...
Ease your student teacher into classroom teaching responsibilities. Make sure your "co-teacher" has had an opportunity to learn the pupils' names, observe the organizational planning which you use with the subject, and make careful plans for teaching which you have approved.
B. Participation and Co-Teaching
The student teacher should gradually assume the duties of the regular teacher. The rate at which these responsibilities are assumed will be up to you and the student teacher. The concern of the university is that responsibilities be progressive in proportion to capacity and readiness. Most student teachers should be ready for some responsible teaching by the second week. Some will be ready toward the end of the first week. By participating in the class activities the student teacher should:
...
During this time you might give your student teacher additional practice by requiring some lesson plans that you will evaluate.
Friend and Cook (1996) advocate various forms of co-teaching including the following: (1) One teach, One drift-one teacher does the teaching while the other assists students; (2) Parallel Teaching: the classroom is split in half and both instructors teach the same information at the same time; (3) Alternative Teaching: one teacher manages most of the class while the other teacher works with a small group inside or outside the classroom; (4) Station Teaching: both teachers facilitate various teaching stations in the classroom; (5) Team Teaching: two teachers serve as one with both teachers engaging in conversation without lecture.
C. Responsible Teaching
This is the goal toward which all other student teaching experiences are pointed. Your "co-teacher" should be inducted into teaching gradually, adding classes as s/he can carry them successfully. During this time it is appropriate for the cooperating teacher to become an "assistant" and place the responsibility for planning and leading with the student teacher. It is desirable for the student teacher to assume leadership responsibility for all classes for a minimum of three weeks for a seven-week placement.
The following suggestions apply to this phase of the student teacher's experience:
...
D. Conferences
It is in the conference sessions that the student teacher is helped to understand the dynamics of the classroom situation. In order to provide an opportunity for self-evaluation, professional growth, and a sense of security, your "co-teacher" needs frequent occasions to talk about observations and experiences.
We recommend brief daily and/or longer weekly conferences. This is your opportunity for cooperative planning. Criticize positively and in the spirit of sharing. Please be straightforward. In addition to the conferences that you will arrange with your student teacher, the university consultant will have group and/or individual conferences with the student teacher.
E. Reporting
The teacher education department program has tried to keep the paper work for the cooperating teacher to a minimum. We are asking for completed observation reports (5 from clinical faculty, 2 from non-clinical faculty), weekly progress reports, a mid-term evaluation at the halfway mark, and a final evaluation due the final week of the placement, which includes a completed rating scale and a written evaluation of the student. An evaluation of the university consultant is also requested. Forms are provided and evaluations should be shared with the student teacher.
Since the written evaluation will become part of the student's placement credentials, we are asking that careful thought be given to the wording. It should represent clearly and fairly the new teacher's readiness for the profession, including strengths and limitations, and the student teacher's chances of success in a teaching position.
The evaluation forms are also available online: http://www.emu.edu/education/st-forms/
F. Additional Information
- In case of an emergency or serious problem, call the Coordinator of Field Placements at (540) 432-4142. In case of illness, student teachers are responsible for contacting both the EMU teacher education department program and the school where student teaching is taking place.
- The student teacher is not to be absent from his/her assignment for any reason whatsoever except in cases of personal illness or death in the immediate family. Report any deviations in attendance immediately to the university consultant.
- A student teacher may not receive payment for student teaching. The student teacher must be under the supervision of a licensed teacher at all times.
- Have your student teacher participate in as many extra-classroom professional activities as possible: a visit to a pupil's home, observation of parent-teacher conferences, and attendance at faculty meetings, PTA, education association meetings, etc.
- The student teacher should be able to use school equipment such as the copy machine and computers.
...