson plan should be
written for each lesson that a student teacher/teacher candidate intern creates until the
University Supervisor and the Cooperating Teacher agree that the candidate shows
proficiency, at least after the second observation in that placement. For all observed
lessons, all University of the Cumberlands’ student teacher/teacher candidate interns are
required to use the KTIP Context (Task A-1) and Lesson Plan template (Task A-2)
available in the Student Teaching Professional Experience Handbook and on the EPSB
website. (Use the templates-Word version at
http://kyepsb.net/internships/ktiptpatemplates.asp )
For all other lessons taught (not observed), lesson plans should be created on school
templates.
Exit Requirements
Exit Portfolios and TPA tasks are mandatory requirements for University of the
Cumberlands’ student teacher/teacher candidate interns. Portfolios should capture the
professional personality of the student teacher/teacher candidate intern. Entries must
provide evidence of competency in all Kentucky Teacher Standards, the Professional
Code of Ethics, the Mission statement of the University and the Education Department’s
dispositions, and include only the original work of the student teacher/teacher candidate
intern. The cooperating teacher can assist the student teacher/teacher candidate intern in
this process by:
encouraging the student teacher/teacher candidate intern to take classroom pictures and videotape periodically. In cases where parents object to their children
being photographed or video-taped, the student teacher/teacher candidate intern
may take pictures of self-made bulletin boards, learning centers, students’
projects, collaborative meetings with other faculty
members, etc. The cooperating teacher may want to take the photographs so that
the student teacher/teacher candidate intern will be featured in the photographs;
providing student teacher/teacher candidate interns with the opportunity to collaborate with other faculty members and community resource people;
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paving the way for student teacher/teacher candidate interns to plan interdisciplinary activities by talking with other faculty members with whom the
student teacher/teacher candidate intern might work;
assisting the student teacher/teacher candidate intern in identifying an appropriate
leadership project that will contribute to and impact the classroom, school or
community;
assisting the student teacher/teacher candidate intern in identifying extracurricular
involvements that might serve as valuable portfolio pieces, i.e., collaboration with
faculty and parents in presenting a school play or collaborating with parents in a
fund raising effort; and
providing positive feedback on written requirements that the student teacher/teacher candidate intern might showcase in the Exit Portfolio.
Video/Audio Taping The student teacher/teacher candidate intern is required to video a lesson during the
semester. Ideally, a peer (another student teacher/teacher candidate intern) should
perform the taping. Together, the student teacher/teacher candidate intern and peer
should analyze the videoed lesson and engage in a self and peer evaluation.
Student teacher/teacher candidate interns experiencing difficulties will benefit from
additional video or audio recording. The audio recording is less intrusive or distracting
and will provide specific evidence of a student teacher/teacher candidate intern’s oral
communication skills related to grammar, vocal qualities, clear instruction, use of
vocabulary inappropriate for the level of the students, etc. The video, however, provides
concrete evidence of ineffective body language, distracting mannerisms, inadequate
circulation, ineffective behavior management, inadequate preparation, etc. Watching or
listening to tapes made for identification and monitoring of growth areas should be
viewed by the supervisor and student teacher/teacher candidate intern. Together, once
ineffective behaviors are identified, reflective problem solving questions should be the
foundation for selection of prescriptive strategies. Video recording applies only where
parent permission for video recording of students has been obtained in writing.
Observing in Other Classrooms/Instructional Settings
Student teacher/teacher candidate interns will gain insight into the total school academic
program by observing in other classrooms and instructional settings. They will also have
the opportunity to observe a variety of instructional strategies and behavior management
techniques. Cooperating teachers should facilitate these observations by assisting the
student teacher/teacher candidate interns in scheduling these observations with highly
qualified teacher. Leaving the classroom to observe should be scheduled after student
teacher/teacher candidate interns becomes fairly secure in their placement.
Confidentiality Confidentiality is critical in any profession. In an effort to ensure that confidentiality is
maintained, an effective cooperating teacher will:
University of the Cumberlands’ Cooperating Teacher Handbook Page 17
provide the student teacher/teacher candidate intern with information about the students in a confidential manner. Conveying student information to your student
teacher/teacher candidate intern in a crowded faculty room communicates a
disregard for maintaining confidentiality; and
avoid talking derogatorily about the student teacher/teacher candidate intern with
other faculty members, school personnel or community members. This models
insensitivity and disregard for and breach in confidentiality.
External Evaluation-
The purpose of the External Evaluation is to provide the undergraduate teacher
preparation program with feedback and assessment data related to student
teacher/teacher candidate interns meeting the Kentucky Teacher Standards and
University of the Cumberlands’ Standards. Cooperating teachers are responsible
for participating in this critical program review.
The External Evaluation serves as the program evaluation and, with feedback from the
cooperating teachers, the University and School of Education are better able to prepare
student teacher/teacher candidate interns for their chosen profession. This program
review engages P-12 teachers in analyzing a standards-based unit of instruction and
engages student teacher/teacher candidate interns in reflective, analytical interviews
related to their individual products. Each cooperating teacher will evaluate the unit on the
provided forms and then forward the forms to the University Supervisor.
Participation in the External Evaluation rigorously and actively engages the public school
teachers in the following processes:
reading, analyzing and assessing standards-based units of study;
ensuring the alignment of KY Core Academic Standards with the standards-based
unit content;
identifying effective assessment strategies for standards-based instruction and the targeted KY Core Academic Standards;
analyzing the standards-based unit’s assessment data with emphasis on the identifying gaps in learning; and
requiring student teacher/teacher candidate interns to reflect, analyze, and defend their planning and instructional decisions.
Evaluation
Upon arrival, the cooperating teacher should provide the student teacher/teacher candidate intern with written guidelines and criteria for evaluation.
Provide the student teacher/teacher candidate intern with ongoing verbal and
written prescriptive feedback throughout the semester.
Complete the University’s formative evaluation form at the designated intervals. Have conversations with the student teacher/teacher candidate intern about these
evaluations. (see Appendix page 35)
University of the Cumberlands’ Cooperating Teacher Handbook Page 18
Complete the midterm (full semester student teacher/teacher candidate interns) and final evaluation form (for both full semester and two placement student
teacher/teacher candidate interns) provided by the University.
Submit all university evaluation forms to the university supervisor in a timely
fashion.
When the Student Teacher/teacher Candidate Intern Completes the Student
Teaching/Professional Experience Semester
Complete all student teacher/teacher candidate intern assessment forms for the student teacher/teacher candidate intern. The cooperating teacher should be
certain that both the student teacher/teacher candidate intern and university
supervisor have copies of all assessment documents.
Be certain the student teacher/teacher candidate intern has returned all borrowed material.
Complete the Cooperating Teacher Self-Evaluation form and submit it to the Director of Student Teaching.
Enter all necessary information on the Education Professional Standard Board’s
data base.
POLICIES
Distribution of Student Teacher/teacher Candidate Intern Grade
1/2-Assigned by the university supervisor based upon attendance, degree of competency
demonstrated during classroom observations and conferences, and the working and exit
portfolio requirements. A scoring guide is included in the Student Teacher/Teacher
Candidate Intern Handbook which is available at the following site.
http://www.ucumberlands.edu/academics/education/downloads/ProfessionalSemesterCan
didateHandbook.pdf
1/2-Assigned by the cooperating teacher(s) based upon the degree of competency
demonstrated in the classroom and successful completion of all other state, institution,
and public school requirements.
Professional Dispositions- The concept of “professional dispositions” refers to the
beliefs and attitudes that influence a teacher’s behaviors and interactions with students,
parents, colleagues, and others. University of the Cumberlands’ Teacher Education
Program believes that caring, a strong work ethic, critical thinking and creative thinking
as well as a commitment to excellence and professional integrity are essential
professional dispositions. Often, educators are unaware of verbal and nonverbal
University of the Cumberlands’ Cooperating Teacher Handbook Page 19
behaviors that convey negative dispositions. If a student teacher/teacher candidate
intern’s dispositions are of concern, the cooperating teacher, and university supervisor if
appropriate, is strongly encouraged to engage the student teacher/teacher candidate intern
in completing the Individual Action Plan form. (see Appendix page 57)
Removing a Student Teacher/teacher Candidate Intern from the Classroom
Student teacher/teacher candidate interns must be aware that the cooperating teacher’s
first responsibility is to the students in his/her classroom. If, after continued mentoring
and feedback from the University Supervisor, Cooperating Teacher, Director of Student
Teaching and Undergraduate Department Chair or other professional educator, the
student teacher/teacher candidate intern’s professional skills or personal behavior is such
that the classroom student’s learning or well-being is being compromised, the
cooperating teacher and the university supervisor, in consultation with the Director of
Student Teaching and the Undergraduate Department Chair, have the responsibility of
removing the student teacher/teacher candidate intern from the classroom. If possible,
every effort will be made to reassign the candidate to a new classroom for the remainder
of the placement.
A student teacher/teacher candidate intern may also be removed for any serious breach of
the Professional Code of Ethics. Student teacher/teacher candidate interns do, however,
have the right to appeal removal from the student teaching program. The process for
appeal is articulated in University of the Cumberlands Undergraduate Catalog.
Attendance
The university supervisors will strictly enforce the UC Education Department attendance
policy:
Candidates in the student teaching professional experience must serve a minimum of 70
days in practice in the P-12 and University classroom.
If the student teacher/teacher candidate intern must be absent from the assigned
placement, the candidate must contact the cooperating teacher and university supervisor
by phone and/or email as soon as possible.
The student teacher/teacher candidate intern will arrive and depart based upon the
cooperating teacher’s employment contract. Student teacher/teacher candidate interns
will wear their University of the Cumberlands’ ID and sign in daily at the main office or
with the cooperating teacher.
OTHER GENERAL GUIDELINES
University of the Cumberlands’ Cooperating Teacher Handbook Page 20
1. In cases where the student teacher/teacher candidate intern exhibits more than one area
of weakness, target the most serious concern first. Attempting to deal with multiple
concerns will frustrate and confuse the student teacher/teacher candidate intern.
2. Document all interactions, discussions, and conferences with written feedback to the
student teacher/teacher candidate intern. Ask that the student teacher/teacher candidate
intern sign and date all written feedback. Share the documentation with the university
supervisor.
3. Utilize the Professional Growth Plan for clearly stating desired prescriptive actions and
the date when the evidence must be demonstrated.
4. Secure copies of working portfolio entries that give evidence of weakness. Ex:
inadequate planning, inappropriate assessment.
5. Make every effort to provide and document remedial assistance to the student
teacher/teacher candidate intern.
6. Conduct conferences with the triad (student teacher/teacher candidate intern,
cooperating teacher and university supervisor). At this time, it is critical that both the
supervisor and cooperating teacher have conversed prior to the conference and are united
and consistent. If necessary, the cooperating teacher, Supervisor and student
teacher/teacher candidate intern may find it necessary to create and Individual Action
Plan. (see Appendix page 40)
7. When appropriate, the building principal, another university supervisor, or a university
faculty member may be asked to observe the student teacher/teacher candidate intern in
an effort to provide additional feedback.
