Guidelines for Graduate Co-Teaching, Psychology 527
Expectations for Faculty Supervisors and Graduate Co-Instructors
Updated January 2006
The graduate co-teaching experience is intended to give graduate students experience with, and
guidance in, teaching undergraduate courses beyond that which could be gained in other ways,
such as being a teaching assistant. The students will be assigned a faculty instructor who will
serve as their supervisor and mentor.
Typically, graduate students indicate interest in the experience in the spring semester of their
first year. The coordinator of the co-teaching experience will meet with interested students,
explain the process, and gather necessary information regarding course preferences. Courses that
students typically co-teach include introductory psychology (Psychology 111), many 200 level
courses (such as Social Psychology, 206 and Child Developmental Psychology, 201), some 300
level courses (such as Industrial/ Organizational Psychology, 320) and a few 400 level courses
(such as Psychology of Group Behavior, 465). At least two weeks prior to the start of the fall
semester, the coordinator will pair graduate students with faculty who agree to have a coinstructor. The Chairperson will be consulted about these assignments. The graduate student and
faculty member will then work together throughout the duration of the fall semester
cooperatively coordinating the respective class and teaching experiences and activities.
While it is left up to the graduate student and respective faculty co-instructor as to specifics for
supervision and guidance, several basic expectations should be met to ensure consistency of
experiences across courses and faculty co-instructors.
I.
Syllabus Preparation
Faculty should include input into their syllabus, as much as is possible, from the graduate
student. Faculty and graduate students should meet before the beginning of the semester
to discuss the syllabus, expectations for the course, and ensure that the graduate students’
information (contact information, office hours, etc.) are listed on the syllabus (‘graduate
co-instructor’ is the suggested and preferred way to list the student), as well as to work
out logistics such as ordering the graduate co-instructor a book and office arrangements.
II.
Expectations for Student Involvement in Course
Students are expected to regularly attend the class, and to hold office hours independent
of the faculty co-instructor. Graduate students are expected to contribute regularly in the
regular conduct of the course (e.g., contributing comments, discussing student concerns
cooperatively). Professional and respectful treatment is expected of both faculty and
graduate co-instructors. Faculty and co-instructors should meet regularly outside of class
for mentoring and processing the teaching experience.
III.
Lecturing and Grading
It is expected that the graduate co-instructor be gradually given increasing responsibilities
for both lecturing and grading throughout the course of the semester. Initially, both
lectures and grading by the student should be closely supervised and processed with
feedback from the faculty. By the end of the semester, it is expected that the student
Page 2
lectures and leads the class independently (with feedback from the faculty supervisor),
and also has some sole grading responsibility. The graduate co-instructor is expected to
lecture between 4 – 6 times during the semester, and these experiences should be built up
to, with clear guidelines and expectations established between the faculty and graduate
co-instructor. For example, a co-instructor’s first lecture may be regarding one particular
topic within a larger lecture, and might last 30 – 45 minutes. The next time the coinstructor lectures, she/he could plan a full class period. Toward the end of the semester,
she/he would be expected to conduct one full ‘unit’ (the equivalent of two class periods;
e.g., they would be responsible for the whole chapter on therapies).
IV.
Evaluation
Formal evaluation of the co-instructor will occur in several ways. Midway through the
semester, the faculty instructor will distribute a standardized midterm evaluation to the
students in the class (See Appendix A). Also at this time, the faculty instructor will fill
out a midterm evaluation on the graduate co-instructor (See Appendix B). The faculty
will examine the student evaluations and give the graduate co-instructor feedback
regarding both evaluations. At the end of the semester, the graduate co-instructor will be
evaluated by the students at the same time as the faculty member, using the graduate coinstructor final student evaluation (see Appendix C). The faculty co-instructor will also
fill out a final evaluation form regarding the graduate students’ overall performance (See
Appendix D), and recommend a grade. This final form will be submitted to the faculty
co-teaching coordinator. The faculty instructor should schedule a final meeting with the
graduate co-instructor to go over the student evaluations and to give any final feedback to
the graduate co-instructor. The faculty instructor will submit his or her recommendations
for the grade the graduate co-instructor should receive to the Co-Teaching Coordinator.
The faculty instructor may give both the midterm and final student evaluations of the
graduate co-instructor to the graduate co-instructor after final grades are turned in.
