Mentoring
the
Student
Teaching
Experience
Education Department
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Background
Information
&
Explanations
The information in this section addresses the student teaching triad as well as an explanation of
“educative mentoring,” a new and more informed approach to mentoring the student teacher.
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THE STUDENT TEACHING TEAM
Becoming an effective teacher is a developmental process. The student teacher needs
numerous classroom experiences, along with time to practice and time for reflection. Any
developmental experience, though, requires the luxury of time and does not occur in a
vacuum. The student teaching experience, more than any other placement, requires the
concerted efforts of a team of professionals. Without a doubt, the time spent on campus with
exceptional, caring, and competent professors sets the stage for a successful student teaching
experience. While the professors and staff remain a critical source of support, it is the
student teaching team, consisting of the cooperating teacher, the college supervisor, and the
student teacher, that comes together during the student teaching placement to provide the
day-to-day guidance and feedback necessary for the student teacher’s progress, growth and
achievements. Each team member has unique responsibilities and functions throughout the
student teaching experience. They work closely together to help the student teacher move
through the placement successfully.
Team Member #1: The Cooperating Teacher
Hope College takes great care in selecting its cooperating teachers and works closely with
each school district in the selection process. In order to provide effective and suitable
supervision, the cooperating teacher must have a minimum of three years of successful
teaching experience. In addition, s/he must be identified and endorsed by the building
administrator or appropriate district personnel as an individual with a record of excellence in
teaching as well as the skills and dispositions needed to provide a strong mentoring
experience. Criteria are provided to the building administrator during the placement process.
The cooperating teacher’s main task is to guide the student teacher’s experience. This
includes helping the student teacher to understand the multiple and varied roles and
responsibilities of the classroom teacher. This requires strong, mentoring skills along with
the ability to develop a high degree of trust and communication with the student teacher. In
addition to modeling excellent preparation and teaching, the cooperating teacher must also
provide “transparency” to the planning process and give consistent, specific feedback to the
student teacher throughout the experience. The goal is to provide a safe, caring setting where
the student teacher learns from an excellent model and continually seeks to reflect on and
improve his/her practice. (Additional information on the role of the cooperating teacher can
be found in the companion manual, the Student Teaching Handbook.)
Team Member #2: The College Supervisor
Because of the critical role of the college supervisor, the selection process is also rigorous
and defined. Each college supervisor must have at least five years of successful teaching
experience and hold a master’s degree or higher in an education-related field. Additionally,
s/he must have successfully hosted at least one student teacher during his/her tenure in the K12 school setting. The prospective college supervisor must likewise possess the personal and
professional skills and dispositions necessary to provide effective mentoring and supervision
during the student teaching experience.
The college supervisor serves as a link in this triad relationship, providing not only a liaison
between the College and the school setting, but also between the cooperating teacher and the
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student teacher. The college supervisor initially establishes relationships with both the
cooperating teacher and the student teacher and then moves into a role that provides feedback
and support for both individuals. This occurs through regular and systematic observations of
the student teacher, followed by conferencing with both the teacher and the student teacher.
The college supervisor is responsible for providing positive feedback while also processing
concerns and suggestions with the student teacher. He/she may find it necessary to mediate
conversations and negotiate challenging situations. In the end, it is the college supervisor
who provides guidance in the final evaluation process and assumes responsibility for
assigning the grade for the student teaching experience. (Additional information on the role
of the college supervisor can be found in the companion manual, the Student Teaching
Handbook.)
Team Member #3: The Student Teacher
The student teacher completes the team. Over the course of the semester, the student teacher
will gradually assume full responsibility for the class, including planning, organizing,
preparing, teaching and assessing for student learning. He/she will work closely with the
cooperating teacher in order to provide consistent and successful learning experiences for the
students in his/her classroom. A positive attitude, a willingness to learn, a genuine interest in
teaching, respectful relationships with the cooperating teacher(s) and college supervisor,
along with a desire for excellence and professional growth, provide the basis for a successful
student teaching experience. (Additional information on the role of the student teacher can
be found in the companion manual, the Student Teaching Handbook.)
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Educative Mentoring:
A New Way of Thinking About Mentoring the Student Teacher
The traditional approach to guiding the student teacher has placed the cooperating teacher
primarily in the role of guide and expert. The cooperating teacher has “front loaded” the
student teaching experience with significant support that has introduced the student teacher to
the profession. This has included providing practical information about the school and
classroom setting, sharing practical solutions, ideas and copies of teaching materials, and
generally advising the student teacher on all matters.
In contrast, the cooperating teacher who uses an educative mentoring model, will approach
the student teaching experience as a collaborative partner who has knowledge and makes
his/her thinking about teaching “come alive” for the student teacher. In this role, the
cooperating teacher will invest time and energy into establishing a strong, nurturing
relationship with the student teacher in order to support effective teaching that fosters student
achievement.
The ASSIST website, jointly sponsored by the Michigan State Board of Education, the
Michigan Department of Education and Michigan State University, provides the following
descriptions of “educative mentoring:”





The term “educative mentoring” is used to describe a particular set of
mentoring practices.
Educative mentors provide beginning teachers with instructional,
technical and emotional support.
Mentors and beginning teachers work together on authentic issues of
practice that impact student learning.
The emphasis in this working relationship is on supporting beginning
teachers in their professional growth.
As mentors examine their own practice and collaborate with beginning
teachers, the mentors have opportunities to learn as well.
The site goes on to explain that the “emphasis of educative mentoring is on supporting the
beginning teacher’s professional development,” noting that the support centers on helping
beginning teachers “learn to develop high quality practice that impacts student learning.”
The following tables compare and contrast traditional mentoring to educative mentoring.
TABLE 1
Differences in Emphasis in Traditional View of Mentoring and Educative Mentoring
Traditional Mentoring
Educative Mentoring
Providing support necessary to retain
Fostering a disposition of sustained
novice teachers in the profession
inquiry into teaching practice
Meeting immediate needs
Meeting immediate needs while
developing a long-term orientation
toward reform-based teaching
Sharing practical solutions to day-to-day
Thinking about teaching as a complex
problems
process where there is rarely one
“right” answer
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Providing copies of lesson plans, notes,
and activities
Using background knowledge of students
and their work samples to plan lessons
that support learning about a particular
topic
Valuing the contributions and ideas of
both the mentor and the novice
Sharing of advice from mentor to novice
TABLE 2
Themes of Educative Mentoring and Associated Mentor Behaviors
Respecting Developmental Level of
Using Teaching Practice as a
Striking
Novice
Site for Situated Inquiry
a Balance
Examine beliefs about learning and
Adopt an analytic stance
Respond to immediate needs
teaching
Use student thinking and work as a
versus long-term
Reframe problems of practice from a
source of knowledge
development
new perspective
Connect theory and practice
Value novice input versus all
Provide content-specific assistance
Use the expertise of both partners
solutions are equal
to develop new ideas
Model standards-based
teaching versus talking
about it
From: Bradbury, L. (2010). Educative Mentoring: Promoting Reform-Based Science Teaching Through Mentoring
Relationships, Science Education, 94, 1049-1071
Clearly, educative mentoring moves beyond traditional ways of approaching the student
teaching experience. The main purpose is certainly to assist the student teacher to learn to
teach in the most effective manner. However, the role of the cooperating teacher makes an
explicit shift as the mentor is required to consciously “think and act like teachers (i.e.
planning for mentoring sessions, using a variety of practices and stances to meet the needs of
learners, assessing beginning teacher learning)” (Feiman-Nemser, S. (2001) throughout the
student teaching experience. In the same way that seasoned teachers “think aloud” in order to
help students understand new learning, the cooperating teacher makes his or her thinking
about planning, teaching and assessing student learning explicit for the student teacher. The
cooperating teacher using an educative mentoring approach will consistently expend energy
and time deliberately thinking about planning and working with the student teacher.
Educative mentoring requires the mentor teacher to use a variety of techniques, including
observation debriefing, video analysis, co-planning, analysis of student work, co-teaching,
modeling and “mentoring on the move.” The key to each of these practices is the type and
content of conversations that both precede and follow the activity.
Observation/Debrief/Video Analysis
After watching a lesson (either on tape or in person) the cooperating teacher and
student teacher should talk about that one particular lesson and explore it from a
range of angles.
 What went well?
 What was challenging?
 Were there any surprises?
 Did students reach the intended outcomes?
 Did students learn the intended content?
 What evidence is there to support student learning?
 What was the reasoning behind decisions?
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 What would the student teacher do differently next time? The same?
Co-Planning
The cooperating teacher should schedule to co-plan with the student teacher
throughout the student teaching experience. During these planning sessions, the
cooperating teacher can use the opportunity to “think aloud” about the planning
and decision-making processes that result in effective and engaging lesson plans.
