Cooperating Teacher Orientation Presented by the Employee Services Department Lewisville Independent School District

Introduction Cooperating teachers play a vital role in the development of future educators. It is the cooperating teacher who has the greatest influence and makes, perhaps, the deepest impression on the pre-service teacher. This orientation has been developed to clarify the role and responsibilities of the cooperating teacher during the student teaching experience, and to explain what should be expected of the student teacher during this time.

Criteria for Cooperating Teacher Selection In an effort to uphold the high standards and expectations of the student teacher experience, Lewisville ISD has established criteria for their selection. These criteria grow out of the general policies of the district and the cooperating schools, and are similar to those used by school districts and teacher education institutions across the state and the nation. The objective is to define a relationship between the college/university or teacher preparation program, the cooperating teacher, and the student teacher. This relationship is supported and encouraged by the district.

Criteria for Cooperating Teacher Selection The cooperating teacher: has completed a minimum of three years of successful teaching experience, with the most recent year being in Lewisville ISD has a valid teaching certificate is “highly qualified” to teach in the current content area or teaching assignment consistently demonstrates high quality teaching demonstrates desirable personal and professional attitudes demonstrates evidence of continuous professional growth participates in the program voluntarily looks upon supervising the growth of student teachers as a challenge and a contribution to his/her profession is recommended by his/her administrator has effective communication skills and can provide constructive feedback

Appreciation Lewisville ISD recognizes the critical importance of the cooperating teachers in the student teaching field experience. We wish to offer a sincere “thank you” to our past, current, and future teachers who are willing to assist in the training of pre-service teachers. By serving as models and mentors to student teachers preparing to enter the profession, you help ensure that the students served by LISD will always have well trained and highly effective teachers in their classrooms. As a token of our appreciation, LISD has determined that a full time teacher who is assigned a student teacher, is eligible to receive one personal leave day. To review the guidelines for the personal leave day and access the required form, please see: www.lisd.net/Page/1516

Role of the Cooperating Teacher As a cooperating teacher, you will serve as the primary guide for the student teacher assigned to your classroom. You will be expected to observe, evaluate, and provide feedback to the student teacher, as well as, collaborate with the university or program supervisor. It is the role of the cooperating teacher to encourage and guide the teacher candidate during this learning process.

Responsibilities of the Cooperating Teacher Professional and Procedural Support Acclimating and acquainting the student teacher with the school and community. Continually promoting professionalism by serving as a role model. Encouraging and guiding growth by discussing career responsibilities and professional development opportunities. Informing the student teacher of school and district policies and procedures regarding classroom management and discipline. Providing access to texts, curriculum guides, and classroom resources and materials. Student teachers are not provided LISD email accounts or technology. Discussing expectations for phasing-in the student teacher to accept more classroom responsibilities.

Responsibilities of the Cooperating Teacher Instructional Support Ensuring that the student teacher understands and uses the district and state curriculum standards to support planning of instruction. Sharing student learning background data and individual needs. Reviewing and discussing lesson plans. Discussing the relationship of content decisions, teacher methods, and student learning. Reviewing and providing feedback on the student teacher’s lesson plans. Conducting observations of the student teacher’s instruction. Conducting post-observation conferences. Guiding the student teacher to become more reflective about his/her practices and self assessment. Conferring with the program or university supervisor

Student Teacher Role and Responsibilities The student teaching assignment is the primary opportunity for the development and refinement of teaching skills. Student teachers work in a classroom environment with a professional teacher for a minimum of 12 weeks, and as such, are viewed as an integral member of the school staff. The student teacher is expected to actively participate in all facets of classroom and school life, including activities such as lunch/recess duties, parent conferences, and teacher meetings. Confidentiality laws and policies have been reviewed with the student teacher at the LISD Student Teacher Orientation. It may be helpful for you to read the LISD Student Teacher Handbook. Each student teacher has a copy for easy access and reference. https://www.lisd.net/Page/1493. It is also located on the Employee Services website under the Student teachers tab.

Welcoming Your Student Teacher The student teacher should make contact to arrange the first visit. Orient your student teacher to: you (introductions, setting, schedule) the school (faculty and staff, emergency procedures, rules, routines, the community) the classroom (getting to know your students)

Stages of the Student Teaching Experience Observation Phase of Student Teaching The introductory/observation phase of student teaching involves observation and teacher assistant activities. This period will last until the student teacher demonstrates a readiness to assume teaching responsibilities. As cooperating teacher, you will add teaching opportunities as the student teacher grows in competence and confidence.

Moving From Observer to Teacher At some point in the placement, the student teacher will begin to shift from observer, to assuming partial responsibility, to ultimately assuming full instructional responsibility. While the timing for this transition period will vary with each individual and university or program; the student teacher’s readiness to assume greater responsibility will become more and more evident as he/she gains confidence and control. You may want to begin by encouraging the student teacher to teach the first class on a topic about which he/she feels confident. Gradually, the student teacher can add to this until he/she has assumed full teaching responsibilities. As cooperating teacher, it is important that you share your teaching activities with the student teacher in a variety of ways.

Student Teacher Solo Teaching Your role, as cooperating teacher, is to gradually relinquish responsibility until the student teacher assumes total responsibility for the class. Even so, you should always be accessible to the student teacher as a resource, to review what was accomplished, and provide feedback. While you may choose to leave the classroom, at some point, to allow the student teacher to experience what it is like teaching solo, cooperating teachers should not leave the student teacher alone with the class for frequent and extended periods of time. A few things you may want to keep in mind: Student teachers are expected to give the cooperating teacher lesson plans prior to implementation of the planned lessons. Discuss with the student teacher, long-term curriculum goals for the content and skills to be taught.

Student Teacher Solo Teaching Help the student teacher develop an understanding of: the students’ developmental/instructional levels learner background and prior knowledge related to the skills and concepts to be taught the need for differentiation in order to plan each lesson so as to meet the needs of all learners Your student teacher’s preparation program will most likely provide you with an evaluation form for you to complete. There may be several, depending on the program requirements. Remember to give constructive feedback so that the student teacher can use it to learn and strengthen their strategies and techniques.

Collaborating With the Program Supervisor Every student teacher placed in LISD has been assigned a program supervisor or coordinator, whose responsibility it is to observe and evaluate the student teacher during the field experience. As cooperating teacher, you will work collaboratively with the program supervisor to ensure that the student teacher is meeting program goals and expectations. Although the program supervisor is ultimately responsible for the student teacher’s final evaluation, your input is critical to the grading process. You are in a position to provide the supervisor with valuable input, as well as to assist the student teacher with any recommendations made by the program supervisor. Whenever possible, we encourage cooperating teachers to sit in on the post observation conferences. When time does not permit you to do so, email contact is an effective means of continuous communication with the program supervisor.

Summary As the cooperating teacher, you must not wait for your student teacher to ask questions, especially when he/she may not even know what questions to ask. You should anticipate having to explain everything, even the most routine tasks, until the student teacher is able to see when, how, and why the various components come together in the teaching/learning process. If you have concerns about the student teacher’s placement or significant problems should arise that might impact the student teaching experience, you should contact the program supervisor and the LISD Employee Services Department as soon as possible. HeierS@lisd.net

Thank You for Your Participation! Appreciation Thank You for Your Participation! We sincerely appreciate your expertise and generosity. For more information regarding guidelines and procedures for student teacher placements in LISD, please contact: Sharon Heier, Ed.D Elementary Staffing heiers@lisd.net 469-948-8028