3.3c Cooperating Teacher Letter (from Teacher Education)
July 1, 2016
Dear Cooperating Teacher:
I am very pleased that you will be working with a Pittsburg State University student teacher this semester.
Without your assistance we could not prepare competent, committed, caring professionals who will
continue to provide excellent educational opportunities to our future leaders.
The purpose of this letter is to update you concerning the requirements for the professional semester. A
review of the educational literature and discussions with practicing teachers and administrators provide
the basis for our structure and procedures. After several years of following the current format, we are
convinced that PSU student teachers are provided an excellent avenue by which to complete their final
field experience. Feedback from school administrators suggests that our first year teachers are well
prepared to meet the demands of teaching. We do continue to evaluate our program and do make changes
as related to feedback from student teachers, cooperating teachers, and area administrators.
Your student teacher will be with you for a minimum of 16 weeks. He or she will return to campus the
first eight Thursdays (August 27 - October 22, 2009 with the exception of October 15 due to PSU
Fall Break) to complete the “block” courses. They will also return to campus on Thursday, December
3, 2009 to attend seminars on licensure and wrap-up graduation requirements. Their final day for student
teaching will be Friday, December 12, 2009.
The following is a description of each course covered during the seminars (this does not include the 8
hours for field placement):
Elementary and Middle Level Education (2 hours): Emphasizes the broad and complex field of public
education in a democracy, purposes and philosophies of education, instructional sources, professional
competence required for successful teaching, various organizational plans for grouping children, and the
relationship of the teacher to administration.
OR
Secondary and Middle Level Education (2 hours): Purposes of the middle and secondary school; its
pupils, programs, and possibilities.
AND
Methods and Curriculum (3 hours): Methods and techniques of teaching. Emphasis on implementation
and curriculum construction, trends, and problems.
Foundations of Measurement and Evaluation (2 hours): Evaluation of pupil progress; educational tests
and their uses; techniques of using evaluative information in working with students and parents.
Student teachers also participate in the following group presentations: Bloodborne Pathogen training;
Career Services procedures; classroom management strategies presentation; teachers and the law seminar;
working with a diverse population seminar; preparing for the Principles of Learning and Teaching exam;
and an administrators’ panel where area administrators share hiring procedures and practices. Secondary
student teachers are allotted time to meet with their academic supervisor. Elementary student teachers
talk with methods instructors and get materials from the Instructional Resource Center.
3.3c Cooperating Teacher Letter (from Teacher Education)
In addition to covering course content, student teachers have an opportunity to reflect upon their own
experiences while finding that others are in the same learning stage. A major benefit to our model is the
opportunity for student teachers to integrate the theory they have learned with the practice they are
experiencing. This produces more meaningful learning for the student. Unless a candidate has some
experience working in a classroom or with children or youth, they do not have a frame of reference for
making their learning practical.
The courses listed above and the experiences provided throughout the professional semester are all
required for meeting the standards set by the state of Kansas for licensure to teach in the state. Also, we
are proud to be accredited by the National Council for the Accreditation of Teacher Education. High
standards are required to maintain this accreditation.
We value our close working relationship with area teachers and administrators. Together, we can
guarantee that our educational programs remain strong. One of the comments provided by a former
student teacher supports the need for us to work collaboratively. When asked what single experience was
the best preparation for the teaching profession, the student stated: “The culmination of my college
courses actually being put into practice was the most beneficial and allowed for the most growth.”
Have an exciting semester with a student teacher who is very excited about being in your classroom.
Please contact the university supervisor assigned to your student teacher (this will be designated prior to
the PSU semester) or call me if you have any questions or concerns.
Sincerely,
Rozanne Sparks, Ed.D.
Director of Teacher Education
SEMINAR DATES:
AUGUST 27, 2009
SEPTEMBER 3, 2009
SEPTEMBER 10, 2009
SEPTEMBER 17, 2009
SEPTEMBER 24, 2009
OCTOBER 1, 2009
OCTOBER 8, 2009
OTOBER 22, 2009
DECEMBER 3, 2009
DECEMBER 15, 2009 (LAST DAY ON CAMPUS)
OTHER IMPORTANT DATES:
PRAXIS DATES:
SEPTEMBER 12, 2009
NOVEMBER 14, 2009
JANUARY 9, 2009