8. The cooperating teacher is encouraged to follow protocol with an unresolved student
teacher/teacher candidate intern problem. Contacts should be made as follows:
The University Supervisor
The Director of Undergraduate Student Teaching
The School of Education Undergraduate Department Chair
The Vice President for Academic Affairs
The University President
9. Should any concern persist, if a problem is severe enough to be deemed academically
or physically detrimental to the students, or if the behavior is considered unethical, the
university supervisor should be contacted immediately, who will then contact the
Director of Undergraduate Student Teaching. Specific documentation must support any
expressed concerns of the cooperating teacher.
COMMON STUDENT TEACHER/TEACHER CANDIDATE
University of the Cumberlands’ Cooperating Teacher Handbook Page 21
INTERN CONCERNS….
WHAT TO DO?
Frequent Tardies or Absences, Early Departures:
-Request that the student teacher/teacher candidate intern maintain a sign-in, sign-out log
to be initialed daily by the cooperating teacher.
-Suggest specific proactive actions to assist in a timely arrival.
-Contact the University Supervisor.
Inability to Critically Analyze and Engage in Reflection:
-Initially, model your reflective thinking process.
-Pose open-ended questions that require the student teacher/teacher candidate intern to
explain, justify, or evaluate.
-Sample questions
“Why did you choose the lesson activities identified on your plan?”
“On what contextual factors did you base your planning decisions?”
“How will the lesson directly connect to and support the KY curriculum?”
“How will you be certain students have met your learning targets?”
“How will the activity build on what students already know?”
“How will you connect the lesson to the students’ lives?
“How will the activity maximize student involvement, hold all students
accountable, provide for diverse learner needs, etc.?”
“How might you modify assessments to accommodate diverse learners?”
“What gap groups are identified as a result of your assessment analysis?”
“Why do you believe your selected assessment tool is the most accurate tool to
assess the lesson outcomes?”
“In what way will your lesson activities enhance or be a deterrent to desired
student behavior?”
“If you were to reteach this lesson, what would you do to improve student
learning, student behavior, time management, etc?”
“After looking at the assessment data, what conclusions can you make about
student mastery of the content?”
“How will the assessment results help you in planning the next lessons?”
“How did this lesson demonstrate your ability to think critically?”
“How were your professional dispositions demonstrated during the planning,
implementation and assessing of the lesson?”
Failure to Implement Appropriate Suggestions:
-Write down suggestions/expectations. Document and date implementation or failure to
follow through with suggestions. Give the student teacher/teacher candidate intern a copy
of this documentation at the end of each day and require that the student teacher/teacher
candidate intern sign the documentation. Retain a copy and provide a copy for the student
teacher/teacher candidate intern.
University of the Cumberlands’ Cooperating Teacher Handbook Page 22
-Ask the student teacher/teacher candidate intern why suggestions have not been
implemented. If an overloaded schedule is the deterrent, engage the student
teacher/teacher candidate intern in the problem solving process, searching for ways to
improve time management and prioritization.
Inadequate Planning
-Verbally model the planning process. The cooperating teacher should have personal
examples of “best plans.”
-Ask that the student teacher/teacher candidate intern provide a rough draft of plans
several days earlier than the time designated for plans to be completed. This will allow
time for necessary modifications or revisions.
-Ask that the student teacher/teacher candidate intern, during the planning process, check
off all components of effective planning as identified in the University’s guidelines and
Kentucky Teacher Standards.
Ineffective Time Management
-Require that the student teacher/teacher candidate intern maintain a daily calendar,
allotting specific blocks of
time for completing plans and preparing of materials and meeting other student teaching
course requirements.
-Identify appropriate time during the school day when the student teacher/teacher
candidate intern might complete some planning. However, student teacher/teacher
candidate interns should not use daily instructional time for planning and preparation.
-Suggest that the student teacher/teacher candidate intern arrive early or remain later in
the school day to work on plans and teaching materials.
-Require that the student teacher/teacher candidate intern have all materials ready for the
following day before leaving the classroom that day.
-Provide long range planning requirements to allow for lead time and early completion of
plans.
-Ask the student teacher/teacher candidate intern to maintain a short and long range
checklist of “things to do.”
Inadequate Content Knowledge
-Provide materials, texts for the student teacher/teacher candidate intern to study.
-Require a detailed outline of the topic or content to be covered.
-Require that the student teacher/teacher candidate intern script and include specific
examples and non-examples in the instructions.
-Require that the student teacher/teacher candidate intern script scaffolded, essential
questions.
-Require that the student teacher/teacher candidate intern provide visual graphics for the
students that include definitions, attributes, key terms etc. This will provide the student
teacher/teacher candidate intern with necessary “crutches” that may eliminate the
likelihood of misinformation being disseminated or critical information being omitted.
Inability to Clearly Instruct Explain Content
University of the Cumberlands’ Cooperating Teacher Handbook Page 23
-Require the student teacher/teacher candidate intern to introduce content or skill areas
with activities that identify the student’s existing background knowledge.
-Require the development of charts providing new terms and age/grade level appropriate
definitions.
-Ask that the student teacher/teacher candidate intern demonstrate the skill or concept for
you prior to the actual lesson.
-Require scripted specific questions, examples and non-examples in the lesson plans that
support the content.
-Video or audio tape the student teacher/teacher candidate intern. Together, listen for
developmentally inappropriate and/or vagueness terms.
-When there are multiple sections of class, model teaching the first class. Then have the
student teacher/teacher candidate intern duplicate your instruction.
-Emphasize the need for opening and closing reviews as well as distributed repetition.
-Suggest that the student teacher/teacher candidate intern ask the students to repeat back
directions or content to ensure comprehension.
-Ask the student teacher/teacher candidate intern to assess student work and relate the
assessment to clarity of instruction.
Difficulty in Pacing Instructions
-Ask the student teacher/teacher candidate intern to allot time for each activity in the
lesson. A written notation should be made on lesson plans. The time allotment might
also be written on the board, along with the agenda. This will make students and the
student teacher/teacher candidate intern aware of the time allocated for each activity.
Example: Opening Review 10:00-10:05
Group Activity 10:05-10:25
Class Discussion 10:25-10:45
Independent Work 10:45-10:55
Closing Review 10:55-11:00
-Provide the student teacher/teacher candidate intern with a timer to be set for each
activity in or component of the lesson.
-Ask the student teacher/teacher candidate intern to rehearse and practice learning
activities to more accurately anticipate the time required for each portion of the lesson.
Monotone Voice/Inability to Convey Enthusiasm for the Content
-In the written lesson plan, ask that the student teacher/teacher candidate intern script
marker expressions.
(Ex. “This is the most important!” “If you don’t remember anything else…”), task
attraction (Ex. “This is such a funny story.” “I’m certain you’ll enjoy this. It has a real
surprise ending.”) and task challenge (Ex. “This is a really tough problem.” “We’re
going to have to work our brains to do this one.”) Remember the adage, “If you don’t
write it down, you won’t do it.”
-Have the student teacher/teacher candidate intern write these task attractions, task
challenges and marker expressions on post-it-notes. These notes may then be placed in
strategic places (Ex: on the first page of a story, on the top copy of the day’s worksheets)
as reminders to verbally incorporate these key motivating phrases in instruction.
University of the Cumberlands’ Cooperating Teacher Handbook Page 24
-Audio and/or video record the student teacher/teacher candidate intern. Together,
review the recording to identify and evidence voice modulation or verbal and nonverbal
expressiveness. Ask the student teacher/teacher candidate intern to reflect as to why
expressiveness was demonstrated at a certain time. Build on even the most limited
indication of enthusiasm.
-Provide the student teacher/teacher candidate intern with opportunities to teach in his/her
areas of expertise or to connect areas of interest to the content. (Ex: The student
teacher/teacher candidate intern enjoys auto racing. Have the student teacher/teacher
candidate intern develop math word problems with auto racing as the general theme.)
-Require that the student teacher/teacher candidate intern incorporate “game” practice
activities in review lessons.
-Ask that the student teacher/teacher candidate intern employ a wide variety of teaching
tools such as educational videos, “computer treasure hunts.” The variety of exciting
learning activities will, to some degree, compensate for the lack of a “naturally”
enthusiastic personality.
-Require plans for activities that maximize student involvement. The straight, formal
lecture will be an enemy of an unenthusiastic teacher.
-For elementary student teacher/teacher candidate interns, the use of a puppet or mask
may provide a disguise behind which the student teacher/teacher candidate intern may
feel less inhibited and more expressive.
-Ask the student teacher/teacher candidate intern to audio or video tape practice
presentations of content and then self-assess for evidence of specific enthusiastic,
expressive behaviors.
Inability to Relate to Students
-Require that the student teacher/teacher candidate intern watch T.V. programs, sports
events and listen to music that are of interest to the students in the classroom.
-Where appropriate, have the student teacher/teacher candidate intern eat lunch with the
students.
-As appropriate, ask the student teacher/teacher candidate intern to interact with the
students in informal settings such as school athletic events, during bus duty and break
time, etc.
-Provide opportunities for the student teacher/teacher candidate intern to engage in one-
to-one instructional assistance or small group work. This might, for example, include
tutoring a small group working on a certain skill, monitoring learning centers, or assisting
several students who are building props for a class play.
-Ask that the student teacher/teacher candidate intern read the students’ journal entries
identifying students’ interests.
Inability to Stimulate Higher Level Thinking
-Require that the student teacher/teacher candidate intern script questions reflective of all
levels of Bloom’s Taxonomy.
-Provide the student teacher/teacher candidate intern with sample open-ended, divergent
questions. Copies of sample released items, or other current state testing formats, may
serve as valuable references. Ask that the student teacher/teacher candidate intern
University of the Cumberlands’ Cooperating Teacher Handbook Page 25
develop open-ended questions to accompany topics for which the student teacher/teacher
candidate intern is responsible for teaching.
-Ask that the student teacher/teacher candidate intern incorporate brainstorming and
creative problem solving activities whenever possible and appropriate.
-Provide critical thinking resources for the student teacher/teacher candidate intern.
Failure to Include All Students in Learning Activities
-Ask the student teacher/teacher candidate intern to utilize techniques for random
selection of reciters.
(Ex: pulling name cards out of a box, spinning a wheel with all students’ names on the
wheel)
-Encourage the student teacher/teacher candidate intern to assist and give feedback to all
students during independent work. This will require brief stops at each student’s work
place.
-Suggest that the student teacher/teacher candidate intern utilize unison response
techniques when appropriate (Ex: thumbs up, all writing responses and one student
verbally answering)
-Require the student teacher/teacher candidate intern to implement structured cooperative
learning activities that ensure individual accountability and equal participation of all
group members.
Inability to Provide For Diverse Needs
- Require the student teacher/teacher candidate intern to include learning experiences that
meet the needs of all learning modalities and preferences. A matrix for weekly planning
will insure the inclusion of all necessary experiences. Refer to the template included in
the Student Teacher/teacher Candidate Intern Handbook
http://www.ucumberlands.edu/academics/education/downloads/ProfessionalSemesterCan
didateHandbook.pdf
-Provide the student teacher/teacher candidate intern with ethnic, racial, religious, etc.
information of class members. Ask the student teacher/teacher candidate intern to
research each area of diversity and include information on each in appropriate learning
activities.