It is most helpful if:
 plans are created from scratch so that the student teacher both sees and
understands all the nuances of the lesson planning process. Simply
providing premade plans will deprive the student teacher of this critical
learning.
 conversation includes talk about the diverse needs of students, the content
to be learned, standards/objectives to be met and how to connect all of
these elements.
 both the cooperating teacher and student teacher have a chance to share
and incorporate their own ideas.
 a variety of ways to gather evidence of student learning is included in
each lesson. This can be everything from formal quizzes or tests to
informal, formative assessments, such as “a ticket out the door,”
whiteboard responses, or a class game.
 the cooperating teacher takes notes on the meeting and shares these
afterwards with the student teacher.
 both teachers review and reflect on these notes.
 the meeting ends by making a plan for the next conversation.
Analysis of Student Work
In order to analyze student work, the student teacher must consider and
incorporate a range of summative and formative assessment into his or her
lesson plans. Once this data is in hand, it will be helpful for the team members
to:
 Find a block of time to sit down and analyze student work samples.
 Record student data systematically for future reference.
 Talk about the lesson, including the teacher’s expectations, what students
learned and what still needs to be taught.
Co-Teaching
During the lesson planning process, a portion of the discussion should center on
which model or models of co-teaching will best fit with the design of the lesson
and specific needs of the students. The cooperating teacher and student teacher
should decide:
 Which co-teaching model or models to use in the lesson
 Which teacher will “take the lead” if necessary
 How behavior management techniques will be implemented
 How student learning will be assessed and collected
Modeling
Modeling involves the cooperating teacher making purposeful demonstration of
specific techniques and methods. Prior to teaching, the cooperating teacher
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might identify particular things that the student teacher should watch for.
Follow-up conversations should center on what the student teacher observed and
pertinent questions that may come up as a result of the modeling. Modeling
provides the perfect opportunity for the cooperating teacher to demonstrate
master teaching and “think aloud” about his or her own practice.
Mentoring on the Move
The ongoing, close proximity of the student teacher and cooperating teacher
naturally provides multiple opportunities for informal teaching and reflection.
The cooperating teacher can take advantage of these occasions to reinforce ideas
shared in previous conversations and expand on the finer points of planning,
teaching and assessing.
 During informal conversations with the student teacher, the cooperating
teacher should maintain the ongoing focus on teaching and student
learning whenever possible.
 The student teacher should be encouraged to share observations and ask
questions as they occur.
 The cooperating teacher can use these impromptu conversations to
encourage ongoing and consistent, reflective practice.
 The key to these conversations is that they build on previous
conversations related to the beginning teacher’s goals.
Stances of the Cooperating Teacher
Cooperating teachers assume different stances or attitudes during mentoring
conversations depending on what they are trying to accomplish with their student
teacher: 1) teach directly, 2) extend thinking, and 3) promote accountability. At
various times they:
Teach
Teaching involves direct instruction about the act of teaching. The cooperating
teacher can accomplish this by:
 defining a concept
 making a suggestion
 telling or giving an example from his/her own experience
 modeling
 elaborating on an idea and explaining why
 pinpointing problems
 giving living examples, and
 finding openings for conversation.
Extend Thinking
The cooperating teacher also has the responsibility of fostering and facilitating
the student teacher’s learning. It is important to help beginning teachers reflect
and talk about their reasoning. This can be achieved by:
 modeling wondering and curiosity
 noticing signs of growth
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probing thinking
asking clarifying questions
paraphrasing
probing
projecting
brainstorming, and
giving them time to think.
Promote Accountability
Promoting accountability involves helping the student teacher to make
connections. In particular, the beginning teacher will likely need assistance
connecting his/her teaching to broader standards and ideas. The student teacher
may need assistance to understand how theory is played out in the classroom
setting. They may need, too, to be reminded to constantly focus on students.
The cooperating teacher can help the student teacher become increasingly
accountable by:
 asking questions about connections
 explaining how elements relate
 researching and providing materials that illustrate connections
 problem-solving with new teachers, and
 providing (or asking for) evidence to substantiate their ideas.
Beyond this, the cooperating teacher must assess the learning and understanding of
the student teacher. This means that the mentor should:
 Check for understanding throughout each and every mentoring
conversation
 Adjust the approach to the student teacher as necessary
 Assist the beginning teacher to assess his/her own growth
o through the use of the evaluation tools provided for the student
teaching experience, and
o through analysis of student work samples
 Highlight the “take-aways” from mentor conversations
 Look for evidence of learning, and
 Set next steps.
Clearly, the role of the mentor teacher who implements an educative mentoring approach is
much more cognitive and thoughtful than one following a more traditional approach. The
benefits, though, of increased monitoring and reflection will positively affect the student
teaching experience in several ways. First, the student teacher will experience a richer
placement that is filled with explicit teaching, learning and evaluation. Secondly, the
cooperating teacher will be “kept on his or her proverbial toes;” he or she will find great
satisfaction in this metacognitive approach to his/her practice. Finally, and perhaps most
importantly, the students in this setting will benefit from a teamed approach with virtually no
“down time” as the student teacher struggles to find his or her footing. Instead, they will
profit from careful co-planning, co-teaching and co-assessing on the part of both teachers.
The adage of “two heads are better than one” aptly sums up the benefits for all involved in an
educative mentoring relationship during the student teaching experience.
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Mentoring
Practices
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Observation
Debriefing
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Observation Debrief
Mentor Practice
Traditional Mentoring
The mentor does most of the
talking.
Observation Debriefing
The mentor tells the teacher
what was wrong and how to
fix it.
The mentor makes
suggestions and gives
advice related only to the
immediate lesson. She does
not explain why or when she
would choose one option
over another.
The conversation wanders
and ends with no concrete
decisions or next steps.
Educative Mentoring
The mentor guides the teacher through a
reflection of the lesson, getting the teacher to
talk about both instruction and student
learning.
The mentor asks probing questions,
encouraging the teacher to explain his
reasoning. The mentor looks for opportunities
to push the teacher’s thinking.
Mentors find openings or teachable moments
to connect the immediate with larger ideas.
Mentors find moments in the conversation,
that serve as “jumping-off places” to help the
teacher learn something about teaching
(beliefs, visions, and educational reforms,
etc.). Conversations about the teacher’s
lesson move from a practical level -- specific
to that lesson -- to a pedagogical level where
the teacher can apply more generally his
thinking about teaching and learning.
Mentors “unpack their thinking” and explain
the thought-process behind their decisions.
The conversation has a focus. Often the
conversation seems to evolve unconsciously,
yet the mentor still has an intentional,
purposeful end in view of helping the teacher
learn to teach.
Launch Into Teaching/Michigan State University, All Rights Reserved, Copyright 2015.
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Observation Debriefing
Observe Teaching
Watch a lesson or video clip of a lesson.
Focus/Evidence
Describe what do you think this teacher needs to work on? Narrow down the choices and choose
ONE focus for the conversation from Domain 2 or 3 of A Framework for Teaching. Collect evidence
to use during the conversation.
Opening Moment
The tone that you set in this first conference is critical. Think about how you are going to open the
conversation. What will be your stance or approach? How will you communicate (both verbally and
non-verbally)? How will you build relationship with this teacher? Identify three concrete things that
you will say or do to set a positive (and educative) tone with this teacher and explain why?
Reinforcement of Strong Practices
Describe the positive aspects of the lesson and, in particular, the strong practices that the teacher used
in the lesson.
Mentoring Goal/Outcome
What mentoring approach will you take with this teacher? What specifically will you do that relates
to the focus and helps the teacher improve that aspect of his/her practice?
Target Questions
What questions will you ask this teacher in order to extend his/her thinking?
Launch Into Teaching/Michigan State University, All Rights Reserved, Copyright 2015.
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Co-Planning
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Co-planning as a Mentoring Practice
Teaching planning while participating together in the work of planning helps novices see how
complex planning is and also breaks apart the planning process as mentor and novice co-think.
Exploring Content- Understanding the content that will be taught, looking at multiple resources to
pick best ideas, examples and portions of text; reading resource books together and talking about
ideas, doing problems together, thinking of big outcomes for lessons (In this phase mentor and
beginning teacher are working together as co-learners)
What did Rob and Sharon do together to explore content:
Designing Learning Activities –Developing ideas for actual learning activities that will be used to
teach the content “laying out the journey” that you want students to take in a lesson, or across
lessons in a unit of study—sketching out possibilities, looking at culminating activity, and
assessments (In this phase mentor and beginning teacher are working together as co-learners)
What did Rob and Sharon do together to design learning activities:
Coaching for Teaching – Using repertoire to explain why specific ways to approach an activity
might work including, talking about knowledge of children, timing, wording of explanations and
questions etc. There are some things that the novice just can’t know yet. (In this phase, roles are
more mentor as expert, beginning teacher as apprentice)
What did Sharon do to coach for teaching. What could Rob be thinking about in order to
improve his practice?
*Ideas from: Feiman-Nemser, S. & Beasley, K. (1997). Mentoring as assisted performance: A case of co-planning. In
V. Richardson (Ed), Constructivist teacher education (pp. 108-126).
Launch Into Teaching/Michigan State University, All Rights Reserved, Copyright 2015.