V.
Issues of Concern
Faculty co-instructors should be aware that it is their responsibility to treat the graduate
student co-instructors with professional respect, and ensure, to the best of their ability,
that the students in the course do as well. It should be conveyed early on in the semester
and supported throughout, that the graduate student is not simply a teaching assistant, and
that he/she deserves the same respect and treatment as the faculty co-instructor.
If at any time the faculty or graduate co-instructor have any issues concerning the coteaching experience, it is recommended that the two schedule a meeting to discuss the
issue/s of concern and try to resolve the problem/s. The faculty co-teaching coordinator
should be notified, if appropriate. If this meeting does not address adequately the
problem/s, the faculty co-teaching coordinator may intervene and determine appropriate
action (e.g., inform the department chair, dismiss the graduate co-instructor from the
course, reassign the graduate co-instructor, etc.).
Page 3
MIDTERM STUDENT EVALUATION (Appendix A)
Co-Instruction
CO-INSTRUCTOR’S
NAME
SEMESTER
COURSE NAME
YEAR
You are being asked to evaluate your co-instructor on a number of factors that relate to effective teaching. The
information you provide will be used by your co-instructor to improve his or her effectiveness as an instructor.
Please be honest. Your answers will be anonymous.
Strongly Disagree
1
Disagree
2
Neither Disagree nor Agree
3
1. The co-instructor presents material clearly.
Agree
4
Strongly Agree
5
2. The co-instructor appears knowledgeable about the
subject matter.
1
SD
1
SD
2
D
2
D
3
N
3
N
4
A
4
A
5
SA
5
SA
3. The co-instructor displays an interest in student
learning.
4. When the co-instructor is teaching, class time is used
productively.
1
SD
1
SD
2
D
2
D
3
N
3
N
4
A
4
A
5
SA
5
SA
5. Overall, the co-instructor is effective.
1
SD
2
D
3
N
4
A
5
SA
6. What are the co-instructor’s strengths?
7.
What could the co-instructor improve upon?
8.
Do the graduate co-instructor and faculty member coordinate their efforts well? Are there any discrepancies or
problems due to having two instructors involved in the course?
Page 4
MIDTERM FACULTY EVALUATION (Appendix B)
Co-Instruction
INSTRUCTOR’S
NAME
SEMESTER
COURSE NAME
YEAR
Please rate the graduate co-instructor you are supervising. Be honest, but make your feedback as
specific and constructive as possible. The form will be used to a) provide developmental
feedback to the co-instructor, b) help the Co-Teaching Coordinator determine the co-instructor’s
grade and c) make decisions about independent teaching. Thank you for your time.
Strongly Disagree
1
Disagree
2
Neither Disagree nor Agree
3
1. The co-instructor is reliable.
2. The co-instructor is prepared for lectures.
3. The co-instructor’s lectures are accurate.
4. The co-instructor’s lectures are interesting.
5. The co-instructor is committed to developing
effective teaching skills.
6. The co-instructor had valuable input on exam
questions.
7. The co-instructor uses class time productively.
8. The relationship between the co-instructor and
class helped create a positive learning environment.
9. The co-instructor provides constructive feedback
to students.
11. The co-instructor’s grading is fair.
12. Overall, the co-instructor is effective.
1
SD
1
SD
1
SD
1
SD
1
SD
1
SD
1
SD
1
SD
1
SD
1
SD
1
SD
2
D
2
D
2
D
2
D
2
D
2
D
2
D
2
D
2
D
2
D
2
D
Agree
4
3
N
3
N
3
N
3
N
3
N
3
N
3
N
3
N
3
N
3
N
3
N
Strongly Agree
5
4
A
4
A
4
A
4
A
4
A
4
A
4
A
4
A
4
A
4
A
4
A
5
SA
5
SA
5
SA
5
SA
5
SA
5
SA
5
SA
5
SA
5
SA
5
SA
5
SA
12. What are the co-instructor’s strengths?
13. What could the co-instructor improve upon?
14. What recommendations do you have for the student in terms of developing effective teaching skills?
15. What do you anticipate will be the greatest challenge for the student while teaching independently?
Page 5
FINAL CO-INSTRUCTOR TEACHING EVALUATION (Appendix C)
CO-INSTRUCTOR NAME
FALL
INSTRUCTOR NAME
YEAR _________________
/
SPRING
/
SUMMER
(circle one)
COURSE NUMBER
You are being asked to evaluate your co-instructor on a number of factors that relate to effective teaching. Note that
you should only rate the teaching of your co-instructor, and not your regular instructor. The information you provide
will be used by the department and your co-instructor to improve his or her effectiveness as a teacher. Please be as
honest as possible. Your answers will be anonymous.