-Suggest that the student teacher/teacher candidate intern create a theme/unit focusing on
diversities in your room (i.e., Traditions, History of …, Famous people of …, Holidays).
-Supply the student teacher/teacher candidate intern with necessary and legally
permissible IEP information to enhance provisions for identified special education
students and modifications necessary for 504 students.
-Arrange for the student teacher/teacher candidate intern to conference with a special
education teacher and/or gifted and talented teacher and secure appropriate
accommodations for identified students.
-Require the student teacher/teacher candidate intern to articulate and highlight
accommodations in all lesson plans.
-Suggest that the student teacher/teacher candidate intern provide extended wait time
when appropriate.
University of the Cumberlands’ Cooperating Teacher Handbook Page 26
-Model and explain the rationale for accommodations.
-Require enrichment activities for early finishers.
Ineffective Classroom Management
-Require that all materials necessary for the student teacher/teacher candidate intern’s
lessons for the following day are ready prior to the student teacher/teacher candidate
intern leaving school that day.
-Suggest that the student teacher/teacher candidate intern identify student assistants to
more efficiently facilitate deployment and collection of materials. The student
teacher/teacher candidate intern should be reminded to systematically rotate the
“assistant” position to include all students.
-Stress the necessity of giving all directions and instructions prior to any transition. (Ex:
moving to work in groups, completing an independent assignment)
-Require that the student teacher/teacher candidate intern establish a routine by which
students seek assistance that will minimize the number of students approaching the
student teacher/teacher candidate intern.
-Require evidence in the student teacher/teacher candidate intern’s plans that additional,
meaningful work will be provided for early finishers and other special needs students.
-Assist the student teacher/teacher candidate intern in creating an effective behavior
management plan.
Ineffective Classroom Discipline
-Provide the student teacher/teacher candidate intern with research on discipline models
that are age-level appropriate.
-Video and/or audio record the student teacher/teacher candidate intern. Together,
analyze the recording for inconsistencies in dealing with discipline and for ineffective
communication.
-When in the classroom or with the students, address the student teacher/teacher
candidate intern Mr., Mrs., or Ms. This conveys your perception of the student
teacher/teacher candidate intern as a professional who is in control.
-Assist the student teacher/teacher candidate intern in designing a discipline program that
is consistent with the existing policies in your classroom but that is also “comfortable”
for the student teacher/teacher candidate intern’s use.
-For chronic misbehaviors, ask that the student teacher/teacher candidate intern meet with
the special education teacher for assistance in crafting and implementing a behavior
management plan.
-Model effective discipline techniques. Verbally reflect on your discipline choices, why
you should use them and how they affect the students.
-Ask the student teacher/teacher candidate intern to monitor and reflect on assessment of
student’s work and reflect how evaluation might impact student behavior.
-Arrange for the student teacher/teacher candidate intern to observe teachers who have
approaches to discipline different from your own but that are equally effective. Invite the
student teacher/teacher candidate intern to reflect on these observations and discuss
techniques observed.
University of the Cumberlands’ Cooperating Teacher Handbook Page 27
-Monitor the student teacher/teacher candidate intern’s questioning techniques to
ascertain whether excessive call outs are being permitted. (The effective teacher asks the
question first then randomly calls on a specific student by name. Teachers may need to
verbally or nonverbally cue students to wait to be called upon.)
Ex: Raise your hand if you can… (verbal)
Teacher raises hand while posing questions… (nonverbal)
-Ask the student teacher/teacher candidate intern to refer to the students’ interest
inventories to ensure learning activities are of interest to the students.
-Utilize the video tape and/or a “walking map” to collect data of the student
teacher/teacher candidate intern’s proximity control.
Inadequacies in Assessment
-Provide the student teacher/teacher candidate intern with samples of multiple
assessments. (open response questions, pre and post assessments, performance events,
well written tests, etc.) Require the use of a variety of assessments.
-Model the use of formative assessment tools for both academic and social behavior, (Ex:
checklists, anecdotal records, student conference notes) and then require that the student
teacher/teacher candidate intern devise similar forms and data collecting techniques.
-Ask the student teacher/teacher candidate intern to share evidence of specific positive
and prescriptive feedback on student work.
-Suggest that the student teacher/teacher candidate intern begin planning all learning
activities by producing a rubric, scoring guide and/or specific academic competencies
that are congruent with the established Kentucky curriculum.
Inability to Critically and Reflectively Analyze Teaching and Learning
-Engage the student teacher/teacher candidate intern in brainstorming sessions to identify
alternate plans.
-Provide the student teacher/teacher candidate intern with thorough documentation of
ineffective behaviors (Ex: tally the number of call outs, script sarcastic comments, audio
tape as evidence of monotone voice). Ask the student teacher/teacher candidate intern to
identify possible causes. If the student teacher gives no response; provide the student
teacher/teacher candidate intern with research materials to read identifying alternate
behaviors. Together, select suggestions from the research. Ask the student teacher/teacher
candidate intern to reflect on the effectiveness of the alternate behavior.
-Model self-analysis and critical, reflective thinking.
-Direct the student teacher/teacher candidate intern to assessment results as a focus of
reflection.
Inability to Relate or Collaborate With Other Faculty and Staff Members
-Encourage the student teacher/teacher candidate intern to eat lunch with you and one or
two other faculty or staff members.
-Invite the student teacher/teacher candidate intern to participate in team or grade level
planning meetings.
University of the Cumberlands’ Cooperating Teacher Handbook Page 28
-Ask the student teacher/teacher candidate intern to accompany you to faculty and in-
service meetings.
-Provide opportunities for the student teacher/teacher candidate intern to interact with
school personnel in non- academic settings. (Ex: sit with another staff or faculty member
collecting tickets at a ballgame or carnival).
-Arrange for the student teacher/teacher candidate intern to observe in other classrooms.
Professional Appearance
-Provide the student teacher/teacher candidate intern with the school or district’s dress
code.
-Model professional appearance and dress.
-Discuss the importance of professional dress that is appropriate for your instructional
setting. Encourage the student teacher/teacher candidate intern to reflect on how
inappropriate dress impacts the perceptions of students, faculty, parents and
administration. (“As you are dressed, so shall you be perceived. As you are perceived,
so shall you be treated.” Harry Wong)
-Should hygiene be a concern, provide the student teacher/teacher candidate intern with
time during the day to “freshen up.”
-Encourage the student teacher/teacher candidate intern to keep personal hygiene items at
school to be used when necessary.
University of the Cumberlands’ Cooperating Teacher Handbook Page 29
GLOSSARY OF TERMS
Bloom’s Taxonomy- the classification of cognitive levels (knowledge, comprehension,
application, analysis, synthesis, evaluation); the framework for creating
questions that encourage students to engage in different thought processes
and higher level thinking
Collaboration- working and cooperating with peers, other professionals, parents, and
community resources for the purpose of improving student learning and/or
the educational process
Context- conditions that exist in the classroom, school and community that directly
affect instructional decisions (Ex: number of students in a class,
availability of technology, socioeconomic status of school families, etc.)
Continuous assessment- the systematic, ongoing process that enables the student and/or
student teacher/teacher candidate intern to identify what has been learned,
progress made, strengths and growth areas
Co-teaching- two teachers working together with groups of students- sharing the
planning, organization, delivery and assessment of instruction, as well as
the physical space.
Critical thinking- the process of thinking that goes beyond memorizing information (Ex:
analyzing information and situations; creating new, innovative
approaches, lessons, programs; assessing and evaluating the effectiveness
of lessons, activities based on data)
Data Folder- the packet of information provided to the cooperating teacher that includes
the student teacher/teacher candidate intern’s resume, autobiography and
philosophy of education
Director of Undergraduate Student Teaching- a member of the education department
faculty responsible for the coordination and oversight of the student
teaching program
Dispositions- beliefs and attitudes that influence behaviors and interactions with
students, parents, colleagues, and others (University of the Cumberlands’
dispositions- caring, a strong work ethic, critical and creative thinking, a
commitment to excellence and professional integrity)
University of the Cumberlands’ Cooperating Teacher Handbook Page 30
Disposition recommendations- feedback related to growth areas related to meeting the
KY Teacher Standards or to undesired professional behaviors
Diversity- the differences that must be considered in the planning, implementation,
managing, and assessing students (These differences may include but are
not limited to race, ethnicity, gender, religion, learning styles, rates of
learning, achievement levels, interests, background experiences,
socioeconomic status, and age.)
Education Professional Standards Board (EPSB) - the standards and accreditation agency
for Kentucky teachers, administrators and for programs of education at
Kentucky colleges and universities
Exit Portfolio- documents or evidence representing the student teacher/teacher candidate
intern’s best work including the standards-based unit of study
External Evaluation- the process during which the P-12 cooperating teachers evaluate
student teacher/teacher candidate interns’ standards-based units and
provide the School of Education with continuous assessment feedback
Formative Assessment- the essential on-going, continuous feedback that assists a learner
(student teacher/teacher candidate intern) in making progress toward the
established standards
Learning Targets-statements of intended learning; criteria is established as a standard for
meeting the specified outcomes
Pedagogy- teaching or instructional strategies, methods
Philosophy of Education- the process of clearly explaining beliefs about learning,
education, teaching, knowledge acquisition, schools, etc.
Professional Growth Plan (PGP)- an ongoing process that engages the student
teacher/teacher candidate intern in self-assessment identifying strengths,
growth areas, a plan for eliminating growth areas, and evidence that
actions were taken to eliminate the growth areas; the PGP process assists
the student teacher/teacher candidate intern in meeting all of the Kentucky
and university teacher standards
Reflection- consciously, honestly, and consistently considering one’s own knowledge,
skills, and dispositions and teaching behaviors; the ability to explain the
whys, hows, and outcomes of teaching decisions and experiences; thinking
critically about educational issues based on previous experiences,
research, best practices, assessment data
University of the Cumberlands’ Cooperating Teacher Handbook Page 31
Standards- statements and set criteria establishing what the professional educator
must be able to demonstrate/do
Standards-Based Unit of Study- a student teacher/teacher candidate intern created
sequence of lessons (for a minimum of one week) developing a topic or
theme with established standards for students that are congruent with the
Kentucky Core curriculum
Student teacher/teacher candidate intern- a full time student who has met all state and
university requirements and is admitted to the 12 semester hour
Supervised Student Teacher/teacher Candidate Intern course
Student Teacher/teacher Candidate Intern Handbook (also Student Teaching Professional
Experience Handbook) - specific directions and explanation of the
education department’s requirements for the Supervised Student Teaching
course
Summative Assessment- the comprehensive evaluation of the learner’s (student
teacher/teacher candidate intern’s) collective or total performance/work as
evidence of meeting the established standards
Cooperating Teacher- a full-time, licensed P-12 teacher who has met all of the Kentucky
and university requirements, has demonstrated exceptional professional
skills, and is responsible for mentoring the student teacher/teacher
candidate intern
Teacher Performance Assessments (TPAs) - a set of required tasks that provide evidence
of the beginning teacher’s ability to meet the Kentucky Teacher Standards
Triad- the P-12 cooperating teacher, the student teacher/teacher candidate intern,
and the University supervisor
University Supervisor- full-time or adjunct university faculty who serves as a liaison
between the P-12 schools and the university and observes, conferences
and supports the student teacher/teacher candidate intern in meeting the
Kentucky and university standards
Working portfolio- a compilation of the student teacher/teacher candidate intern’s work
throughout the student teaching semester
University of the Cumberlands’ Cooperating Teacher Handbook Page 32
APPENDIX
Cooperating Teacher Agreement p. 30
Cooperating Teacher’s Self-Evaluation and Reflection p. 31
Student Teacher/teacher Candidate Intern’s Evaluation of Cooperating Teacher p. 32
Cooperating Teacher Checklist p. 33
Student Teacher/teacher Candidate Intern Checklist p. 35
Cooperating Teacher’s Formative Assessment p. 37
Cooperating Teacher’s Summative Assessment p. 39
Instructional Standards-based Unit p. 47
Education Professional Candidate Disposition Feedback p. 55
Individual Action Plan p. 56
Co-teaching Strategies p. 58
Observation Cycles List p. 59
Professional Semester Candidate
Cycle
University of the Cumberlands’ Cooperating Teacher Handbook Page 33
Cooperating Teacher Agreement
***Please print legibly in order to expedite payment of stipend upon completion of agreement. The information
provided on this form MUST be completed. Failure to complete form in its entirety may result in loss of stipend.