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Co-Teaching
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Co-Teaching Strategies & Examples
When planning for class instruction, the cooperating teacher and student teacher should consider how
and when co-teaching might be inserted effectively into the lesson and/or unit plans. There are several
co-teaching models that can serve to enhance student learning and provide for increased student contact.
Strategy
One Teach,
One Observe
Definition/Example
One teacher has primary responsibility while the other gathers specific observational
information on students or the (instructing) teacher. The key to this strategy is to focus the
observation – where the teacher doing the observation is observing specific behaviors.
Examples: One teacher can observe for: specific types of questions asked by instructing teacher;
teacher movement; charting student participation; specific on-task behaviors; specific group
interactions.
One Teach,
One Assist
Tip: When observing collect data/evidence. Observation is not intended to make judgments, but to
provide data on what is happening in the classroom and allow that information to impact future
lessons.
An extension of One Teach, One Observe - one teacher has primary instructional responsibility
while the other assists students with their work, monitors behaviors, or corrects assignments.
Examples: While one teacher has the instructional lead, the teacher assisting may ask clarifying
questions, provide additional examples or be the “voice” for the students who don’t understand or
are hesitant to share. As teacher candidates lead their first whole group lesson, the CT can be
responsible for overseeing classroom management – allowing the TC to focus on pacing,
questioning strategies, assessment, movement, etc.
Station
Teaching
Tip: This strategy supports classroom management as students get their questions answered faster
and behavior problems are addressed without stopping instruction. Pairs often identify a signal
(standing under the clock) that allows for a quick conversation or opportunity to discuss something
without the CT interrupting the lesson.
The co-teaching pair divides the instructional content into parts – each teacher instructs one of
the groups, groups then rotate or spend a designated amount of time at each station – often an
independent station will be used along with the teacher led stations.
Examples: If co-teaching pairs were doing a literacy lesson they could divide into 3 stations: one
working on fluency, one on reading comprehension and one on vocabulary. A science lesson may
have students at one station viewing a specimen/sample under the microscope (magnifying glass),
another station has students diagraming the specimen/sample, and a third station has students
watching a short video of the specimen/sample moving in its natural setting.
Parallel
Teaching
Tips: Stations cannot be hierarchical students must be able to start at any station. This is an
excellent way to have student working in smaller groups; allow the TC the opportunity to build
their confidence while teaching a mini-lesson multiple times; and keep the cooperating teacher
actively engaged with students. Other adults (Paraprofessionals, Special Educators, Title I
teachers) can also lead stations. Pacing, voice and noise levels must all be discussed prior to the
lesson.
Each teacher instructs half the students. The two teachers are addressing the same instructional
material and presenting the material using the same teaching strategy. The greatest benefit to
this approach is the reduction of student to teacher ratio.
Examples: After reading a selection from their text, the class is divided into two heterogeneous
groups where they discuss a list of questions from the reading. For an elementary math lesson
students are divided into two smaller groups where each teacher is able to support the use of
manipulatives for solving problems.
Tips: Place students facing their teacher with backs to the other teacher/group to reduce
distractions. When teacher candidates view the CT timing and pacing can be supported as they
learn. Pacing, voice and noise levels must all be discussed prior to the lesson.
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Supplemental
Teaching
This strategy allows one teacher to work with students at their expected grade level, while the
other teacher works with those students who need the information and/or materials retaught,
extended or remediated.
Examples: Using the results from an math exam students are divided into two groups, one
smaller group that didn’t meet the expected score/requirement will work with one teacher who
will reteach the concept(s) and provide support materials to help students understand and
successfully complete the math problems. The other teacher will work with those students who
successfully completed the exam; however these students will build on the same concepts and
complete additional math problems.
Alternative or
Differentiated
Tips: Groupings are based on need identified from a specific exam or assessment. Both teachers
should work with all students throughout the experience, making sure that one teacher (TC or CT)
doesn’t always work with the students who are struggling and/or need extensions. Group make-up
is always changing.
Alternative teaching strategies provide two different approaches to teaching the same
information. The learning outcome is the same for all students however the avenue for getting
there is different.
Examples: When doing a lesson on predicting students will take clues from what they have read
so far to predict what will happen next. One teacher may lead a group of students through a
brainstorming activity where they identify the significant events that have occurred so far in the
story – putting each event on a white board. Based on those significant events the group together
brainstorms what will happen next in the story. The other teacher accomplishes the same outcome
but with his/her group, the students predict by connecting the specific items pulled out of the bag
with the story (Shiloh – dirty dog collar, $20 bill, moldy cheese, etc.).
Team Teaching
Tips: A great way to incorporate learning styles into lessons; both instructors need to be clear on
the outcome(s) of the lesson, as student should achieve the same objective but arriving there using
different methods.
Well planned, team taught lessons, exhibit an invisible flow of instruction with no prescribed
division of authority. Using a team teaching strategy, both teachers are actively involved in the
lesson. From a students’ perspective, there is no clearly defined leader – as both teachers share
the instruction, are free to interject information, and available to assist students and answer
questions.
Examples: Both instructors can share the reading of a story or text so that the students are hearing
two voices. The cooperating teacher may begin a lesson discussing specific events; the TC may
then share a map or picture showing specifics of the event.
Tips: Often pairs will begin the experience by team teaching a lesson, providing “fact time” in
front of the classroom for the teacher candidate – this is much more scripted and staged, but does
provide an opportunity for the students to view the teacher candidate as a “real” teacher.
Team teaching takes intense planning, but the longer pairs work together the less time it takes as
they know what each other is going to contribute.
Adapted from the work of Lynne Cook and Marilyn Friend (1995)
 The co-teaching strategies are not hierarchical.
 They can be used in any order and/or combined to best meet the needs of the students
in the classroom.
 They should be used as often as possible, but do not need to be used in every lesson.
Copyright 2015, The Academy for Co-Teaching and Collaboration at St. Cloud State University & TWH Consulting
Original Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant
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Teacher Actions During Co-Teaching
TQE Strategies (2005) along with Adaptations from Murawski & Dieker (2004)
Co-Teaching is an Attitude… an attitude of sharing the classroom and students
Co-Teachers must always be thinking – We’re Both Teaching!
If one teacher is
leading instruction…
The other can be doing this…
Observing for:
student understanding and/or questions (through body language,
facial expressions, etc.);
specific types of questions asked by instructing teacher;
specific student interactions and behaviors;
teacher movement;
specific teacher behaviors;
specific student or group behaviors;
Charting:
where questions are directed within the classroom;
gender of responders;
on-task/off task behavior;
teacher wait time;
specific teacher behaviors or movements;
specific student or group behaviors
Circulating:
checking for comprehension;
using proximity control for behavior management;
checking for comprehension;
providing one-on-one support as needed
Collecting and reviewing last night’s homework
Introducing a social or study skill
Taking roll
Reviewing directions; modeling first problem on the assignment
Writing down instructions on board
Repeating or clarifying any difficult concepts
Passing out papers
Giving instructions orally
Facilitating a silent activity
Introducing a new concept to whole group
Asking clarifying questions
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If one teacher is…
The other can be doing this…
Reading a test aloud to a group
of students
Explaining a new concept
through discussion
Provide enriching or extended
activities on a concept already
discussed in class
Provide enriching or extended
activities related to items on a
test
Predicting what will happen
next (in book or text) by
brainstorming with a group of
students using the overhead
Re-teaching or pre-teaching
with a small group
Facilitating sustained silent
reading
Lecturing
Running last minute copies or
errands
Prepping half of the class for
one side of a debate
Checking for understanding
(reviewing a chapter, etc.) by
leading a discussion with half
of the class
Facilitating a station or group
Proctoring a test silently with a group of students
Introducing a new concept through role play or modeling;
Re-teach or review and old concept with students who
didn’t understand it
Re-teach or review those concepts or questions that were
missed on an exam with those students who missed those
questions on the exam
Predicting what will happen next (in a book or text) by
showing objects that have already been introduced in the
story and using them to predict what happens next
Monitoring large group as they work on practice materials
Reading aloud quietly with a small group
Modeling note taking on the board/overhead
Reviewing homework; providing a study or test-taking
strategy
Prepping the other half of the class for the opposing side of
the debate
Checking of understanding (reviewing a chapter, etc.) by
leading a discussion with half of the class
Facilitating a station or group
The main focus of Co-Teaching is to find ways to keep both
teachers actively engaged with students and their learning.
Copyright 2015, The Academy for Co-Teaching and Collaboration at St. Cloud State University & TWH Consulting
Original Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant
28
Co-Teaching Myths/Realities
Myth #1 – Co-teaching means having two student teacher candidates in a classroom.
REALITY: Only one student teacher candidate is in a classroom. The co-teaching occurs between
the cooperating teacher and the student teacher candidate.
Myth #2 –Student teacher candidates must be left on their own to sink or swim.