Thoroughly read each question and mark the box that corresponds with your answer.
1= Strongly Disagree 2= Disagree 3= Neither Agree nor Disagree 4= Agree 5= Strongly Agree
n/a= Does not apply
1
Class time is used effectively.
1
2
3
4
5 n/a
2
The co-instructor has an effective style of presentation.
1
2
3
4
5 n/a
3
The co-instructor was available outside of class time to meet with students.
1
2
3
4
5 n/a
4
The co-instructor appears knowledgeable about the subject matter.
1
2
3
4
5 n/a
5
The co-instructor is enthusiastic about the course.
1
2
3
4
5 n/a
6
The co-instructor encourages questions from students.
1
2
3
4
5 n/a
7
The co-instructor responds appropriately to student questions.
1
2
3
4
5 n/a
8
The co-instructor displays interest in students and their learning.
1
2
3
4
5 n/a
9
The co-instructor clarifies difficult concepts.
1
2
3
4
5 n/a
10
The co-instructor encourages critical thinking.
1
2
3
4
5 n/a
11
The co-instructor provides timely feedback to students.
1
2
3
4
5 n/a
12
The co-instructor seemed concerned with students’ progress.
1
2
3
4
5 n/a
13
OVERALL, the co-instructor has been effective.
1
2
3
4
5 n/a
Your responses to the following questions will be combined with the responses of the other students in
your class. The instructor will not view your responses until after the final grades have been assigned.
Please make your feedback as specific and constructive as possible.
What were the co-instructor’s strengths?
What could the co-instructor improve upon?
Did the graduate co-instructor and faculty member coordinate their efforts well? Were there any
discrepancies or problems due to having two instructors involved in the course?
Page 6
FACULTY FINAL EVALUATION (Appendix D)
Co-Instruction
INSTRUCTOR’S
NAME
SEMESTER
COURSE NAME
YEAR
Please rate the graduate student you are supervising. Be honest, but make your feedback as specific and
constructive as possible. The form will be used to a) provide developmental feedback to the co-instructor, b)
help the Co-Teaching Coordinator determine the co-instructor’s grade, and c) make decisions about
independent teaching. Thank you for your time.
1= Strongly Disagree 2= Disagree 3= Neither Agree nor Disagree
1. The co-instructor is responsive to student
1
concerns.
SD
2. The co-instructor is prepared for lectures.
1
SD
3. The co-instructor’s lectures are accurate.
1
SD
4. The co-instructor’s lectures are interesting.
1
SD
5. The co-instructor is committed to developing
1
effective teaching skills.
SD
6. The co-instructor uses class time productively.
1
SD
7. The co-instructor had valuable input on exam
1
questions.
SD
8. The relationship between the co-instructor and
1
class helped create a positive learning environment.
SD
9. The co-instructor provides constructive
1
feedback.
SD
11. The co-instructor seemed open to feedback and
1
constructive criticism.
SD
12. Grading by the co-instructor is fair.
1
SD
13. Overall, the co-instructor is effective.
1
SD
14. What are the co-instructor’s strengths?
4= Agree
2
D
2
D
2
D
2
D
2
D
2
D
2
D
2
D
2
D
2
D
2
D
2
D
5= Strongly Agree
3
4
N
A
3
4
N
A
3
4
N
A
3
4
N
A
3
4
N
A
3
4
N
A
3
4
N
A
3
4
N
A
3
4
N
A
3
4
N
A
3
4
N
A
3
4
N
A
n/a= Does not apply
5
SA
5
SA
5
SA
5
SA
5
SA
5
SA
5
SA
5
SA
5
SA
5
SA
5
SA
5
SA
15. What could the co-instructor improve upon?
16. What recommendations do you have for the co-instructor regarding developing effective teaching skills?