cooperating teacher information guide - dallasisd.org · cooperating teacher information guide...

8
Cooperating Teacher Information Guide Human Capital Management 9400 North Central Expressway Suite 1400 Dallas, TX 75231 Supporting and empowering the vital transition from college student to professional teacher.

Upload: hakiet

Post on 05-Jun-2018

213 views

Category:

Documents


0 download

TRANSCRIPT

Cooperating Teacher Information Guide

Human Capital Management 9400 North Central Expressway

Suite 1400 Dallas, TX 75231

Supporting and empowering the vital transition from college student to professional teacher.

Goals

• To develop entry-level competence in the full range of teaching skills and functions of a classroom teacher. • To provide experiences which allow student teachers to apply their knowledge base to the classroom experience. • To model best teaching practices while allowing opportunity for the application of new teaching strategies and techniques. • To apply a reflective, problem-solving approach to the development of teaching practices. • To provide a safe and nurturing environment for developing a confident beginning teacher.

Objectives

• To learn to plan effective lessons for maximum student learning. • To understand and demonstrate the value of building student rapport. • To achieve an effective style of classroom management that maximizes student involvement. • To present curriculum content in an effective, meaningful way that includes student involvement. • To establish a classroom that values diversity in learning and cultures. • To assess student learning using appropriate strategies. • To build a network of professional relationships through personal involvement. • To exhibit appropriate professional qualities and commitment to teaching.

Roles of the Cooperating Teacher

• To model enthusiasm for teaching and learning and exhibit a positive attitude toward working with student teachers. • To introduce the student teacher to campus personnel and involve the student teacher with all aspects of campus life. • To induct the student teacher into classroom procedures as completely as possible and work toward full teaching responsibility before the end of the assignment. • To establish a classroom climate that assures acceptance and respect by Dallas ISD students. • To model effective lesson design, instructional delivery and assessment of student progress. • To acquaint the student teacher with campus and district resources, tools, and personnel. • To inform the student teacher of district/campus policies and procedures. • To instruct the student teacher in classroom organization strategies such as setting up a grading system, lesson plans, attendance reporting, lunch counts, grade reporting and paper management. • To demonstrate effective classroom management and assist the student teacher in establishing a plan that is comfortable and effective. • To model effective teaching practices that are inclusive, challenging and appropriate for all learners. • To assist the student teacher in becoming familiar with the curriculum and state assessment system (STAAR). • To evaluate the student teacher’s performance utilizing the university’s evaluation system. • To offer suggestions and support for improvement of skills. • To confer with the university supervisor regarding progress.

Roles of the Student Teacher • To demonstrate enthusiasm toward the student teaching experience and a commitment to learning through experiences and reflection. • To maintain professional and personal conduct that reflects the role of a teacher in matters of cooperation, appearance and confidentiality. • To participate in non-instructional activities such as PTA meetings, faculty meetings, professional association meetings, staff development and parent-teacher conferences. • To become acquainted with campus and district policies/procedures and apply them in practice. • To accept the responsibility of classroom instruction and demonstrate effective lesson planning, instructional delivery and student assessment. • To achieve an effective style of classroom management that maximizes student learning. • To establish and practice appropriate, fair and effective behavior management. • To model acceptance and value student diversity. • To submit all necessary forms to the university supervisor and district personnel as scheduled. • To inform the cooperating teacher of any university communications. • To strive to learn and grow as a professional teacher. • To attend student teaching workshops provided by Dallas ISD designed specifically for student teachers and required by the university.

Critical Aspects of Mentoring/Coaching a Student

Teacher

Hosting a student teacher to mentor/coach is an important contribution to professional education,

requiring the acceptance of the ensuing additional work and responsibility. The crucial role of

mentor/coach compels the cooperating teacher to be role model as well as teacher and colleague.

Make your expectations clear- This can include such things as professional attire; punctuality; what

subjects the student teacher will take over and when.

How should the student teacher initially develop their own lesson plans or follow your lesson

plans;

When should the student teacher develop his/her own lesson plans?