REALITY: Student teacher candidates in co-teaching settings are supported in their efforts to
becoming a licensed professional. The cooperating teacher models and assists as the student
teacher candidate acquires the knowledge and skills of teaching. This is in sharp contrast to the
sink or swim model that assumes the student teacher candidate must learn how to become a teacher
on his or her own.
Myth #3 – Co-teaching inhibits a student teacher candidate’s ability to develop classroom
management skills.
REALITY: Rather than having to manage a classroom all alone, a student teacher candidate has
the support necessary to implement effective classroom management strategies. As the skills are
gained, the student teacher candidate takes the lead to make sure he/she can manage the classroom
without support.
Myth # 4 – Student teacher candidates don’t get enough solo teaching time with co-teaching.
REALITY: Student teacher candidates must have opportunities to teach all alone. The amount of
time a student teacher is left totally alone varies and is based on his/her skills in managing a
classroom. It is important that the student teacher candidate demonstrate that he/she can handle a
classroom all alone.
Myth # 5 – It takes too much time to co-plan.
REALITY: It may take more time to co-plan in the early stages of co-teaching. In order to coteach effectively, the cooperating teacher and student teacher candidate must have shared planning
time. However, the benefits of co-planning are huge. Student teacher candidates get a much deeper
understanding of the entire curriculum through co-planning and co-taught lessons lead to increased
academic performance of P-12 students making the time spent in planning beneficial for all.
Myth#6– Student teacher candidates will never have full responsibility of the classroom.
REALITY: For a period of time, each student teacher candidate will lead the planning,
organization, delivery and assessment of instruction in a co-taught classroom. Candidates will also
be responsible for directing other adults, including the cooperating teacher, thus learning the skills
necessary for effectively managing the human resources in a classroom.
29
Myth #7 – Co-teaching is not the “real world”. When a student teacher candidate becomes
certified they will be alone in the classroom.
REALITY: To accommodate large class sizes, students with special needs, English Language
Learners, and the push in model of title one and special education, today's classrooms will often
have special education teachers, paraprofessionals and volunteers working alongside the classroom
teacher. It is rare to find a classroom where the assigned teacher is working solo. The need to
collaborate with other adults in the classroom is a necessity in our schools.
Myth #8 - Co-Teaching doesn’t work at the secondary level.
REALITY: Co-teaching strategies have been used successfully at all grade levels and in every
content area. Co-teaching can be especially effective at the secondary level as teachers are dealing
with larger class sizes and greater diversity of students.
Myth #9 – Student teacher candidates don’t have to write lesson plans for co-teaching because
they co-plan.
REALITY: Co-planning takes place before formal lesson plans are written. Once a cooperating
teacher and a student teacher candidate co-plan, the candidate takes the information and writes up
lesson plans, which will be reviewed by the cooperating teacher.
Myth #10 - Co-teaching can only work if the student teacher candidate and cooperating
teacher have the same learning or teaching style.
REALITY: No two people have the same style because we are uniquely different. Student
teacher candidates entering the workplace must be able to work with a variety of learning and
teaching styles. Through workshops, student teacher candidates and cooperating teachers are made
aware of many different types of learning and teaching styles, how they work, and how to work
together with individuals who have different styles.
Myth # 11 - The university supervisor should only observe a student teacher candidate when
he/she is teaching solo.
REALITY: When a supervisor observes a student teacher candidate co-teaching with a
cooperating teacher, they focus the observation on what the candidate is doing. If the candidate is
leading a small group, it may be helpful to move closer to that group to observe him/her. If the
student teacher candidate is teaming with his/her cooperating teacher, focus the observation on the
candidate's teaching skills, ability to collaborate with the cooperating teacher, management skills,
organization, etc.
Copyright 2015, The Academy for Co-Teaching and Collaboration at St. Cloud State University & TWH Consulting
Original Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant
30
Co-Teaching Planning Sheet
Planning Time is critical to the success of Co-Teaching
Co-Teaching is defined as two teachers working together with groups of students – sharing the planning,
organization, delivery and assessment of instruction, as well as the physical space.
Co-Teaching Models
Day 1/Block 1
Day 2/Block 2
Day 3/Block 3
materials &
setup
One Teach, One Observe – one teacher has primary
instructional responsibility while the other gathers
specific observational information on students or the
(instructing) teacher. The key to this strategy is to focus
the observation. It is important to remember that either
(teacher candidate or cooperating teacher) could take on
both roles.
One Teach, One Assist – One teacher has primary
instructional responsibility while the other assists
students’ with their work, monitors behaviors, or
corrects assignments. Often lending a voice to students
or groups who would hesitate to participate or add
comments
Station Teaching – the co-teaching pair divide the
instructional content into parts and the students into
groups. Groups spend a designated amount of time at
each station. Often an independent station will be used
along with the teacher led stations.
Parallel Teaching – Each teacher instructs half the
students. The two teachers address the same
instructional material and present the lesson using the
same teaching strategy. The greatest benefit to this
approach is the reduction of student to teacher ratio.
Supplemental – This strategy allows one teacher to
work with students at their expected grade level, while
the other teacher works with those students who need
the information and/or materials extended or remediated.
Alternative (Differentiated) – Alternative teaching
strategies provide two different approaches to teaching
the same information. The learning outcome is the same
for all students however the instructional methodology
is different.
Team Teaching – Well planned, team taught lessons,
exhibit an invisible flow of instruction with no
prescribed division of authority. Using a team teaching
strategy, both teachers are actively involved in the
lesson. From a students’ perspective, there is no clearly
defined leader – as both teachers share the instruction,
are free to interject information, and available to assist
students and answer questions.
Co-Teaching is an Attitude… An Attitude of sharing the classroom and students
Co-Teachers must always be thinking…
We’re Both Teaching!
Copyright 2015, The Academy for Co-Teaching and Collaboration at St. Cloud State University & TWH Consulting
Original Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant
31
32
Implementing
Educative
Mentoring
This section provides practical tools, examples and materials to effectively implement
educative mentoring in the student teaching setting.
33
34
Welcoming Your Teacher Candidate
 Arrange to meet with your teacher candidate before the official start of the experience.
 Introduce the teacher candidate to other faculty members, support personnel and
administrators.
 Tour the school...staff work areas, the lounge, adult restrooms,
 Post the teacher candidate’s name on the classroom door.
 Send a note to families to let them know you will have a teacher candidate co-teaching
with you
 Provide a desk (preferably not a student-size desk) or designate a work area for the
teacher candidate with supplies and copies of necessary manuals, textbooks, etc.
 Provide a picture of the class or individual students to help the teacher candidate learn
names more quickly.
 Review the faculty handbook with the teacher candidate:
 Share those “bits of information” that matter… never park  Explain staff activities and/or special events
 Discuss classroom rules and expectations
 Assemble a binder with useful information including class lists, daily schedules,
classroom rules, discipline referral forms, etc.
 On a desk-top calendar or planner, mark important dates for faculty meetings,
assemblies, PT conferences, etc.
 Start a file with your favorite tried-and-true activities and good teaching ideas.
Encourage your candidate to add to it throughout the experience.
 Leave an inspirational quote or article on the candidate’s desk
 Gestures of kindness, no matter how small, have a positive impact.
Copyright 2015, The Academy for Co-Teaching and Collaboration at St. Cloud State University & TWH Consulting
Original Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant
35
Creating a Positive Co-Teaching Environment
 Move from…
o Isolated teachers and students to integrated teachers and students
o
Doing it alone, to let’s do this together
o
“Yours” or “mine,” to “our” students
 Share ownership for planning, teaching and assessing
 Recognize and appreciate the expertise each one brings to the partnership
 Show mutual respect
 Set high expectations for students, self and team
 Reflect – individually and as a team
 Share expectations for student behavior
 Share vision/goal for student achievement
 Commit to planning time and “the team”
 Maintain your sense of humor
 Demonstrate positive communication skills
Copyright 2015, The Academy for Co-Teaching and Collaboration at St. Cloud State University & TWH Consulting
Original Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant
36
Sharing of Roles
What does it look like?
Planning – Recommendations:
Both sit down together – 30 minutes a day – have an arranged time - conversational
Planbook.edu (electronic format) Google - Screen Share/Skype
Have a common template
Have standards/curriculum and materials on hand
Be an active listener – respective of others ideas
Divide planning tasks/responsibilities that need to be done prior to lesson
Plan for transition
Have available common resources
Discuss styles and methods – role you’ll play, rhythm, ebb/flow of lesson
Be flexible
Use co-teaching layout (planning sheet)
Prepare materials together
Be reflective
If grouping determine how – which strategy
Understand that after planning there is a shared responsibility for the lesson
Strategize
Plan individually (think through ideas first) – then come together
Map out units/time – move from CT lead to ST lead
Each person providing input
Discuss and write together goals for lesson
Discuss What – How – Parts
Discuss option and student needs
Divide, research and come back to determine lesson
Choose and plan for co-teaching approaches
Teaching – Recommendations:
Begin with team approach
Both actively engaged according to plan
Include each other in ALL activities
Organized/Formatted
Respect and treat as equal partners
Work with all students
Discuss - interjecting vs. interruption – (don’t steal the thunder - demonstrate respectful
interjection)
Provide a variety of approaches
Exchange lead and assist
Switch roles – supplemental (not always remedial or extended)
Discuss nonverbal cues
Look and be organized
Capitalize strengths/skillset/experience
Discuss pacing- work together
Discuss and implement best practices
37
Both teachers are prepared with materials; are flexible and aware of timing
Co-teach from the beginning of experience
Work as a metronome (back and forth)
Be fluid
Work on connections/lead-ins between teachers
Establish signals and communication strategies “are we ready to move on? “Anything you want to
add to that?”
