Welcome to
Cooperating Teacher
Orientation
Building a Base
 Subject Matter knowledge
 Approach teaching thoughtfully &
reflectively
 Solid pedagogical/theoretical knowledge
base
 Understanding schools in a
multicultural, pluralistic democratic
society
Putting It Into Practice
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Apply and strengthen teaching skills
Accept feedback & suggestions
Reflect on and adapt own teaching.
Observe, discuss & participate.
Graded P or NC (equivalent of a “B”)
Fulfilling Professional
Responsibilities
All activities expected of a regular
classroom teacher.
(yard duty, SSTs, meetings)
Maintain confidentiality.
Attend all seminars.
Dress in a professional and appropriate
manner.
Time, Attendance,
& Schedule Requirements
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Follow school district schedule and
calendar. (not PacificÕ
s)
Do not take on a major work or social
responsibility.
Spend, at minimum, the usual number of
hours a regular teacher spends in school.
Faculty, staff devel., grade level,
department meetings; conferences
Should expect to spend more time in
planning.

Seminars: Thursdays, 4:00-6:00
Sp ec. Ed class: Wednesday 4:30
Masters Students
• Complete an additional assignment (case
study) focusing on their capacity to impact
student learning through assessment and
reflection.
Absences
 Notify school officials; designated site
personnel
 Contact cooperating teacher
 Phone university supervisor and leave a
message at the Office of Field Experiences.
(946-2335)
 If absent more than 3 days during the
semester, may be required to make up the
time
Absence other than illness will be determined by the
Director of Field Experiences after conferring with
cooperating teacher, principal, and/or un iversity
supervisor. Unexcused absences will be
considered unprofessional behavior and may be
cause for dismissal.
 If ill, student teacher should leave the classroom
and not return u ntil well.
Seminars
Listed on calendar
Usually (but not always) on Thursdays
4:00-6:00pm.
Failure to notify an absence before a seminar
will be considered unprofessional behavior
and may affect grade.
Must prepare lesson plans.
Supervision / Assessment
 Observation by university supervisor
 Written & oral feedback
 Cooperative Evaluation
 Every 4 weeks
 Student & Cooperating teachers
 Verification
 Signature of CT on competencies (TPEs)
SEQUENCING
 Observe
 Take notes!
 Routines
 Assist
 Individual, small groups short time period
 Short time periods
 Teach off teacher’s plans
 Teach
 Routines or student teacher’s strength
 Plan and carry out instruction
 By time, subject, or period
 C.T. leaves room for longer periods of time
 Sequentially take on more responsibilities
 Solo
 Responsible for entire classroom program
 1-2 weeks/7 week placement
 shorter if needed for success
 longer if ready
 C.T. out of room
 Plans MUST be approved
 C.T. may act as aide for program continuity
 Phase Out
 Gradually return control to C.T.
Observe other teachers/grade levels
Continue involvement with students
and C.T.
COOPERATING TEACHER
wModel, support.
wObserve
wProvide feedback and suggestions.
wBe willing to leave the classroom.
wProvide access to materials/resources
wCover the classroom during seminars.
wOrient ST to school/faculty.
wProvide a work space.
wInfor m of school/classroom procedures.
Fire drills, yard duty, copies, materials, parking,
grades, record keeping
wShare, assist with and review lesson plans.
wClassroom management procedures, expectations,
a ssistance.
wCommunica te with aides, parent volunteers role of
S.T.
 Inform ST of controversial community
problems/situations
 Seating chart/class picture
 Evaluate ST’s performance
 Write a letter of recommendation
 90% credit for 3 units
St. Teachers as Subs
• District must agree to conditions
• ST must be active district sub
• May not sub during first week or “solo”
period
• Can only sub for Co-op. teacher
• Can not be pulled from student teaching
to sub