When should the student teacher adopt your classroom management style or develop his/her

own?

Most importantly, help the student teacher become comfortable in your classroom.

Be positive- Encourage your student teacher.

A little praise will go a long way in helping him/her through the challenges of becoming a “real”

teacher.

Couple constructive criticism that is negative with a positive.

Relate to your student teacher- Your attitude toward your student teacher is critical. You will have a

major effect on the success of your student teacher.

Introduce your student teacher to campus personnel and students as your colleague and fellow

professional educator, not as a “helper.”

Correct your student teacher in private, for example, during a “debrief,” not in public or in front

of students.

Help your student teacher learn from his/her mistakes- Student teachers are nervous and anxious. It is

difficult to be “watched” and evaluated all day.

Use the inevitable errors your student teacher will make as learning opportunities giving some

guidance as to what went wrong and how it can be revised, modified and corrected.

Mistakes can lead to great improvement. Be positive and reassure your student teacher about

this from day one.

Be supportive- Do not expect your student teacher to possess all of the skill sets you have worked years

to develop.

Your student teacher may feel that asking questions is a sign of weakness. Let your student

teacher know you are there to help him/her—that your student teacher is not in the classroom

alone or unsupported.

Although your student teacher may initially reflect or even mimic your teaching style, encourage

him/her to develop his/her own teaching style. This enhances your student teacher’s self-

efficacy—confidence in his/her abilities and capacities to teach effectively.

Don’t be afraid of letting your student teacher see your mistakes- Teachers routinely make

adjustments during and after lessons. Share these times with your student teacher as examples of your

reflective practice, which is integral to good teaching. Such an example helps your student teacher

examine his/her own teaching and understand the crucial role reflection plays.

Model and share your reflective practice with your student teacher.

Guide him/her through the reflective process, especially during debriefs.

Help your student teacher with classroom management- As college students, your student teacher

has been in “safe” roles/situations—tutor, classroom observer, and teacher to their classmates. S/he has

learned a lot about teaching, but lacks experience controlling a group of students as the teacher-in-

charge, the teacher actually teaching. Without control, even the perfect lesson has not a chance.

Make sure that the student teacher knows and understands your classroom rules for students.

Make sure that you are both on the same page as far as how to respond to problems in the

classroom.

Let the student teacher make decisions and exercise his/her own good judgment about how to

handle infractions within campus guidelines; however, make sure that the responses to

behavior are fairly consistent between you and the student teacher.

Be supportive if s/he needs help with management.

Let students know that the student teacher is in charge when s/he is teaching and that students

are expected to be respectful to him/her. If students perceive that the student teacher is young,

new, not quite a teacher yet, or not fully in charge, then problems will follow.

Make time in the first week with your student teacher, to share your management wisdom!

Help your student teacher learn about “the other part of teaching.” - Include your student teacher in

all aspects of what you do daily as a teacher. Encourage your student teacher to become involved with

campus life and student activities.

Student teachers are learning to do more than just teach lessons. They are learning to handle

classroom management, do paperwork, get grades turned in, be responsible for state and

district curriculum, establish rapport with parents and colleagues, be a teacher/mentor and role

model to students, and inspire and motivate students. Be a role model for “the other part of

teaching.”

Have your student teacher spend time with you beyond just teaching lessons. Make sure your

student teacher is mastering all of the tasks that complement teaching. This “other part” of

teaching is part of being a professional educator. Student teachers need to be prepared for that

as well.

Strategies for the Mentor-Student Teacher Experience

Arrange for parking permits for your student teacher.

Give your student teacher a tour of your campus and introduce him/her to administrators,

secretaries, custodians, counselors, special education teachers, etc.

Review your daily teaching and duty schedule.

Review student and faculty handbooks, including all campus policies, emergency procedures

and drills.

Give your student teacher a workspace/desk and access to all (including electronic) materials,

textbooks and resources you use for planning, teaching and assessment.

Review the school and curricular calendars with your student teacher.