Make effort to have lesson seamless/effortless
Demonstrate two professionals sharing their love of the topic to educate students
Show two professionals collaborating
Equal fact time and authority
Monitor and adjust as needed (discuss in planning)
Plan for, discuss, and incorporate ongoing assessment strategies – check for understanding
Assessing Recommendations:
Model good assessment – Sit down together to discuss, reflect and compare
Assess each other (CT and ST) to get the “feel”
Teach students to assess one another – CT & ST observe and make suggestions for support
Share the need for ongoing assessment with ST
Have informal discussions after lessons – reflection on assessment
Reflection on overall child and their needs
Discuss and use both informal and formal assessments
Discuss data based decisions
Make time for reflection, debriefing and determining any adjustments needed
Provide daily feedback – checking for understanding throughout the day
Model – “talk aloud”
Discuss with ST before lesson – what we are looking for…
Use reflective conversations with students to see what they learned, then plan accordingly
Provide constant “mini-assessments” to help monitor and adjust
Take notes (observe) and discuss students and their work
Discuss – “how are we going to…”
Use a variety of assessments: journals, portfolio, exit slips, projects – correcting and recording
assignments, etc.
Set goals and adjust for future lessons
Use pre/post assessments – discuss with ST
Copyright 2015, The Academy for Co-Teaching and Collaboration at St. Cloud State University & TWH Consulting
Original Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant
38
Planning Tips
Before your planning session:
 Decide what lesson(s) you will use your hour of planning time for.
 Who will lead the planning time or will parts be shared? Usually the cooperating teacher
will lead in the beginning of the semester and the teacher candidate will take over as the
semester progresses.
 Decide the materials that you will need and don’t take on too much.
 Bring ideas for modifications and accommodations.
 Bring ideas for enrichment activities.
 When the teacher candidate is ready to take over a subject/or period, let him/her know ahead
of time that they will be leading the planning time for that lesson. They should preview
what they will be teaching and come to the planning time prepared with ideas and lessons
where co-teaching could occur.
During co-planning (remember this time is to plan for co-teaching):
 Spend a few minutes communicating about questions or issues (may use planning sheet).
 Share what will be co-taught and ideas from curriculum.
 When will you co-teach? When will each of you teach solo?
 What co-teaching strategies will best meet the needs of the students?
 Eventually, try to incorporate all of the co-teaching strategies.
 Outline questions to be used for parallel, station, etc.
 Discuss a variety of assessment strategies.
 What do each of you need to do when you leave the planning session (tasks, gathering
resources, copying, etc)?
 What, if any, changes do you need to make to the layout or organization of the classroom.
After co-planning:
 Teacher candidate writes up lesson plans for each lesson where they have a teaching role.
Important points to Remember
 Planning is VERY important. Use the planning time wisely, focusing on lessons to be cotaught. Prioritize the time and don’t allow outside distractions to take over.
 The goal is to have the cooperating teacher and teacher candidate actively engaged with
students as much as possible. However, EVERY teacher candidate DOES need time to
manage the classroom on their own.
 Full time responsibility means the teacher candidate leads all aspect of the classroom,
including how the cooperating teacher and other adults will be involved.
 University Supervisors ARE prepared in co-teaching, and should observe at least one cotaught lesson. When they do, they will be observing and evaluating only the teacher
Candidate.
 Encourage an attitude that we’re both TEACHING!
Copyright 2015, The Academy for Co-Teaching and Collaboration at St. Cloud State University & TWH Consulting
Original Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant
39
Collaboration Ideas
1. Collaboration Self-Assessment tool (CSAT) – See CD for tool and directions.
2. Create CSAT set of cards for each participant. Have them read through the cards and pick
the three most important elements for a successful student teaching experience. Share with
co-teaching partner.
3. Use Buzan mind map. Put the word “collaboration” in the middle and complete the activity.
4. Trust Act – blindfold one of the partners and guide around the room or have them draw
something as the other describes it. Talk about how it felt to work together and what was
good and not good.
5. Build something together (puzzle, building out of legos or marshmallows, etc). Discuss
how you decided to do what and how you worked together with your co-teaching partner.
6. Given a list of quotes about collaboration (attached), read through and discuss ..or choose
your favorite three….or ones you don’t agree with..etc and share with your co-teaching
partner.
Alternative ideas:
 Write a story with your co-teaching partner. Each person starts a story and writes for 2
minutes and then passes to their partner. Share stories at the end.
 Present scenarios of if you had to….plant a garden, do laundry, clean the house, etc…what
part would you do and why?
 Hula hoop activity
 Finish a series of quotes and share with co-teaching partner. (e.g. When I work together, I
feel…….)
Copyright 2015, The Academy for Co-Teaching and Collaboration at St. Cloud State University & TWH Consulting
Original Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant
40
Communication Ideas
Use “communication cards” – Have co-teaching partners practice talking about issues.
Read Abbott and Costello script to show how hard communication can be.
Discuss communication as a “slippery egg.”
Watch YouTube video “For the Birds” (http://www.youtube.com/watch?v=MOiyD26cJ2A) –
Discuss with your co-teaching partner verbal and non-verbal communication
cues/acceptance/respect/kindness
5. Watch YouTube video “What I am” (http://www.youtube.com/watch?v=MOiyD26cJ2A) – Write an
“I am” poem and share with co-teaching partner
6. Watch YouTube video “Hopes and Dreams” by Bruce Springsteen
(http://www.youtube.com/watch?v=Rsd2sCwiUvk) – Brainstorm a list of hopes and dreams about
the upcoming student teaching experience and share with partner)
1.
2.
3.
4.
Alternative Activities:
1. Keep a double entry journal with your co-teaching partner to facilitate ongoing
communication
2. Give directions to someone who is blindfolded to have them create an object out of
clay based on directions
3. Talk about “putting the frog” on the table. – Give out frogs (or elephants or pigs,
etc.)
Copyright 2015, The Academy for Co-Teaching and Collaboration at St. Cloud State University & TWH Consulting
Original Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant
41
Communication is the Key to a Great Co-Teaching Partnership
Levels of Communication Include:
 It’s like throwing a ball. Purpose is to learn how well others catch
information and throw it back.
 We develop and build relationships by practicing chit chat – what’s
your name…where do you live… what are your hobbies…
Chit Chat
Deeper
Communication
 As relationships develop and deeper communication is desired - it
becomes more like tossing a slippery egg.
 Toss the “slippery egg” carefully, gently, and slowly.
 Watch body language
 Tell the truth in a caring manner
Slippery Eggs…




How do you “throw your eggs”? Be careful that you don’t…
Save them for a long time and hurl them!
Throw them hard and fast because you can’t hold on to those slippery eggs!
Avoid the person so that you don’t have to toss those slippery eggs.
Wrap those slippery eggs with so many layers of expectations and apologies
that no one is sure you have tossed them.
Try to recognize when you have the slippery egg and toss it with great care
and understanding, being assertive enough to communicate your issues.
Copyright 2015, The Academy for Co-Teaching and Collaboration at St. Cloud State University & TWH Consulting
Original Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant
42
Stages of Concern for Teacher Candidates:
Student teacher candidates generally move through a number of developmental stages during
the student teaching experience. It is important for the cooperating teacher and college
supervisor to recognize the characteristics of each stage in order to assist the student teacher
and provide appropriate support.
The first stage is Pre-teaching Concern.
At this stage, student teacher candidates are still closer to the student role, rather than the
teacher role. The real concerns of pupils and teachers are very remote to the teacher candidates.
Student teacher candidates are often highly critical of the teacher with whom they are working.
They may seem unsympathetic or even hostile to the teacher. At this point student teacher
candidates have only their idealism to go on (Company in Your Classroom, 2000). There are often
concerns about their personal life that interfere and inhibit growth.
The second stage is Concerns about Survival.
As student teacher candidates become more involved in the classroom and begin to
understand the magnitude of the profession, there is a concern about their own survival as teachers.
Idealized, “book-learned” concerns about pupils are replaced by concern about class management
and mastery of content. There is also concern about the evaluations by supervisors and cooperating
teachers. Being observed causes a great deal of stress at this stage.
The third stage is Teaching Situation Concerns
At this stage the student teacher candidates are beginning to feel a mastery of the areas of
concern from the second stage. They are, however, feeling the frustrations and limitations of the
teaching situation. Concerns about methods and materials, which are the focus of education courses
taken before their student teaching experience, are now taken seriously. This is the “Why didn’t I
pay closer attention?” lament that is so common. The difference between theory and practice is
being felt.