Student Teacher/teacher Candidate Intern Name_____________________________________
(Please print) Last First MI
Cooperating Teacher Name____________________________________ _____-_____-_____
(Please print) Last First MI Social Security #
________________________________________ _____________ ______ ____________ ____________ Cooperating Teacher Home Address City State Home Phone* Cell Phone*
______________________________________ _______________________________ ___________
Email Subject(s) Grade Level
_______________________ __________________________ (____)_____-______ School District/County Name of School School Phone
_________________________________ ______________ _______ __________ School Address City State Zip Code
Please place a check () in the appropriate box ( ) provided and fill in blank for number of years
Degree Completed: BS/BA MS/MA Rank I PhD/EdD
Certified in Current Teaching Assignment YES NO
Completed Course in Supervision of Student Teaching YES NO Date:
Trained in KTIP recommended, not required YES NO Date:
Completed or will complete Co-Teaching (St. Cloud Model) YES NO Date:
Completed or will complete EDMODO training YES NO Date:
Number of Years of Teaching Experience (at least 3 yrs., professional certificate ) ______
Number of Years in Current District (at least one year prior) ________
Participating Educators: This agreement is valid for the (circle one): FALL SPRING semester 20___ and implies your acceptance of a student teacher/teacher candidate intern from University of the Cumberlands. This
agreement form indicates your agreement to support the student teacher/teacher candidate intern in meeting all of the
established standards and requirements. Your signature below also verifies the fact that you have read and will adhere to the guidelines provided in University of the
Cumberlands’ Cooperating Teacher Handbook, attended a training session either in person or via iLearn prior to the
beginning of the student teaching assignment, and that you are not a relative of the student teacher/teacher candidate intern.
The Department of Education at the University of the Cumberlands has adopted the motto, “Reflective Constructors of Quality
Learning Experiences through Critical Thinking” to communicate the key concepts of the conceptual framework for its professional
education programs. The goal is to ensure that candidates become reflective constructors of quality learning experiences through
critical thinking based on Christian values, respect for the truth, and concern for humanity. Emphasis is placed on providing
experiences that help all students learn. Each certification program is connected to this philosophy as shown in the logo, at the
Conceptual, Strategic, Evaluative or Communicative knowledge base.
_______________________ ______ ________________________ ______ Cooperating Teacher Signature Date Student Teacher/teacher Candidate Intern Signature
Date
____________________________ ______ ____________________________ ______ Principal/Superintendent Signature Date University Supervisor Signature Date
University of the Cumberlands’ Cooperating Teacher Handbook Page 34
Please mail or fax to: University of the Cumberlands, 7792 College Station Dr., 110 Luecker Building, Williamsburg, Ky. 40769
Fax: (606) 539-4014 Attention: Garnet Chrisman *Please include area code University of the Cumberlands
Cooperating Teacher’s Reflection and Self- Evaluation Name____________________________________ Grade/Subject_____________
Semester- Fall or Spring & Year_______________ School__________________
Please indicate the date each action was completed. Then, reflect and evaluate your
performance as a cooperating teacher. Use the rating scale below. Thank you.
3- Satisfactory 2- Making progress 1-Significant improvement needed
Before the student teacher/teacher candidate intern arrived I Date
Completed
3 2 1 NA Benchmark
Prepared necessary materials (information, texts, resources, etc.)
Prepared a desk/place for the student teacher/teacher candidate intern
Created an outline of expectations and a tentative pacing guide for assuming teaching
responsibilities
Prepared other faculty, students and parents for the arrival of the student teacher/teacher
candidate intern
Became knowledgeable of the Kentucky and University Standards and student
teacher/teacher candidate intern requirements
When the student teacher/teacher candidate intern arrived I Date
Completed
3 2 1 NA Benchmark
Provided an orientation to the school, technology resources, general school procedures
Explained processes for grading, taking attendance, releasing students from school,
reporting accidents, etc.
Introduced to students, faculty, staff, parents, administrators
Discussed expectations, class procedures
During the semester I Date
Completed
3 2 1 NA Benchmark
Modeled best practices for instruction, use of technology, planning, classroom management, etc.
Demonstrated professional dispositions
Reviewed and initialed lesson plans prior to the student teacher/teacher candidate intern’s lesson being taught
Treated the student teacher/teacher candidate intern with respect
Encouraged critical, creative and reflective thinking
Provided specific written and oral feedback both in the formal conference setting and during informal conversations
Supported the student teacher/teacher candidate intern in scheduling observations in other classrooms, collaborating with other faculty, staff and community resources
Gradually assigned teaching responsibilities and then provided the student teacher/teacher candidate intern with the opportunity to “solo” or assume the full teaching load
Completed all University forms and the Education Professional Standards Board’s survey for the data base
Assisted the student teacher/teacher candidate intern in planning and analyzing student work/progress
Maintained on-going communication with the University Supervisor
Attended the External Evaluation
At the conclusion of the semester I Date
Completed
3 2 1 NA Benchmark
University of the Cumberlands’ Cooperating Teacher Handbook Page 35
Submitted the student teacher/teacher candidate intern’s summative evaluation
Completed the cooperating teacher’s self-evaluation
University of the Cumberlands
Student Teacher/teacher Candidate Intern’s Evaluation of Cooperating Teacher Cooperating Teacher__________________________ Grade/Subject_____________ Semester Fall or Spring Year_______________ School___________________ Please reflect and evaluate your cooperating teacher’s performance during the semester. Use the analytic scoring key for each benchmark. Thank you. 3- Satisfactory 2- Making progress 1- Significant improvement needed Before I arrived the cooperating teacher
Rank Benchmark
Prepared necessary materials (information, texts, resources, etc.)
Prepared a desk/place for me
Created an outline of expectations and a tentative pacing guide for assuming teaching responsibilities
Prepared other faculty, students and parents for my arrival
Became knowledgeable of the Kentucky and University standards and student teacher/teacher candidate intern requirements
When I arrived the cooperating teacher
Rank Benchmark
Provided me with an orientation to the school, technology resources, general school procedures
Explained processes for grading, taking attendance, releasing students from school, reporting accidents, etc.
Introduced me to students, faculty, staff, parents, administration
Discussed expectations, class procedures
During the semester the cooperating teacher
Rank Benchmark
Modeled best practices for instruction, use of technology, planning, classroom management, etc.
Demonstrated professional dispositions
Reviewed and initialed lesson plans prior to the student teacher/teacher candidate intern’s lesson being taught
Treated me with respect
Encouraged critical, creative, and reflective thinking
Provided specific written and oral feedback both in the formal conference setting, during informal conversations and with the formative evaluations
Assisted me in scheduling observations in other classrooms, collaborating with other faculty, staff, and community resources
Gradually assigned teaching responsibilities and then provided me with the opportunity to “solo” or assume the full teaching load
Completed all University forms and the Education Professional Standards Board’s data base
Assisted me in planning and analyzing student work/progress
Maintained on-going communication with the University Supervisor
Attended the External Evaluation (Undergraduate Program Only)
At the conclusion of the semester the cooperating teacher
University of the Cumberlands’ Cooperating Teacher Handbook Page 36
Rank Benchmark
Submitted and discussed with me the summative evaluation Completed and submitted the cooperating teacher’s self-evaluation
University of the Cumberlands Student Teaching Professional Experience Cooperating Teacher Checklist
In an effort to assist in the effective supervision and mentoring of a student teacher/teacher candidate intern, the following checklist is provided. ________________________________________________________________
Before the student teacher/teacher candidate intern arrives √ ___ Complete and return the Cooperating teacher Agreement to the University Supervisor ___ Read the student teacher/teacher candidate intern’s autobiography and professional data folder ___ Prepare a desk or place for the student teacher/teacher candidate intern ___ Secure copies of teacher’s manuals, texts, instructional materials, and the Kentucky
curriculum to be used during the semester ___ Prepare written expectations for success in the classroom (see p. 7-8 of Cooperating
teacher Handbook) ___ Create a tentative pacing guide indicating the classes or subjects for which the student teacher will gradually assume instructional responsibility ___ Secure a copy of the school handbook, school report card, discipline policies, faculty
policies and procedures ___ Make copies of fire, tornado, lock-down, etc. procedures ___ Prepare an information sheet that includes the daily schedule, hours/supervisory duties,
general meeting dates for PTA/PTO, board meetings, team or grade level meetings, weekly conference times, etc.
___ Prepare general information about school breakfast and lunches, availability of a refrigerator ___ Prepare students, other faculty, and parents for the arrival of the student teacher/teacher
candidate intern ___ Contact the student teacher/teacher candidate intern prior to the first day of student teaching ___ Become knowledgeable of the KY Teacher and University of the Cumberlands’ standards
as well as the Teacher Performance Assessment tasks
When the student teacher/teacher candidate intern arrives √
___ Conduct a tour of the school and overview of the school’s programs/facilities ___ Discuss expectations and the tentative pacing guide ___ Provide an orientation to the school’s technology resources explaining the procedure for
reserving the computer lab and technology or media equipment ___ Explain the process for grading and recording student grades, entering plans in the
computer or plan book, posting attendance, etc. ___ Provide information on school procedures for releasing students to parents/guardians/others, class visitors, etc. ___ Identify other teachers who will be of assistance if the cooperating teacher is unavailable ___ Provide directions for having copies made ___ Explain procedures for reporting accidents, discipline incidences, etc.