Explain your classroom routines and management plan to your student teacher so s/he can

implement them to attain the intended results.

Review grading procedures and policies.

Get your student teacher involved immediately with “housekeeping chores” (attendance,

handing back papers, etc.) or helping students individually or in small groups so students start

seeing your student teacher as “teacher.”

Discuss the timeline for assuming teacher responsibilities and identify, specifically, what they

are.

Gradually relinquish all classroom teacher responsibilities to your student teacher. You may

want to begin with the student teacher having responsibility for one class while s/he co-teaches

with you the other parts of the day. If your campus follows a block schedule, permit your

student teacher to be responsible for 45-minutes of the block, initially. Allow the student

teacher to assume more responsibility as the semester progresses so that s/he has full

responsibility of the classroom for, at least, the last three-four weeks of student teaching.

As your student teacher begins to teach, lessen your student teacher’s anxiety by working on

other activities and not looking as if you are watching his/her every move.

For the formative assessment of your student teacher, provide regular and ongoing

observations/debriefs and constructive feedback to your student teacher regarding his/her

planning, teaching, classroom presence and make suggestions as appropriate for improvement.

Establish daily/ongoing “debriefs” with your student teacher to discuss and assess the events of

the day as well as the student teacher’s “performance” that day.

Establish regular weekly “debriefs” to assess the week and look ahead to the coming week,

including setting mini-goals as appropriate.

Review all of the student teacher’s lesson plans for appropriate, necessary modifications at least

48 hours prior to the time the plan is to be taught, allowing time for necessary modifications

and final approval, at least, 24 hours before the lesson is taught.

As necessary, guide the student teacher’s development and planning of lessons, assignments

and homework so that students are appropriately challenged. In preparation for your student

teacher’s first week of teaching, plan with your student teacher as s/he prepares to teach the

first week or two.

As appropriate, aid your student teacher with suggestions for improvement.

Use various instructional methodologies when you teach/model/demonstrate for your student

teacher and then discuss how you adjusted and monitored your instruction and interactions as

the lesson progressed and why. Think aloud for and with your student teacher.

Assist/guide your student teacher with planning formative and summative assessments.

Show/demonstrate the use and care of school equipment and technology used in the classroom

for teaching and learning.

Assist your student teacher with special needs students and share IEPs and other information

pertinent to that student’s learning. Teach your student teacher how to develop and/or

implement formal and informal assessments that track a student’s progress toward IEP goals

and objectives.

Provide your student teacher with opportunities to develop his/her ability to evaluate children

with regard to the need for intervention and to make appropriate accommodations and/or

modifications to instruction. Include your student teacher in IEP and ARD meetings and parent

conferences whenever possible.

Relationships and Professionalism:

Discuss the role and performance of a professional educator with your student teacher.

Discuss and stress with your student teacher that s/he must exhibit respect for self and others

as a professional educator and role model for students through their language, dress and adult

presence the classroom.

Involve your student teacher in all of your professional responsibilities and duties such as

faculty and department/team meetings, teacher work days, parent conferences, RTI meetings,

ARDs, hall duty, etc.

Introduce your student teacher as a professional colleague to students, faculty, and staff as you

help him/her integrate into the school community and district. Your student teacher will also

benefit from the wisdom and ideas of fellow teachers. Your job does not necessarily have to be

one of providing all of your student teacher’s support yourself. She/he may gain support from

the entire staff if you provide the opportunity for him/her to benefit from it. That support could

be anything from ideas for lessons or ideas on differentiating instruction for struggling learners

to organization and time management tools. If your student teacher is doing a good job, be sure

to make your principal and/or assistant principal aware.

Addressing concerns

If progress is not satisfactory, immediately discuss the specific concerns with your student

teacher and university field supervisor as soon as the situation becomes apparent; document all

discussions.

Work with your student teacher to overcome the problem(s).

Notify the university field supervisor and schedule a three-way conference, as you deem

appropriate.

In consultation with the university field supervisor, devise a plan of action designed to help the

student teacher remediate the problem and continue to progress.