The final stage is Concerns about Pupils.
At this point the student teacher candidates begin to see the trees in the forest. There is a
concern for the individual pupil. Understanding individual learning styles and social- emotional
needs of pupils is of concern. There is also an understanding that “he or she can be caring and
strong, flexible and consistent, child-centered and in-control” (Company in Your Classroom, 2000,
p.69). There is also an awareness of the broader issues in education and a connection to how these
issues impact individual students.
Copyright 2015, The Academy for Co-Teaching and Collaboration at St. Cloud State University & TWH Consulting
Original Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant
43
GENERATION INFORMATION
Adapted from: The Center for Generational Studies
www.gentrends.com
Baby Boomers (Born 1946-1964)
Baby Boomers entered a thriving economy after WWII. The US had established itself as the
preeminent power in the world. Factories were pumping out new cars and appliances. Houses were
being built at a record pace. The proliferation of TVs in the 1950s forever changed the way that
those growing up viewed the world. Boomers grew up feeling more secure than their parents. They
began to question policies, rules and practices that had been in place for years. From this emerged
civil rights protests, anti-war protests and a host of other rumbling that unsettled prior generations.
Because of their size, this generation has received lots of attention. Companies focused their
products. Politicians focused their messages. Rock and roll music took over the air waves. As a
result, Boomers have grown up thinking the world is their oyster.
As boomers entered the work place, they forever changed the way business was done. Many have
taken advantage of college opportunities which raised the bar for many positions. Boomers focused
on efficiency, teamwork, quality, and service. These efforts have produced a thriving “self-help”
industry which feeds Boomers’ optimism and quest for eternal youth.
The size of this generation continues to drive the economy and they place increasing emphasis on
convenience. Financial security will remain a central issue for many, forcing thousands to work
well past the age at which their parents retired. Their quest to remain eternally young will alter the
face of lifestyles, the work force, consumer products, entertainment and public policy. But they
will never forget their optimism.
Cultural icons:
Captain Kangaroo
Fallout shelters
The Ed Sullivan Show
Bell bottom pants
Romper Room TV dinners
The peace signHula hoops
What to remember about Baby Boomers:
 Boomers live to work
 A general sense of optimism regardless of what happens
 They have unprecedented influence on government policies and consumer products
 They have always been willing to go into debt, betting on future income
 They tend to be team and process oriented, sometimes to the detriment of results
 Boomers strive for convenience and personal gratification
 Boomers are very nostalgic about their youth and seek to preserve it
When working with Boomers:
 Show respect
 Choose face-to-face conversations
 Give them your full attention
 Play the game
 Learn the school history
Generation X (Born between 1965-1980)
44
While Boomers entered a world filled with optimism and economic prosperity, Generation X had a
significantly different experience. Beginning with the assassination of JFK in 1963, the US was
plunged into social turmoil, during which Generation X was born – women’s lib, civil rights, antiwar protests, Watergate, inflation, massive layoffs, the Challenger tragedy and a host of other
troubling events.
Baby Boomers were the first generation of dual career couples. These dual career couples produced
latch key kids, the Xers, who came home from school to an empty house. This taught them
resourcefulness at a very young age. The Boomers also divorced at an unprecedented rate. By one
estimate, 40% of Xers have lived through at least one divorce.
Xers are also a product of technology. At ages three, four and five, they became glued to the TV
when Sesame Street debuted in 1969. From it, they learned their ABC’s and 123’s…but they also
expected to see Big Bird and Cookie Monster at the front the classroom.
From these experiences, Xers came to believe that many of the institutions in which they were
taught to believe in had betrayed them. “Marriage is forever, but my parents got divorced.” “If you
work hard, you’ll always have a job ..but my parents were laid off.” “The government should be
trusted but then there’s Watergate.”
As a result, Xers have become a generation skeptical of traditional practices and beliefs. They have
learned that jobs are not forever and therefore they should make the most of their time and effort.
Cultural Icons:
The Brady Bunch
Cabbage Patch Kids
Microwave ovens
Sesame Street
Pet Rocks
MTV
ET
The Simpsons
Video Cassette Recorders
What to Remember about Generation X
 Xers work to live rather than live to work
 Jobs are viewed as a contract
 Clear and consistent expectations are essential
 Providing the opportunity to grow will lengthen tenure
 A sense of contribution while having fun will keep an Xer productive
 Earning money is only one part of a larger equation
 To them, versatility of skills & experiences ensure employability
When working with Xer’s:
 Get to the point
 Use email
 Give them space – don’t micromanage
 Get over the notion of dues paying
 Lighten up
 Avoid judging – look for things in common
 Find balance between work and life
The Millennials (Born 1981-1999)
45
Izod Shirts
Jaws
Where Xers were taught certain beliefs about family and society only to have them betrayed,
Millennials are growing up in a world where these beliefs have already been compromised. While
media has enlightened them about things older generations never dreamed of, it has also taught
them that they can challenge every convention and individual. To them, nothing is necessarily what
is seems. OJ appeared guilty, but was acquitted. They called Desert Strom a war, yet it seemed
more of a demonstration in high technology to those at a formative age. The President lied to the
nation, yet 63% of those polled at the time approved of the job he was doing. At the same time,
they are growing up in a world of unprecedented growth in the US economy and development of
technology. This generation has been born into a world of cell phones, pages, and internet. As they
enter the workforce, they too, are having an impact. They are the most demographically diverse
generation in US history. One in three is what the US government defines as a minority. One in
four has grown up in a single parent home.
Many enter jobs with what employers call a disturbing lack of basic skills, yet they are able to
navigate software programs that intimidate those in their 40’s. As Millennials continue to grow up
in this new world of terrorism, technology and situational ethics, they will bring to the table new
expectations and perceptions that older generations never dreamed possible.
Cultural Icons
Barney
Pogs
The X games
Cell phones
Princess Diana
Bill Gates
Pokemon
Britney Spears
Mia Hamm
Michael Jordan
Teenage Mutant Ninja Turtles












The Spice Girls
The internet
Beanie Babies
What to Remember about Millennials
They have been conditioned to live in the moment
They are used to the immediacy of technology and expect it
Clear and consistent expectations are essential to ensure productivity
They earn money for the purpose of immediate consumption
They will demonstrate respect only after they have been treated with respect
They have grown up learning to question everything
As a generation, they are astoundingly diverse demographically
When working with Millennials:
Challenge them
Ask them their opinion
Find them a mentor
Provide timely feedback
Be flexible
How to work together…
 Be aware of differences
 Appreciate the strengths
 Manage the differences
Copyright 2015, The Academy for Co-Teaching and Collaboration at St. Cloud State University & TWH Consulting
Original Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant
46
Tips & Tools
for
Co-Mentoring
This section provides tools and samples for practical use in the student teaching setting.
47
48
The Collaboration Self-Assessment Tool (CSAT)
It is often assumed that people know how to collaborate. However, collaboration skills are rarely
identified, let alone taught. When collaborative efforts become strained or are successful, it is
important to evaluate our own role in the process.

There is a difference between cooperation and collaboration. Collaboration is a philosophy
of interactions with the focus on the process of working together; cooperation stresses the
product of such work (Myers, 1991).

This is a self-assessment tool. If you are not honest with yourself, it will not help you. The
benefit you get is directly related to how honest you are when rating yourself. (You do not
have to share your scores.)

Think of a specific collaborative relationship or team you are involved with and have the
understanding that your scores may differ in other settings.

For each category there are 4 descriptors: read them thoughtfully and honestly identify
your score. If you are not sure what is meant by a certain word or specific terminology,
define it in the way that makes most sense to you.

Your rating should reflect where you are today, not where you want to be or where you
would like others to think you are. There are no right and wrong answers.

Use the explanation box at the end of each category to jot down the thoughts you might have
about your rating in that category

When you have completed each item, total your score.

The beauty of a self-assessment tool is that we can identify those areas in which we can
improve in an effort to become better collaborators.
You may begin... (Approximately 10 minutes) When finished, consider the following:


What have you learned about yourself by completing this rubric?
When collaboration is ineffective, the following issues are often voiced to justify the
situation:
1.
2.
3.
4.
Personal style
Size of the group
Designated role in the group (facilitator, recorder, etc.)
Group history
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We challenge you to ask yourself: What is at the heart of these issues? Could citing these variables
possibly be a smoke screen to hide the fact that you are not using skills needed for successful
collaboration?
Interpersonal versus Intrapersonal Skills
Consider the gray and white scoring boxes. Interpersonal skills include contributions, team support,
problem solving, team dynamics, and interactions with others (gray boxes). Intrapersonal skills
include motivation/participation, quality of work, time management, preparedness, role flexibility,
and reflection (white boxes).