University of the Cumberlands’ Cooperating Teacher Handbook Page 37
During the semester √ ___ Model best practices for instruction, assessment and management ___ Model critical, reflective thinking during your own planning, implementation and assessment processes ___ Model the use of technology to enhance student learning ___ Model professionalism through attendance, timely completion of required forms,
appearance, planning and preparation, confidentiality, etc. ___ Model and assist the student teacher/teacher candidate intern in modifying instruction to
meet the needs of all students ___ Model and assist the student teacher/teacher candidate intern in using student work
(assessment analysis) in on-going planning decisions ___ After formal and informal observations, provide the student teacher/teacher candidate
intern with ongoing, specific feedback ___ Provide feedback gathered from observations, student progress/work and behavior
demonstrated in all areas of the profession ___ Assist the student teacher/teacher candidate intern in creating, revising, and using the
Professional Growth Plan ___ Establish and meet with the student teacher/teacher candidate intern during formal
conferences each week (see Cooperating teacher Guidelines p. 11-12 for conferencing suggestions)
___ Encourage the student teacher/teacher candidate intern to express his/her opinions, offer ideas and suggestions, and implement “new” instructional strategies/activities
___ Guide the student teacher/teacher candidate intern to think critically and analytically by Asking effective questions that require problem solving and self-evaluation ___ Encourage the student teacher/teacher candidate intern to critically analyze and self-
evaluate his/her professional skills ___ Assist the student teacher/teacher candidate intern in scheduling observations in other
classrooms/instructional areas ___ Assist the student teacher/teacher candidate intern in identifying, planning, and
implementing collaborative leadership activities with other school professionals, parents, community resources
___ Assign opportunities at the beginning of the semester that are designed for maximum success
___ Gradually assign teaching responsibilities ___ Provide the student teacher/teacher candidate intern with the opportunity to “solo” or to
assume full teaching responsibility ___ Share personal weekly and long range lesson planning ___ Assist the student teacher/teacher candidate intern during the initial weeks in the lesson
planning process by sharing your weekly and long range plans ___ Provide support and necessary resources for the development of the standards-based
unit (See Standards-based Unit Guidelines in the Student Teacher/teacher Candidate Intern Handbook)
___ Carefully read the student teacher/teacher candidate intern’s plans, providing positive feedback related to planning strengths as well as suggestions for improvement
___ Maintain on-going, professional communication with the university supervisor ___ Participate in the External Evaluation (Evaluating Instructional Standards-based Units) ___ Assist the student teacher/teacher candidate intern in developing professional behaviors,
attitudes and dispositions ___ Treat the student teacher/teacher candidate intern with dignity and as a professional ___ Complete and submit all university evaluation/assessment forms in a timely manner ___ Enter all information on the Education Professional Standards Board’s data base
University of the Cumberlands’ Cooperating Teacher Handbook Page 38
At the conclusion of the semester √ ___ Complete and submit the student teacher/teacher candidate intern’s summative evaluation ___ Complete and submit the Cooperating Teacher’s Self-Evaluation
University of the Cumberland Student Teaching Professional Experience
Student Teacher/teacher Candidate Intern Checklist
In an effort to assist in your orientation and first days of student teaching, the following checklists are provided.
INFORMATION √ _____ the school’s and cooperating teacher’s phone numbers, email address _____ the school handbook and school report card _____ the school’s policy and procedures handbook _____ a copy of tornado, fire and lockdown procedures _____ the location of the list of approved persons to whom a student may be released _____ important student health-related information (allergies, medications, serious medical
problems) _____ cost for school lunch, breakfast _____ where you will eat lunch, store lunch if carrying _____ where to secure textbooks and supplementary software, materials, technology, media
equipment, curriculum guides, and other essential materials _____ a school map that identifies the location of the gym, art room, nurse’s office, etc. _____ the time you are expected to arrive and depart from the school _____ dates or days and locations for site-based, departmental, faculty, P.T.A. / P.T.O., team and
school board meetings are held _____ the daily schedule, when classes begin and end _____ a semester schedule for the school system _____ opportunities to contribute to extracurricular activities _____ schedules for extracurricular activities such as theatre, art and musical productions,
athletic events, academic meets, art shows _____ the names of teachers or staff you may contact if your teacher is unavailable for
assistance _____ where you may park
University of the Cumberlands’ Cooperating Teacher Handbook Page 39
_____ information related to special needs (learning disabilities, gifted, ELL, etc.) _____ what concepts, topics have been taught and mastered _____ what concepts, topics will be presented during your placement, after you leave
****************************************************************** RESPONSIBILITIES AND PROCEDURES √
_____ responsibilities during concession breaks, lunch time, recess, restroom breaks, etc. _____ when lesson plans must be submitted to your cooperating teacher _____ procedures and responsibilities for entering lesson plans on-line _____ procedures for students to enter and exit the building _____ procedures for students to leave the classroom (to the office, restrooms, etc.) _____ procedures for recording attendance, posting grades, documenting behavior _____ procedures and who to contact if you must be late or absent _____ procedures for contacting office or security in case of emergency _____ measures and documentation required in case of an accident involving students, yourself
or others _____ process for planning and implementing field trips, fund raising events, class productions _____ responsibilities and protocol for communicating with parents _____ procedures for collecting student payments for field trips, pictures, etc. _____ availability of and how to reserve the computer lab or media center
********************************************************************************************
STANDARDS BASED UNIT √ _____ possible topics for your standards-based unit _____ the length of time allotted for the unit _____ possible interdisciplinary connections _____ available resources for the unit _____ collaborative possibilities to enhance learning
******************************************************************************************** LEADERSHIP √
_____ possible school and community activities or events in which you might take a leadership position
COOPERATING TEACHER FORMATIVE EVALUATION
University of the Cumberlands’ Cooperating Teacher Handbook Page 40
The Cooperating Teacher will complete the Formative Evaluation and discuss the comments with the
student teaching professional experience candidate during each clinical experience placement between the
third and fourth weeks and the tenth and twelfth weeks of the semester. The student teaching
professional experience candidate will upload the form in iLearn. The University Supervisor will discuss
the comments with the candidate during clinical experience placement. This form should be complete
when the cooperating teacher has evidence to support the scores for each of the elements being evaluated.
This evaluation shall provide beneficial feedback to student teaching professional experience candidates
throughout their clinical experience. Rate each area according to rating scale below. Please provide
evidence to support your rating in the box to document scores.
Date of evaluation _________________
Student Teaching Professional Experience candidate’s number of days present to date ____________
3 – criteria demonstrated on indicator: Satisfactory performance on standard
2 – criteria partially demonstrated on indicator: Making progress toward standard
1- criteria not demonstrated on indicator: Not making progress toward standard
KENTUCKY TEACHER STANDARDS
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 Applies Content Knowledge
3 2 1 Designs/Plans Instruction
3 2 1 Creates/Maintains Learning Climate
3 2 1 Implements/Manages Instruction
3 2 1 Assesses/Communicates Learning Results
3 2 1 Implements Technology
3 2 1 Reflects/Evaluates Teaching and Learning
3 2 1 Collaborates with Colleagues/Parents/Others
3 2 1 Evaluates Teaching/Implements Professional
Development
3 2 1 Provides Leadership within
School/community/Profession
UNIVERSITY OF THE CUMBERLANDS DISPOSITIONS
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 Strong Work Ethic
3 2 1 Has high expectations for self
3 2 1 Dependable
3 2 1 Timely in completing responsibilities
3 2 1 Self -starter; takes initiative
3 2 1 Caring
University of the Cumberlands’ Cooperating Teacher Handbook Page 41
3 2 1 Has a positive attitude
3 2 1 Cooperative
3 2 1 Respectful of others
3 2 1 Establishes rapport with diverse populations
3 2 1 Critical and Creative Thinking
3 2 1 Flexible
3 2 1 Provides for all learners
3 2 1 Expresses thoughts and ideas clearly
3 2 1 Demonstrates ability to problem solve
3 2 1 Excellence and Professional Integrity
3 2 1 Professional appearance
3 2 1 Uses appropriate spoken and written English
3 2 1
COMMUNICATION SKILLS
3 2 1 Uses correct grammar/syntax/spelling
3 2 1 Articulates words clearly
3 2 1 Modulates voice, varies volume, intensity and rate of speech
3 2 1 Maintains strong eye contact
3 2 1 Demonstrates active listening
3 2 1 Models acceptable writing skills with legible handwriting.
Please identify specific strengths demonstrated by the student teaching professional
experience candidate.
1.
2.
Please identify specific growth areas for the student teaching professional experience
candidate.
1.
2.
__________________________________ ___________________________________ Cooperating Teacher/University Supervisor/ Date Student Teaching Professional Experience
candidate/ Date
University of the Cumberlands’ Cooperating Teacher Handbook Page 42
COOPERATING TEACHER’S SUMMATIVE EVALUATION
The Summative Evaluation will be completed in collaboration by the University Supervisor and the
Cooperating Teacher using evidence accumulated during the clinical experience. The evaluation will be
used for documentation to confirm the student teacher/teacher candidate intern/practicum candidate has
satisfied the elements of the University Conceptual Framework and Kentucky Teacher Standards.
Please complete all pages then record the holistic scores on this bottom of this page.