Intrapersonal skills involve those centered on the internal aspects of a person, such as selfconfidence, preparedness, and reflection. In situations where an individual has excellent
interpersonal skills, but is lacking in necessary intrapersonal skills, there are bound to be
collaborative difficulties. Likewise, if the balance is tipped in favor of intrapersonal skills,
collaboration will also be strained. How balanced are you?
Copyright 2015, The Academy for Co-Teaching and Collaboration at St. Cloud State University & TWH Consulting
Original Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant
50
Collaboration Self-Assessment Tool
Category
Contribution
Motivation/
Participation
1
2
I usually share ideas, information
and resources.
I tend not to participate or remain
engaged when a project moves
away from my own immediate
interests.
I often make an effort to participate
and remain engaged even when a
project moves away from my own
immediate interests.
I sometimes make an effort to
participate and remain engaged
when a project moves away from my
own immediate interests.
Quality of Work My work reflects very little effort and My work reflects some effort but
often needs to be checked and/or
redone by others to ensure quality.
Time
Management
Team Support
Preparedness
Problem Solving
Team Dynamics
Interactions
with Others
3
I tend not to share ideas, information I share ideas, information and
or resources.
resources upon request.
occasionally needs to be checked
and/or redone by others to ensure
quality.
I tend to procrastinate, meaning
others may have to adjust deadlines
or work responsibilities.
I rarely get things done by the
deadline and others often have to
adjust deadlines or work
responsibilities.
I am often critical of the team or the Occasionally I am critical of the team
work of fellow group members when or the work of fellow group members
I am in other settings.
when I am in other settings.
I forget or lose materials needed to
work.
I make an effort to bring or find
materials needed to work, but often
misplace things.
I usually do not participate in group I make an effort to participate in
problem solving with an open mind. I group problem solving with an open
either tend not to share my thoughts mind. I generally share my thoughts
and ideas or I inhibit the
and ideas, but I sometimes inhibit
contributions of others.
the contributions of others.
I do not know how to gauge my own I occasionally know how to gauge
impact on the group, and am
my own impact on the group and am
generally unaware of team
somewhat aware of team dynamics.
dynamics.
I rarely listen to, respect,
I sometimes listen to, respect,
acknowledge, or support the efforts acknowledge and support the efforts
of others. I allow conflict or personal of others, but at times allow conflict
differences to interfere with
or personal differences to interfere
communication.
with communication.
4
I freely share ideas,
information, and resources.
I can be relied on to participate
and remain engaged even
when a project moves away
from my own immediate
interests.
My work reflects a strong effort. I
My work reflects my best
self-monitor to improve the quality of efforts. I continuously make
my work.
small changes to improve the
quality of my work.
I usually use time well to ensure that I routinely use time well to
things are done so others do not
ensure things are done on time.
have to adjust deadlines or work
responsibilities.
I usually represent the team and the I represent the team and the
work of fellow members in a positive work of fellow group members
manner when I am in other settings. in a positive manner when I am
in other settings.
I usually bring needed materials and I consistently bring needed
come ready to work.
materials and come ready to
work.
I usually participate in group
I consistently participate in
problem solving with an open mind, group problem solving with an
sharing thoughts and ideas without open mind, sharing thoughts
inhibiting the contributions of others. and ideas without inhibiting the
contributions of others.
I often know how to gauge my own I consistently know how to
impact on the group and am
gauge my own impact on the
generally aware of team dynamics. group and am routinely aware
of team dynamics.
I usually listen to, respect,
I consistently listen to, respect,
acknowledge, and support the
acknowledge, and support the
efforts of others. I occasionally allow efforts of others.
conflict or personal differences to
interfere with communication.
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Explanation
SCORE
Role Flexibility
Reflection
I like to either lead or follow but am
uncomfortable when functioning
outside my perceived role.
I am uncomfortable with role
flexibility, but attempt to move
outside my perceived role.
I rarely engage in self-reflection after Self-reflection occurs after
collaborative activities but tend to
collaborative activities when
focus on the behavior of others.
prompted or reminded by others.
I can assume both roles (leader and I can easily move between
follower) but am more comfortable in leader and follower, assuming
one role than the other.
either role as needed to
accomplish the task.
Self-reflection usually occurs after
I consistently use self-reflection
collaborative activities, but most
after collaborative activities.
often when things don’t go well.
Total Score:
Maximum score: 44 points
Personal reflection: What have you learned about yourself by completing this rubric? What skill area do you want to target for
personal improvement? What one thing could you do tomorrow to begin your skill enhancement?
Interpersonal vs. Intrapersonal skills: Shaded boxes represent - interpersonal skills, clear score boxes represent - intrapersonal
skills.
Interpersonal score
Intrapersonal score
* note that the scores will most likely be different as there are unequal numbers of boxes
Guide to Scoring:
52
10-25: Collaboration skills are emerging
26-34: Collaboration skills are developing
35-44: Collaboration skills are established
Examples of issues for communication cards
CT Issues:
1.
Tardiness
2.
Incorrect Grammar
3.
Body odor/personal hygiene
4.
TC is doing non-school related work during school day (e.g.
checking airfare for spring trips
5.
Grammar issues (e.g. I seen that yesterday)
ST Issues:
1.
2.
3.
4.
5.
No individual space in the classroom
Lack of specific feedback
Inappropriate use of co-planning time
CT is not allowing you to try new ideas or new ways of doing
things
CT is stepping in to help you too much and too soon
53
Example:
Planning Sheet
Pre-K – 6
Week 3
CO-TEACHING
STRATEGIES
One Teach,
One Observe
One Teach,
One Assist
Station Teaching
Parallel Teaching
Sample Elementary Planning Sheet
MONDAY
Science
*M Count the rings of the
“tree cookies. Divide into 4
groups to count/graph the
rings on each sample
J Observe interactions;
participation etc.
Social Studies
*M Discussion: Art All Around
Science
*J Review graphs from
Mon. Ask student to share
findings
M Observe students’
roles…who took the lead,
who said very little
Math - Patterns
M Group 1: Create a pattern
using traced items
J Group 2 Tour the school.
Use the digital cameras to get
pictures of patterns
Ind. Group 3 Foam piece
pattern building
Reading
The Mitten by Jan Brett
Compare retelling of similar
story, The Log
Create a Venn Diagram
Science
M Group 1: Planting tree
seeds. Use Pella Tree Kit
Reading
Do a shared reading of
both scripts for Readers
Theater:
J: The Mitten M:The Log
Team Teaching
WEDNESDAY
Science
*J (1st) Read aloud Big Book:
When Daddy Cuts Down the
Chestnut Tree
(2nd) Lead disc.: “What are
some uses for trees?”
M Record the student
responses on chart
Us Overhead examples of
kids’ drawings from around the
world
J Assist (help bring out
responses, pay special
attention to Blue Group)
Reading
Make predictions based on
illustrations. Use books from
previous author studies.
Math - Activity 107
J Counting by 2’s, 5’s, 10’s
M Challenge Math Group
Look for patterns in the
100’s chart; do skip counting
with other #s
Supplemental
Teaching
Alternative
(Differentiated)
Teaching
TUESDAY
Key
*Denotes Lead Teacher
J = Jack, Teacher Candidate
M = Mary, Cooperating Teacher
Spelling
J RED Word Spelling with K,
S, A, M, L and T?
M Spell Around activity with
large group
Reading (10:30?)
J Work with the group doing
the Readers’ Theater
for The Log
M Do Partner read alouds
Reading
M Intro. Jan Brett books for
SQUIRT time.
J Blue reading group to the
media center to share 2-3 Jan
Brett stories aloud.
Math - Tessellations
M intro concept
J Share Escher poster
M & J demo how to cut a
tessellating pattern. Help
students as they make their
own tessellations
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Social Studies
M & J (and Ms. Dzik)
Create a museum of art from
around the world. Share
stories about the items.
Invite kids to bring items for
the museum
RESPONSIBILITIES
MATERIALS, ETC.
Jack
 12 “tree cookies”
 Reserve 4 digital
cameras
 Escher poster and
book
 2-3 books from each
previous author
studies: Mercer
Mayer, Tomie DePalo,
Eric Carle
 Highlight student’s
scripts for The
Mitten and The Log
 5 examples of art
from around the
world
Mary
 Foam pieces for pattern
lesson
 4 hoola- hoops from
the gym for ind.
group activity
 Jan Brett collection
of books
 Print scripts for The
Log and The Mitten
 When Daddy Cuts Down
the Chestnut Tree
 Pella tree kits,
sandpaper, peat cups
and potting soil
 M: 4 “tree cookies”
and log samples
 5 examples of art
from around the
world
Ask Joyce to co-teach
with us on Wed.
afternoon and to bring
5 examples of art from
around the world.
Example: Secondary/K-12
Planning Sheet
History/SST
Week 3
CO-TEACHING
STRATEGIES
One Teach,
One Observe
Sample Secondary Planning Sheet
DAY 1
BLOCK 1
DAY 2
BLOCK 2
T Lead discussion of pages
101-106 students were
assigned to read.