Placement ________ Semester _________ Date of evaluation _________________
Student teaching professional experience candidate total number of days present to
date__________
3 – criteria demonstrated on indicator: Satisfactory performance on standard
2 – criteria partially demonstrated on indicator: Making progress toward standard
1- criteria not demonstrated on indicator: Not making progress toward standard
Holistic Score
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
Applies Content Knowledge (Conceptual/communicative)
Designs/Plans Instruction (Conceptual/Strategic)
Creates/Maintains Learning Climate (Strategic)
Implements/Manages Instruction (Strategic)
Assesses/Communicates Learning Results (Evaluative)
Implements Technology (Strategic)
Reflects/Evaluates Teaching and Learning (Evaluative)
Collaborates with Colleagues/Parents/Others (Strategic/Communicative)
Evaluates Teaching/Implements Professional Development (Evaluative)
Provides Leadership within School/community/Profession (Communicative)
Demonstrates UC Dispositions (Conceptual/Strategic/Communicative)
Commitment to KY Professional Code of Ethics (Strategic/Communicative)
________________________________ ______________________________
Grade Assigned for the Placement/Date Cooperating Teacher’s Signature/ Date
_________________________________________
Student Teaching Professional Experience Candidate‘s Signature/ Date
These signatures serve as documentation that a final meeting to discuss the teacher candidate’s progress has occurred. 3 – criteria demonstrated on indicator: Satisfactory performance on standard
2 – criteria partially demonstrated on indicator: Making progress toward standard
1- criteria not demonstrated on indicator: Not making progress toward standard
University of the Cumberlands’ Cooperating Teacher Handbook Page 43
STANDARD I: DEMONSTRATES APPLIED CONTENT KNOWLEDGE
RANK INDICATORS EVIDENCE FOR SCORES
3 2 1 1.1 Communicates concepts, processes and knowledge Accurately and effectively communicates concepts, processes
and/or knowledge and uses vocabulary that is clear, correct
and appropriate for students
3 2 1 1.2 Connects content to life experiences of students Effectively connects content, procedures, and activities
with relevant life experiences of students
3 2 1 1.3 Demonstrates instructional strategies that are
appropriate for content and contribute to student
learning Uses instructional strategies that are clearly appropriate for the content and processes of the lesson and makes a clear
contribution to student learning
3 2 1 1.4 Guides students to understand content from
various perspectives Provides opportunities and guidance for students to
consider lesson content from different perspectives to extend their understanding
3 2 1 1.5 Identifies and addresses students’ misconceptions
of content
Identifies misconceptions related to content and addresses
them during both planning and instruction
3 2 1 STANDARD I HOLISTIC SCORE
STANDARD II: DESIGNS/PLANS INSTRUCTION
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 2.1. Develops significant objectives aligned with
standards States learning objectives that reflect key concepts of the
discipline and are aligned with local or state standards
3 2 1 2.2 Uses contextual data to design instruction relevant
to students Plans and designs instruction based on contextual (i.e.,
student, community, and/or cultural) and pre-assessment data
3 2 1 2.3 Plans assessments to guide Instruction and
measure learning objectives Prepares assessments that measure student performance on each objective and help guide teaching
3 2 1 2.4 Plans instructional strategies and activities that
address learning objectives for all students Aligns instructional strategies and activities
with learning objectives for all students
3 2 1 2.5 Plans instructional strategies and activities that
facilitate multiple levels of learning Plans instructional strategies that include several levels of
learning that require higher order thinking
3 2 1 STANDARD II HOLISTIC SCORE
STANDARD III: CREATES AND MAINTAINS LEARNING CLIMATE
RANK INDICATOR EVIDENCE FOR SCORES
University of the Cumberlands’ Cooperating Teacher Handbook Page 44
3 2 1 3.1 Communicates high expectations Sets significant and challenging objectives for students and
verbally/nonverbally communicates confidence in students' ability to achieve these objectives
3 2 1 3.2 Establishes a positive learning environment
Establishes clear standards of conduct, shows awareness of
student behavior, and responds in ways that are both
appropriate and respectful of students
3 2 1 3.3 Values and supports student diversity and
addresses individual needs Uses a variety of strategies and methods to support student diversity by addressing individual needs
3 2 1 3.4 Fosters mutual respect between teacher and
students and among students
Treats all students with respect and concern and
monitors student interactions to encourage students to treat
each other with respect and concern
3 2 1 3.5 Provides a safe environment for learning Creates a classroom environment that is both emotionally and
physically safe for all students
3 2 1 STANDARD III HOLISTIC SCORE
STANDARD IV: IMPLEMENTS AND MANAGES INSTRUCTION
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 4.1 Uses a variety of instructional strategies that align
with learning objectives and actively engage students Uses a variety of instructional strategies that engage students
throughout the lesson on tasks aligned with learning objectives
3 2 1 4.2 Implements instruction based on diverse student
needs and assessment data
Implements instruction based on contextual information
and assessment data
3 2 1 4.3 Uses time effectively
Establishes efficient procedures for performing non-
instructional tasks, handling materials and supplies,
managing transitions, and organizing and monitoring
group work so that there is minimal loss of instructional
time 3 2 1 4.4 Uses space and materials effectively
Uses classroom space and materials effectively to facilitate
student learning 3 2 1 4.5 Implements and manages instruction in ways that
facilitate higher order thinking
Instruction provides opportunity to promote higher-order
thinking
3 2 1 STANDARD IIII HOLISTIC SCORE
STANDARD V: ASSESSES AND COMMUNICATES LEARNING RESULTS
RANK INDICATOR EVIDENCE FOR SCORES
University of the Cumberlands’ Cooperating Teacher Handbook Page 45
3 2 1 5.1 Uses pre-assessments Uses a variety of pre-assessments to establish baseline knowledge and skills for all students
3 2 1 5.2 Uses formative assessments Uses a variety of formative assessments to determine each
student’s progress and guide Instruction
3 2 1 5.3 Uses summative assessments Uses a variety of summative assessments to measure student
achievement
3 2 1 5.4 Describes, analyzes, and evaluates student
performance data Describes, analyzes, and evaluates student performance data to determine progress of individuals and identify differences
in progress among student groups
3 2 1 1.5 Communicates learning results to students and
parents
Communicates learning results to students and parents that
provide a clear and timely understanding of learning
progress
relative to objectives
3 2 1 5.6 Allows opportunity for student self-assessment Promotes opportunities for students to engage in accurate
self-assessment of learning
3 2 1 STANDARD V HOLISTIC SCORE
STANDARD VI: DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 6.1 Uses available technology to design and plan
instruction Uses technology to design and plan instruction
3 2 1 6.2 Uses available technology to implement instruction
that facilitates student learning Uses technology to
implement instruction that facilitates student learning
3 2 1 6.3 Integrates student use of available technology into
instruction Integrates student use of technology into nstruction to enhance learning outcomes and meet diverse student needs
3 2 1 6.4 Uses available technology to assess and
communicate student learning Uses technology to assess and communicate student learning
3 2 1 6.5 Demonstrates ethical and legal use of technology
Ensures that personal use and student use of technology
are ethical and legal
3 2 1 STANDARD VI HOLISTIC SCORE
STANDARD VII: REFLECTS ON AND EVALUATES TEACHING AND LEARNING
University of the Cumberlands’ Cooperating Teacher Handbook Page 46
STANDARD VIII: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 8.1 Identifies students whose learning could be
enhanced by collaboration
Identifies one or more students whose learning could be
enhanced by collaboration and provides an appropriate
rationale
3 2 1 8.2 Designs a plan to enhance student learning that
includes all parties in the collaborative effort
Designs a plan to enhance student learning that includes
all parties in the collaborative effort
3 2 1 8.3 Implements planned activities that enhance
student learning and engage all parties
Implements planned activities that enhance student
learning and engage all parties
3 2 1 8.4 Analyzes data to evaluate the outcomes of
collaborative efforts
Analyzes student learning data to evaluate the outcomes
of
collaboration and identify next steps
3 2 1 STANDARD VIII HOLISTIC SCORE
STANDARD IX: EVALUATES TEACHING & IMPLEMENTS PROFESSIONAL DEVELOPMENT
RANK INDICATOR EVIDENCE FOR SCORES
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 7.1 Uses data to reflect on and evaluate student
learning Reflects on and accurately evaluates student learning using appropriate data
3 2 1 7.2 Uses data to reflect on and evaluate instructional
practice Reflects on and accurately evaluates instructional
practices using appropriate data
3 2 1 7.3 Uses data to reflect on and identify areas for
professional growth Identifies areas for professional growth using
appropriate data
3 2 1 STANDARD VII HOLISTIC SCORE
University of the Cumberlands’ Cooperating Teacher Handbook Page 47
3 2 1 9.1 Self assesses performance relative to Kentucky's
Teacher Standards Identifies priority growth areas and strengths by thoroughly
and accurately assessing current performance on all the Kentucky Teacher Standards
3 2 1 9.2 Identifies priorities for professional development
based on data from self-assessment, student performance
and feedback from
colleagues
Identifies priorities for professional development based on data from self-assessment, student performance and feedback
from colleagues
3 2 1 9.3 Designs a professional growth plan that addresses
identified priorities
Designs a clear, logical professional growth plan that
addresses all priority areas
3 2 1 9.4 Shows evidence of professional growth and reflection
on the identified priority areas and impact on
instructional effectiveness and student learning
Shows clear evidence of professional growth and reflection
relative to the identified priority areas and impact on
instructional effectiveness and student learning
3 2 1 STANDARD IX HOLISTIC SCORE
STANDARD X: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 10.1 Identifies leadership opportunities that enhance
student learning and/or professional environment Identifies leadership opportunities in the school, community,
or professional organizations and selects one with the
potential for positive impact on learning or the professional environment and is realistic in terms of knowledge, skill, and
time required
3 2 1 10.2 Develops a plan for engaging in leadership activities
Develops a leadership work plan that describes the purpose,
scope, and participants involved and how the impact on
student learning and/or the professional environment will be assessed
3 2 1 10.3 Implements a plan for engaging in leadership
activities
Implements the approved leadership work plan that has a
clear timeline of events/actions and a clear description of
how impact will be assessed
3 2 1 10.4 Analyzes data to evaluate the results of planned and
executed leadership efforts Analyzes student learning and/or other data
appropriately to evaluate the results of planned and
executed leadership efforts
3 2 1 STANDARD X HOLISTIC SCORE
STANDARD XI: UNIVERSITY OF THE CUMBERLANDS DISPOSITIONS
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 Strong Work Ethic
University of the Cumberlands’ Cooperating Teacher Handbook Page 48
3 2 1 Has high expectations for self
3 2 1 Dependable
3 2 1 Timely in completing responsibilities
3 2 1 Self -starter; takes initiative
3 2 1 Caring
3 2 1 Has a positive attitude
3 2 1 Cooperative
3 2 1 Respectful of others
3 2 1 Establishes rapport with diverse populations
3 2 1 Critical and Creative Thinking
3 2 1 Flexible
3 2 1 Provides for all learners
3 2 1 Expresses thoughts and ideas clearly
3 2 1 Demonstrates ability to problem solve
3 2 1 Excellence and Professional Integrity
3 2 1 Professional appearance
3 2 1 Uses appropriate spoken and written English
3 2 1 Communication Skills
3 2 1 Uses correct grammar/syntax/spelling
3 2 1 Articulates words clearly
3 2 1 Modulates voice, varies volume, intensity and
rate of speech 3 2 1 Maintains strong eye contact 3 2 1 Demonstrates active listening 3 2 1 Models acceptable writing skills with legible
handwriting.
STANDARD XII: PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL PERSONNEL Pre-service Teacher Education/Practicum Candidates/Certified Personnel representing University of Cumberlands shall:
strive toward excellence, recognize the importance of the pursuit of truth, nurture democratic citizenship and safeguard
the freedom to learn and to teach.
believe in the worth and dignity of each human being and in educational opportunities for all.
strive to uphold the responsibilities of the education profession.
University of the Cumberlands’ Cooperating Teacher Handbook Page 49
RANK INDICATORS TO STUDENTS EVIDENCE FOR SCORES
3 2 1 Provides students with professional education services in a non-
discriminatory manner and in consonance with accepted best
practice known to the educator
Respect the constitutional rights of all students
Take reasonable measures to protect the health, safety and emotional
well-being of students
Shall not use professional relationships or authority with students for
personal advantage
Keep in confidence information about students which has been
obtained in the course of professional service, unless disclosure
serves professional purposes or is required by law
Shall not knowingly make false or malicious statements about
students or colleagues
Refrains from subjecting students to embarrassment or
disparagement
Shall not engage in any sexually related behavior with a student with
or without consent but shall maintain a professional approach with
students. Sexually related behavior shall include such behaviors as
sexual jokes; inappropriate physical touching, kissing or grabbing;
rape; threats of physical harm or sexual assault.
STANDARD XII: PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL PERSONNEL
INDICATORS TO PARENTS
3 2 1 Make reasonable effort to communicate to parents information
which should be revealed in the interest of the student
Endeavor to understand community cultures and diverse home
environments of students
Shall not knowingly distort or misrepresent facts concerning
educational issues
Distinguish between personal views and the views of the
employing educational agency.
Shall not interfere in the exercise of political and citizenship
rights and responsibilities of others.