J Observe and record student
responses: note gender, area
of room, type of ques. CT asks
Station Teaching
J (20 min) Jigsaw pages 108112. Assign pages, and give
instructions for student experts.
Pose questions for small group
and lead follow up disc.
T Monitor small groups; engage
reluctant students
Small group discussions on the
essay “From a Soldier” (Follow
outline of questions we chose.)
Parallel
Teaching
T Share timeline visual with
large group
J Review unit vocabulary;
share timeline visual. (T,N,R,L)
RESPONSIBILITIES
MATERIALS, ETC.
J Prepare pages 108-115 for
jigsaw strategy and several
HOT ? for discussion starters
T Copy of current events.
Identify population, impact
and issue for each lesson.
T Pull the chapter video clips
J Reserve the extra TV/VCR
cart
J Set up “March through
Time” program on laptop
T TV/VCR and PBS
documentary on WWII.
Set to the correct spot for
viewing.
Copies of “5 Poems from
Home”
J Create power pt. with a list
of world impacts identified
for each (World and US)
Econ., soc., ind., workforce,
etc
T Scan pictures from “Before
and After the World Was at
War” to create a photo
collage
J Use short clips from the
movie, “From a Soldier” to
write a conclusion to the essay
T Read “5 Poems from Home” ;
use to write a conclusion to the
essay
Alternative
(Differentiated)
Teaching
Team Teaching
DAY 3
BLOCK 3
T Provide instructions for
group current event activity –
identify issue, population,
impact]
J Assist making sure students
understand the assignment and
comprehend the event
J Explain stations; divide the
group to view both 8 min.
chapter video clips
J “A Moment in Time”
T “To Serve a Nation"
One Teach,
One Assist
Supplemental
Teaching
Key
*Denotes lead teacher
J = Julie, Teacher Candidate
T = Tony, Cooperating Teacher
J/T Introduce the impact
of WWII
T Lead disc. On impact US
joining the war had on the
world.
J Lead disc. of impact US
involvement had on US
J/T In the large group
compare and contrast the
two video clips
J Use smart board Venn
Diagram template to
record responses
T Use the Pile of Doom to
get everyone involved
Copyright 2015, The Academy for Co-Teaching and Collaboration at St. Cloud State University & TWH Consulting
Original Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant
55
Administrator Strategies to Promote Co-Teaching
(Adapted from: A Guide to Co-Teaching, Corwin Press 2004, Villa, Thousand & Nevin, p.123)
 Demonstrate their understanding of co-teaching (the benefits, struggles and process).
 Publicly articulate the rationale for co-teaching.
 Redefine staff roles (e.g. in the job description of classroom teachers and support
personnel) so that all are expected to participate in co-planning and co-teaching.
 Assess the staff’s need for co-teaching (e.g. with whom do I need to co-teach to adapt
instruction successfully? From which colleagues can I acquire skills through modeling
and coaching?).
 Allow Time – for co-planning and reflection.
 Create a master schedule that allows for co-teaching (e.g., common planning and lunch
periods).
 Establish professional support groups to help staff learn about and begin to practice
teaching.
co-
 Provide time for co-teachers to meet by relieving them from non-instructional duties that
other staff member who are not co-teaching are required to perform (e.g. bus duty,
lunchroom supervision).
 Provide training in co-planning and co-teaching (e.g. courses and workshops, mentoring
and peer coaching systems, job shadowing, clinical supervisions, and the pairing of new
co-teaching teams with veteran co-teaching teams).
 Educate school and community members about the accomplishments of co-planning and
co-teaching teams.
 Periodically provide additional time for co-teaching teams to meet (e.g. hire substitutes,
use inservice time, provide release time).
 Provide incentives for co-teaching (e.g. recognize co-teaching teams; accomplishments,
offer additional training, provide release time for co-teaching teams to observe one
another teaching, attend conference, and make presentations about their
accomplishments).
In what ways might the school administrator provide co-teachers with incentives that would
motivate the use of their own time to plan?
Copyright 2015, The Academy for Co-Teaching and Collaboration at St. Cloud State University & TWH Consulting
Original Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant
56
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University Supervisor Strategies to Promote Co-Teaching
Goal: To be knowledgeable in and supportive of the use of co-teaching
Engage in professional development to understand co-teaching
o Benefits of co-teaching
o Co-Teaching strategies
o Roles of members of the triad
Provide co-teaching information to administrators, cooperating teachers, teacher
candidates
Serve as liaison for co-teaching between university and school partners
Foster
Establish and build strong relationships with members of the triad
Help cooperating teacher and teacher candidate to create a co-teaching environment
o Both names on the door/syllabi/website
o Equitable space for both teachers
o Make sure teacher candidate has been introduced as a co-teacher or teacher
candidate
o Assure teacher candidate has been introduced to others in the building
Initiate co-teaching conversations with cooperating teacher and teacher candidate
o Do you have your co-planning time arranged?
o Have you tried all of the co-teaching strategies?
o What can I do to help you to implement the co-teaching strategies?
Assess Cooperating Teacher and Teacher Candidate’s progress in implementing coteaching
Participate in ongoing professional development surrounding co-teaching
Publicly articulate their rationale and support for co-teaching
Observe co-taught lessons
Utilize assessments reflecting the role of co-teaching
Copyright 2015, The Academy for Co-Teaching and Collaboration at St. Cloud State University & TWH Consulting
Original Research Funded by a US Department of Education, Teacher Quality Enhancement Partnership Grant
57
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References for Co-Teaching in the Student Teaching Experience
By St. Cloud State:
Bacharach, N., Heck, T., & Dahlberg, K. (2013). Researching the use of co-teaching in the student
teaching experience. In Colette Murphy & Kathryn Scantlebury (Eds). Moving Forward and
Broadening Perspectives: Coteaching in International contexts. New York, New York:
Springer Publishing.
Bacharach, N., & Heck, T. (2012). Voices from the Field: Multiple Perspectives on a Co-Teaching
in Student Teaching Model. Educational Renaissance, 1, (1), 49-61.
Bacharach, N., Heck, T, & Dahlberg, K. (2010). Changing the Face of Student Teaching Through
Co-Teaching. Action in Teacher Education, vol. 32, No. 1., 3-14.
Bacharach, N, Heck, T., & Dahlberg, K. (2008). What Makes Co-Teaching Work? Identifying
the Essential Elements. The College Teaching Methods and Styles and Journal, 4, 43-48.
Bacharach, N, Heck, T., & Dahlberg, K. (2007). Co-teaching in Higher Education. Journal of
College Teaching & Learning,4, 19-26.
Heck, T., Bacharach, N. (2010). Mentoring Teacher Candidates Through Co-Teaching:
Collaboration That Makes A Difference. St. Cloud, MN: St. Cloud State University.
Heck, T., Bacharach, N., & Dahlberg, K. (2008). Co-Teaching: Enhancing The Student Teaching
Experince. Journal of College Teaching and Learning, vol 5, No. 3, 2-11.
Others Citations: (Not specific to student teaching)
ASSIST Beginning Teachers Website.
http://assist.educ.msu.edu/ASSIST/assisthomeset/suppose.htm
Bradbury, L. (2010). Educative Mentoring: Promoting Reform-Based Science Teaching Through
Mentoring Relationships, Science Education, 94, 1049-1071
Brondyk, S. (August 16, 2013) “Educative Mentoring…Another Way to Think About It.” Launch
into Teaching , Presentation to Michigan Association to Public School Academies.
Cook. L., & Friend, M. (1995). Co-teaching: Guidelines for Creating Effective Practices. Focus on
Exceptional Children (26), 3.
Feiman-Nemser, S. (2001). Helping novices learn to teach: Lessons from an exemplary support
teacher . Journal of Teacher Education, 52(1), 17-31 AND Schwille, S. (2008). The
professional practice of mentoring. American Journal of Education, 115(1), 139-167.
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Guyton, E., & McIntyre, D. (1990). Student Teaching and school experiences. In Houston, W.
(Ed), Handbook of Research on Teacher Education, (pp. 514-534). New York: Macmillan
Publishing.
Murawski, W., & Swanson, H. (2001). A meta-Analysis of co-teaching research:
data? Remedial and Special Education, 22, 258-267.
Where is the
Perl, M., Maughmer, B. & McQueen, C. (1999). Co-Teaching: A different approach for
cooperating teachers and students teachers. Paper presented at the annual meeting of the
Association of Teacher Educators, Chicago.
Roth, W., Tobin, K. (2005). Teaching Together, Learning Together. New York: Peter Lang
Publishing.
Vaughn, S., Schumm, J. & Arguelles, M. (1997). The ABCDEs of co-teaching. Teaching
Exceptional Children, 30.
Villa, R. Thousand, J., & Nevin, A. (2008). A Guide to Co-Teaching: Practical Tips for Facilitating
Student Learning (2nd. Ed.). Thousand Oaks, California: Corwin Press.
Wentz, P., (2001). The Student Teaching Experience: Cases from the Classroom. Upper Saddle
River, NJ: Prentice Hall.
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