Shall not use institutional privileges for private gain, for the
promotion of political candidates or for partisan political
activities
Shall not accept gratuities, gifts or favors that might impair or
appear to impair professional judgment and shall not offer any
of these to obtain special advantage
STANDARD XII: PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL PERSONNEL
INDICATORS TO THE EDUCATION PROFESSION
3 2 1 Shall exemplify behaviors which maintain the dignity and
integrity of the profession
Shall accord just and equitable treatment to all members of the
profession in the exercise of their professional rights and
responsibilities
Shall keep in confidence information acquire about colleagues
in the course of employment, unless disclosure serves
professional purposes or is required by law
Shall not use coercive means or give special treatment in order
to influence professional preparation and legal qualifications
Shall not knowingly falsify or misrepresent records of facts
relating to the educator’s own qualifications or those of other
professions
Instructional Standards-Based Unit Rubric
The instructional unit with differentiation is a major requirement of the Student teaching professional experience candidate’s experience. The unit, with select P-12 student samples, provides evidence of
University of the Cumberlands’ Cooperating Teacher Handbook Page 50
the student teaching professional experience candidate’s individual and collaborative ability to meet the Kentucky Teacher and University of the Cumberlands Standards and dispositions.
The student teaching professional experience candidate will use this form for self-assessment of the instructional unit. The University Supervisor, Cooperating Teacher and External Evaluator will complete all pages then record the holistic scores on this bottom of this page.
Placement ________ Semester _________ Date of evaluation ________________
Student Teaching Professional Experience candidate total number of days present to
date__________
3 – criteria demonstrated on indicator: Satisfactory performance on standard
2 – criteria partially demonstrated on indicator: Making progress toward standard
1- criteria not demonstrated on indicator: Not making progress toward standard
Holistic Score
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
3 2 1
Applies Content Knowledge (Conceptual/communicative)
Designs/Plans Instruction (Conceptual/Strategic)
Creates/Maintains Learning Climate (Strategic)
Implements/Manages Instruction (Strategic)
Assesses/Communicates Learning Results (Evaluative)
Implements Technology (Strategic)
Reflects/Evaluates Teaching and Learning (Evaluative)
Demonstrates UC Dispositions (Conceptual/Strategic/Communicative)
Commitment to KY Professional Code of Ethics (Strategic/Communicative)
________________________________ ______________________________
University Supervisor’s Signature/Date Cooperating Teacher’s Signature/ Date
____________________________________ _______________________________
External Evaluator’s Signature/Date Student Teaching Professional Experience Candidate’s Signature/ Date
These signatures serve as documentation that a final meeting to discuss the teacher candidate’s progress has occurred.
STANDARD I: DEMONSTRATES APPLIED CONTENT KNOWLEDGE
RANK INDICATORS EVIDENCE FOR SCORES
3 2 1 1.1 Communicates concepts, processes and knowledge Accurately and effectively communicates concepts,
processes and/or knowledge and uses vocabulary that is
clear, correct and appropriate for students
University of the Cumberlands’ Cooperating Teacher Handbook Page 51
3 2 1 1.2 Connects content to life experiences of students Effectively connects content, procedures, and activities
with relevant life experiences of students
3 2 1 1.3 Demonstrates instructional strategies that are
appropriate for content and contribute to student learning
Uses instructional strategies that are clearly appropriate for
the content and processes of the lesson and makes a clear
contribution to student learning
3 2 1 1.4 Guides students to understand content from various
perspectives
Provides opportunities and guidance for students to
consider lesson content from different perspectives to
extend their understanding
3 2 1 1.6 Identifies and addresses students’ misconceptions
of content
Identifies misconceptions related to content and addresses
them during both planning and instruction
STANDARD II: DESIGNS/PLANS INSTRUCTION
RANK INDICATOR EVIDENCE FOR
SCORES
3 2 1 2.1. Develops significant objectives aligned with
standards States learning objectives that reflect key concepts of the
discipline and are aligned with local or state standards
3 2 1 2.2 Uses contextual data to design instruction
relevant to students
Plans and designs instruction based on contextual (i.e.,
student, community, and/or cultural) and pre-assessment
data
3 2 1 2.3 Plans assessments to guide Instruction and
measure learning objectives
Prepares assessments that measure student performance
on each objective and help guide teaching
3 2 1 2.4 Plans instructional strategies and activities that
address learning objectives for all students Aligns instructional strategies and activities
with learning objectives for all students
3 2 1 2.5 Plans instructional strategies and activities that
facilitate multiple levels of learning
Plans instructional strategies that include several levels
of learning that require higher order thinking
STANDARD III: CREATES AND MAINTAINS LEARNING CLIMATE
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 3.1 Communicates high expectations
Sets significant and challenging objectives for
students and verbally/nonverbally communicates
confidence in students' ability to achieve these
objectives
3 2 1 3.2 Establishes a positive learning environment
Establishes clear standards of conduct, shows
University of the Cumberlands’ Cooperating Teacher Handbook Page 52
awareness of student behavior, and responds in ways
that are both appropriate and respectful of students
3 2 1 3.3 Values and supports student diversity and
addresses individual needs
Uses a variety of strategies and methods to support
student diversity by addressing individual needs
3 2 1 3.4 Fosters mutual respect between teacher and
students and among students
Treats all students with respect and concern and
monitors student interactions to encourage students
to treat each other with respect and concern
3 2 1 3.5 Provides a safe environment for learning
Creates a classroom environment that is both
emotionally and physically safe for all students
STANDARD IV: IMPLEMENTS AND MANAGES INSTRUCTION
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 4.1 Uses a variety of instructional strategies that
align with learning objectives and actively engage
students
Uses a variety of instructional strategies that engage
students throughout the lesson on tasks aligned with
learning objectives
3 2 1 4.2 Implements instruction based on diverse
student needs and assessment data
Implements instruction based on contextual
information and assessment data
3 2 1 4.3 Uses time effectively
Establishes efficient procedures for performing non-
instructional tasks, handling materials and supplies,
managing transitions, and organizing and monitoring
group work so that there is minimal loss of
instructional time
3 2 1 4.5 Uses space and materials effectively
Uses classroom space and materials effectively to
facilitate student learning
3 2 1 4.5 Implements and manages instruction in ways
that facilitate higher order thinking
Instruction provides opportunity to promote higher-
order thinking
STANDARD V: ASSESSES AND COMMUNICATES LEARNING RESULTS
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 5.1 Uses pre-assessments
Uses a variety of pre-assessments to establish baseline
knowledge and skills for all students
3 2 1 5.2 Uses formative assessments
Uses a variety of formative assessments to determine
each student’s progress and guide Instruction
3 2 1 5.3 Uses summative assessments
Uses a variety of summative assessments to measure
student achievement
University of the Cumberlands’ Cooperating Teacher Handbook Page 53
3 2 1 5.4 Describes, analyzes, and evaluates student
performance data
Describes, analyzes, and evaluates student
performance data to determine progress of individuals
and identify differences in progress among student
groups
3 2 1 5.5 Communicates learning results to students and
parents
Communicates learning results to students and parents
that provide a clear and timely understanding of
learning progress relative to objectives
3 2 1 5.6 Allows opportunity for student self-assessment
Promotes opportunities for students to engage in
accurate self-assessment of learning
STANDARD VII: REFLECTS ON AND EVALUATES TEACHING AND LEARNING
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 7.1 Uses data to reflect on and evaluate student
learning
Reflects on and accurately evaluates student learning
using appropriate data
3 2 1 7.2 Uses data to reflect on and evaluate
instructional practice Reflects on and accurately evaluates instructional
practices using appropriate data
STANDARD VI: DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 6.1 Uses available technology to design and plan
instruction
Uses technology to design and plan instruction
3 2 1 6.2 Uses available technology to implement
instruction that facilitates student learning Uses
technology to implement instruction that facilitates
student learning
3 2 1 6.3 Integrates student use of available technology
into instruction Integrates student use of technology into instruction to
enhance learning outcomes and meet diverse student
needs
3 2 1 6.4 Uses available technology to assess and
communicate student learning Uses technology to assess and communicate student
learning
3 2 1 6.5 Demonstrates ethical and legal use of
technology
Ensures that personal use and student use of
technology are ethical and legal
University of the Cumberlands’ Cooperating Teacher Handbook Page 54
3 2 1 7.3 Uses data to reflect on and identify areas for
professional growth Identifies areas for professional growth using
appropriate data
STANDARD VIII: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 8.1 Identifies students whose learning could be
enhanced by collaboration
Identifies one or more students whose learning could
be enhanced by collaboration and provides an
appropriate rationale
3 2 1 8.2 Designs a plan to enhance student learning that
includes all parties in the collaborative effort
Designs a plan to enhance student learning that
includes all parties in the collaborative effort
3 2 1 8.3 Implements planned activities that enhance
student learning and engage all parties
Implements planned activities that enhance student
learning and engage all parties
3 2 1 8.4 Analyzes data to evaluate the outcomes of
collaborative efforts
Analyzes student learning data to evaluate the
outcomes of collaboration and identify next steps
University of the Cumberlands’ Cooperating Teacher Handbook Page 55
STANDARD XI: UNIVERSITY OF THE CUMBERLANDS DISPOSITIONS
RANK INDICATOR EVIDENCE FOR SCORES
3 2 1 Strong Work Ethic
3 2 1 Has high expectations for self
3 2 1
Dependable
3 2 1 Timely in completing responsibilities
3 2 1 Self -starter; takes initiative
3 2 1 Caring
3 2 1 Has a positive attitude
3 2 1 Cooperative
3 2 1 Respectful of others
3 2 1 Establishes rapport with diverse populations
3 2 1 Critical and Creative Thinking
3 2 1 Flexible
3 2 1 Provides for all learners
3 2 1 Expresses thoughts and ideas clearly
3 2 1 Demonstrates ability to problem solve
3 2 1 Excellence and Professional Integrity
3 2 1 Professional appearance
3 2 1 Uses appropriate spoken and written English
STANDARD XII: PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL PERSONNEL
Pre-service Teacher Education/Practicum Candidates/Certified Personnel representing University of Cumberlands
shall:
strive toward excellence, recognize the importance of the pursuit of truth, nurture democratic citizenship
and safeguard the freedom to learn and to teach.
believe in the worth and dignity of each human being and in educational opportunities for all.
strive to uphold the responsibilities of the education profession.
RANK INDICATORS TO STUDENTS EVIDENCE FOR SCORES
3 2 1 Provides students with professional education services in a non-
discriminatory manner and in consonance with accepted best
practice known to the educator
Respect the constitutional rights of all students
Take reasonable measures to protect the health, safety and
emotional well-being of students Shall not use professional relationships or authority with students
for personal advantage
Keep in confidence information about students which has been
obtained in the course of professional service, unless disclosure
serves professional purposes or is required by law
Shall not knowingly make false or malicious statements about
students or colleagues Refrains from subjecting students to embarrassment or
disparagement
Shall not engage in any sexually related behavior with a student
with or without consent but shall maintain a professional approach
with students. Sexually related behavior shall include such
behaviors as sexual jokes; inappropriate physical touching, kissing
or grabbing; rape; threats of physical harm or sexual assault.
University of the Cumberlands’ Cooperating Teacher Handbook Page 56
STANDARD XII: PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL PERSONNEL
INDICATORS TO PARENTS
3 2 1 Make reasonable effort to communicate to parents information
which should be revealed in the interest of the student
Endeavor to understand community cultures and diverse home
environments of students
Shall not knowingly distort or misrepresent facts concerning
educational issues
Distinguish between personal views and the views of the employing
educational agency.
Shall not interfere in the exercise of political and citizenship rights
and responsibilities of others.
Shall not use institutional privileges for private gain, for the
promotion of political candidates or for partisan political activities
Shall not accept gratuities, gifts or favors that might impair or
appear to impair professional judgment and shall not offer any of
these to obtain special advantage
STANDARD XII: PROFESSIONAL CODE OF ETHICS FOR KENTUCKY SCHOOL PERSONNEL
INDICATORS TO THE EDUCATION PROFESSION
3 2 1
Shall exemplify behaviors which maintain the dignity and integrity of the profession
Shall accord just and equitable treatment to all members of the
profession in the exercise of their professional rights and
responsibilities
Shall keep in confidence information acquire about colleagues in
the course of employment, unless disclosure serves professional
purposes or is required by law
Shall not use coercive means or give special treatment in order to
influence professional preparation and legal qualifications
Shall not knowingly falsify or misrepresent records of facts relating
to the educator’s own qualifications or those of other professions
University of the Cumberlands’ Cooperating Teacher Handbook Page 57
University of the Cumberlands Candidate Disposition Feedback
Please check area(s) of concern Strong Work Ethic ___ Has high expectations for self
___ Is dependable
___ Is timely in completing responsibilities
___ Is a self-starter; takes initiative
Critical & Creative Thinking ___ Is flexible
___ Provides for all learners
___ Expresses thoughts and ideas clearly
___ Demonstrates ability to problem solve
Caring
___ Has a positive attitude
___ Is cooperative
___ Is respectful of others
___ Establishes rapport with diverse populations
Excellence/Professional Integrity
___ Has a professional appearance
___ Uses technology effectively
___ Demonstrates leadership abilities
___ Uses appropriate spoken & written English
KY Professional Code of Ethics ___ Demonstrates behavior aligned with the KY Professional Code of Ethics and University standards
for attitude and conduct
Explain and document incidents and/or reasons for concern:
Describe a plan to remediate negative dispositions:
Candidate’s Name (please print): _______________________________________________
*Candidate’s Signature: ___________________________ Date: ______________________
Professor’s Name (please print): ______________________________________________
Professor’s Signature: ___________________________ Date: ______________________
Dept.
*Candidate’s signature does not necessarily imply agreement; it does indicate the receipt of a copy of this
form. The candidate has the right to submit a written rebuttal/response within five working days of the
receipt of this form. A copy of this report and the rebuttal/response will be kept in the student’s file in the
office of Teacher Education.
University of the Cumberlands’ Cooperating Teacher Handbook Page 58
University of the Cumberlands
Individual Action Plan
Candidate’s Name __________________________________ Date_________ (Please Print)
Department Chair___________________________________
Advisor/Professor___________________________ (Please Print) (Please Print)
Individual Action Plan
Priority Area for Growth:
Activities Timeline & Completion
Dates
Assistance/Resource Needed
Comments:
Candidate’s Signature__________________________ Date_________
Chair’s Signature______________________________ Date_________
Advisor/Professor’s Signature____________________ Date_________ A copy of this report will be kept in the Candidate’s file in the office of Teacher Education.
University of the Cumberlands’ Cooperating Teacher Handbook Page 59
Co-Teaching Strategies
One Teach One Observe: While one teacher leads, the other can: Observe behaviors of the students, chart
behaviors of students, or observe for understanding.
One Teach One Assist: While one teacher leads, the other can: Help students who don’t understand, give
alternate explanations, keep students on task.
Team Teaching: Both teachers teach in a seamless flow; both have authority; both are actively involved in
the lesson.
Parallel Teaching: Each teacher instructs half the students at the same time at opposite ends of the room.
Both use the same strategies and information, but more attention can be paid to the individual students.
Supplemental Teaching: One teacher may work with those who need re-teaching or remediation while the
other may work with others on enrichment or extensions of the lesson.
Alternative or Differentiated Teaching: Teachers use two different approaches for the same lesson to
achieve the same outcome.
Station Teaching: Each teacher leads a small group of students in an activity. Additionally, independent
stations may be used. Students then rotate through the stations to learn all of the content.
The strategies are not hierarchical and can be used in combination with each other. The co-teaching pair
selects the strategy that fits the lesson and the situation to best meet the needs of the students in the
classroom.
Copyright 2011, St. Cloud State University, Teacher Quality Enhancement Center
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
University of the Cumberlands’ Cooperating Teacher Handbook Page 60
All documents should be kept in the Observation Notebook, tabbed by cycles. It should be ready for the
University Supervisor at each observation.
Cycle 1 (First Observation) Weeks 2 – 4: * Denotes documents that must be
uploaded to iLearn.
______Task A-1 Contextual Statement: This document must be approved by your
Cooperating Teacher and your University Supervisor before
proceeding to write lesson plans. *
______Task A-2 KTIP Lesson Plan: This document must be approved by Cooperating
Teacher and sent to University Supervisor 48 hours prior to the observation;
Lesson must include real life connections and student self-evaluation *
______Lesson Plans created on school templates for all other lessons taught.
______Materials, resources and teaching strategies for Observation 1
______Collaboration Journal: Written documentation of collaboration within the
school and classroom. (Template in the Handbook.)
______Documents Section:
UC Student teaching / professional experience Candidate Handbook,
P-12 Faculty Handbook,
P-12 School Handbook and Student Code of Conduct,
Schedule of classes,
Emergency procedures,
Classroom procedures,
Behavior plan,
Classroom management plan,
Schedule of school day,
School calendar,
Personal attendance calendar
Cooperating Teacher Expectations
Lesson plans created using school templates (These are to be created for all
lessons taught but not observed)
______Document co-teaching experiences: You will need to document at least one co-
teaching experience in your first placement.
______Evidence of planning the unit: Cooperating Teacher/External Evaluator and
correlated to Task A-1. (Use the Unit Planning Template in the Handbook.) *
______Task E-Self Evaluation of Standards: Begin to create PGP with input from
Cooperating Teacher and University Supervisor *
Student Teaching Professional
Experience Observation Cycles
University of the Cumberlands’ Cooperating Teacher Handbook Page 61
______Task C: due in iLearn for University Supervisor review in two days; hard copy
submitted to Cooperating Teacher *
______Formative Evaluation completed by Cooperating Teacher between 3rd
and 4th
weeks then uploaded into iLearn. *
Comments:
Cycle 2 (Second Observation) Weeks 5 – 8: * Denotes documents that must be
uploaded to iLearn.
______Task A-1 Contextual Statement for unit approved by Cooperating Teacher and
University Supervisor *
______Task A-2 KTIP Lesson Plan approved by Cooperating Teacher and sent to
University Supervisor 48 hours prior to the observation; Lesson must include real
life connections and student self-evaluation. *
______Lesson Plans created on school templates for all other lessons taught.
______Materials, resources and teaching strategies for Observation 2
______Collaboration Journal targeting Unit of Instruction with Differentiation
______List of technology use (student and teacher) correlated to indicators in KTS 6
______Task E: Midterm Growth Plan with documentation of evidence/ implementation.
Using data from the video IPRs, add one more area of (strength or growth).*
______Task C: due in iLearn for University Supervisor and Cooperating Teacher review
in 48 hours after lesson is taught; hard copy submitted to Cooperating Teacher *
______Unit must be completed and taught by week 8 and given to the Cooperating
teacher for review. By week 9, the Unit should be given to the External Evaluator
(Second Cooperating teacher) for scoring. Rubrics must be given to University
supervisor by week 10.
______Task D will be planned and placed in unit.
______Unit Guidelines form *
______Video Project: Schedule and complete video project for a lesson in your unit. To
evaluate the video, use two Observation Standards KTIP IPR forms (You should
self-evaluate using one. You must choose a peer to use the other form to evaluate
your video.) Each of you should mark all standards and dispositions. Use the data
to add one more area (strength or growth area) to your PGP. Submit the two IPR
forms, and copy of the video to University Supervisor. *
______Summative or Midterm Evaluation from Cooperating Teacher to University
Supervisor before completion of the first placement or midterm and submitted in
iLearn. *
Comments:
University of the Cumberlands’ Cooperating Teacher Handbook Page 62
Cycle 3 (Third Observation) Weeks 10 – 12: * Denotes documents that must be
uploaded to iLearn.
______Task A-1 Contextual Statement: You will need an A1 Context for each class
taught in the second placement (only if the students rotate classrooms such as in
departmentalization, etc…) Context(s) will be approved by University Supervisor
and Cooperating Teacher; completed within 5 days of arrival at second
placement.*
______Task A-2 KTIP lesson plan: approved by Cooperating Teacher and University
Supervisor 48 hours prior to the observation. Lesson must include real life
connections and student self-evaluation. *
______ Lesson Plans created on school templates for all other lessons taught.
______Materials, resources and teaching strategies for Observation 3
______Collaboration Journal
______Documents section for second placement: (Only for those having two
placements)
UC Student Teaching / Professional Experience Handbook,
P-12 Faculty Handbook,
P-12 School Handbook and Student Code of Conduct,
Schedule of classes,
Emergency procedures,
Classroom procedures,
Behavior plan,
Classroom management plan,
Schedule of school day,
School calendar,
Personal attendance calendar
Cooperating Teacher Expectations
Lesson plans created using school templates (These are to be created for all
lessons taught but not observed)
______Document co-teaching experiences: At least one co-teaching experience in 2nd
placement.
______Task E: New areas for strength/growth on PGP: for second
placement/midterm as needed (Consult with Cooperating Teacher and University
Supervisor.) *
______Rubrics for Instructional Unit from Cooperating Teacher, External
Evaluator, Peer and Self-Evaluation. During week 9, the External Evaluator
(Second Cooperating teacher) will score the Unit. Give rubrics and unit to
University Supervisor for assessment by Week 10. *
______Task C due in iLearn for University Supervisor review in 48 hours; hard copy
submitted to Cooperating Teacher. *
______Leadership Project (Task F): Read Leadership Project guidelines and decide
what the project will be with your cooperating teacher and University
Supervisor.*
______Formative Evaluation completed by Cooperating Teacher and uploaded in
iLearn. *
University of the Cumberlands’ Cooperating Teacher Handbook Page 63
Comments:
Cycle 4 (Fourth observation) Weeks 13 – 16: * Denotes documents that must be
uploaded to iLearn.
______Task A-1 Contextual Statement for classroom being observed, approved by
Cooperating Teacher and University Supervisor. *
______Task A-2 KTIP Lesson Plan approved by Cooperating Teacher and sent to
University Supervisor 48 hours prior to the observation; Lesson must include real
life connections and student self-evaluation *
______ Lesson Plans created on school templates for all other lessons taught.
______Materials, resources and teaching strategies for Observation 4
______Collaboration Journal
______Task C due in iLearn for University Supervisor review within 48 hours; hard
copy submitted to Cooperating Teacher *
______Leadership Project (Task F) completed *
______Summative Evaluation completed by Cooperating Teacher sent to University
Supervisor before end of placement and submitted in iLearn. *
______Begin/Complete Capstone Rationale Weeks 13 - 16
______Complete and Submit Pillar III Exit Portfolio Weeks 13 - 16
______Schedule Exit Conference with University Supervisor Weeks 13 - 16
Comments: