DEPARTMENT OF CURRICULUM AND INSTRUCTION
Co-teaching in Elementary Student Teaching Overview
This document provides an overview of the co-teaching model used in the Elementary Student Teaching
experience for principals, cooperating teachers, and students. It is compiled from materials developed by and
used in our program and some adapted from St. Cloud State.
Contents:
1. Program Overview Letter
2. Feedback from Cooperating Teachers and Principals
3. Co-teaching and Co-planning Overview
a. Co-teaching Strategies
b. Myths and Realities
4. Tracks for Sharing Responsibility
5. Continuum of Solo Experience
6. Roles and Responsibilities of Teacher Candidates and Cooperating Teachers
7. Welcoming your Teacher Candidate
Please do not reproduce materials for use outside the Purdue University Elementary Education Program without
express permission. For permission, please contact:
Phillip J. VanFossen, Ph.D.
Head, Department of Curriculum and Instruction
James F. Ackerman Professor of Social Studies Education,
Director, Ackerman Center for Democratic Citizenship, and
Associate Director, Purdue Center for Economic Education
College of Education
Purdue University
vanfoss@purdue.edu
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Copyright 2014 College of Education, Purdue University
Purdue University Co-teaching in Elementary Education Student Teaching
Purdue University has adopted a new vision and model for our teacher candidates' culminating field
experience. This model is based on St. Cloud State University's work (supported with a Teacher Quality
Enhancement Grant) to use co-teaching strategies considered best practice in special education to transform the
mentoring process for all new teachers. We believe that this particular approach also maps well onto the RISE
evaluation system.
Benefits and Purposes of Co-teaching:
Provide the teacher candidate with the modeling and support needed to develop teaching skills by being
more involved in the planning process from the beginning of the placement. Co-teaching scaffolds the teacher
candidate's leadership in the classroom so that s/he is fully prepared to assume responsibilities. This approach
also provides teacher candidates with important collaboration and communication skills, including experience
directing other adults in their classroom.
Provide the cooperating teacher with a partner, both in planning and teaching, who will make it possible to
address student needs more effectively throughout the day. Co-planning means the classroom teacher will be
able to focus more energy on planning for specific groups of students and differentiate instruction more
consistently and effectively. Co-teaching also gives the cooperating teacher time and/or support for conducting
one-on-one assessments to better target instruction.
Provide the students with additional support by lowering the student-teacher ratio and providing
opportunities for small group instruction. Smaller group instruction often makes students feel more comfortable
asking and answering questions, allows for a variety of instructional strategies that may fit their learning styles
better, and makes active, hands-on learning more manageable and successful.
What does Co-teaching / Co-planning look like?
Co-teaching means that two teachers are actively involved in the planning, organization, delivery and
assessment of instruction. Co-teaching strategies will be taught to both mentor teachers and teacher candidates
and can be varied to support different academic goals and student needs throughout the day.
These strategies include:
one teacher delivering whole group instruction while the other is supporting individuals around the room or
conducting a focused observation of the teacher or students
team teaching, where teachers jointly present instruction
parallel teaching, where each teacher works with half the group to teach the same lesson in a more
beneficial student-teacher ratio
various structures of small group work for truly differentiated instruction
In order for teacher candidates to develop necessary skills, the roles of the co-teachers will shift from the mentor
teacher taking the lead in most planning and instruction, to each having balanced roles and contributing equally
to the classroom, to a period of leadership for the teacher candidate to fully experience planning, teaching, and
assessment responsibilities.
How is it different from what student teachers used to do?
Cooperating teachers and teacher candidates will participate in co-teaching and co-planning training activities
online and in a paired workshop. These experiences will focus on developing communication and collaboration
skills and getting to know each other before starting to work together.
Highly prepared teacher candidates should still have a period of true solo teaching, but the goal for most will be
to take over planning and most instruction while the cooperating teacher employs co-teaching strategies in
working with small groups.
The cooperating teacher will be working more closely with the teacher candidate to co-plan and co-teach
throughout the semester. Therefore it is appropriate that the cooperating teacher also have a greater role in
assessing the performance of the teacher candidate. The team of cooperating teacher, teacher candidate, and
university supervisor will have three-way conferences at three points in the semester to reflect on the
preparedness of the teacher candidate, the success of co-planning and co-teaching for the team, and finally to
assess the performance of the teacher candidate.
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Copyright 2014 College of Education, Purdue University
Why now?
Our classrooms have increasingly diverse needs and often greater numbers of students. Co-teaching is a proven
way to improve the student-teacher ratio and to assist in differentiating instruction.
With the increased focus on teacher accountability through RISE and high-stakes testing, it is important to be
certain that the experience of having a teacher candidate improves student learning in the classroom. Coplanning means that the cooperating teacher is always supporting and often directing planning to ensure that
instruction is effective, while modeling the thinking behind the planning for the teacher candidate. More
frequent conferences with the University Supervisor ensure that a teacher candidate is given only as much
responsibility in the classroom as is appropriate to the development of his/her skills.
The co-teaching process also provides a way for cooperating teachers to focus on improving their own skills.
Articulating one's thinking about the connections among assessment, planning, and instruction can lead to more
effective implementation. Having another set of eyes, ears, and hands makes using time effectively and checking
for understanding easier to implement. Small group instructional opportunities give teachers opportunities to try
out new activities and techniques in a setting that is easier to manage. Using the RISE rubric to assess teacher
candidates will help cooperating teachers become more familiar with it and increase their awareness of evidence
of effective teaching in their own performance.
How do we know this works?
As part of the TQE grant work at St. Cloud State University, they have conducted case studies and collected
student achievement data over a period of years. These data show statistically significant increases in 1-6th
grade reading scores compared to both traditional student teaching placements and classroom mentor teachers
alone. More detailed data is available by request.
Purdue has conducted surveys of candidates, cooperating teachers and principals during the development and
initial implementation of co-teaching.
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Copyright 2014 College of Education, Purdue University
Cooperating Teacher Surveys
Student impact Spring and Fall 2013:
Question
Our students learned more by
having two teachers teaching
together
Our students received more support
and had more time on task than
they would have with one teacher
Our students received more support
and time on task than they would
have with a traditional student
teaching plan
I would recommend co-teaching to
cooperating teachers because of its
positive impact on student learning
Question
We were able to co-plan well so
that each teacher knew what
would be happening in class
everyday
We each brought ideas and
resources to planning time
throughout the semester
I was comfortable with the
amount of time it took us to coplan
We had enough support (e.g.,
from the Supervisors, from the
'pairs workshop') to successfully
co-plan
We were able to transition from
the cooperating teacher leading
planning to the teacher candidate
leading planning
Agree
Neither
Agree
nor
Disagree
Disagree
Strongly
Disagree
Total
Responses
16
14
5
6
2
2
0
0
22
17
16
5
6
1
0
0
0
22
14
14
6
5
3
3
0
0
22
16
16
4
4
3
2
0
0
22
Strongly
Agree
Strongly
Agree
Agree
Neither
Agree
nor
Disagree
17
14
5
7
1
1
0
0
22
14
16
8
5
1
1
0
0
22
15
15
7
5
0
2
0
1
0
22
14
14
7
7
2
0
1
0
22
13
16
9
4
2
1
0
0
22
Disagree
Strongly
Disagree
Total
Responses
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Copyright 2014 College of Education, Purdue University
Comments from Cooperating Teachers:
This is a wonderful model for our students. They were able to reap the benefits of having 2 teachers on a daily
basis. Advanced students, struggling students, and students with behavior problems were assisted on a timely
basis. Spring 2013
There was an extra set of hands, she learned the classroom procedures/operations, etc. and could take over
and continue the lesson. Vocabulary needed for the subjects was learned as was the content all semester, not
just when they were doing their lesson. If I needed to chat with a parent, there was a qualified person to carry
on. If the principal came in to see me, the other one of our team was right there to carry on. We both knew
what was happening all the time. Great benefit to the students. Spring 2013
The greatest benefit was supporting the teacher candidate and increasing her confidence. She always knew
that a cooperating teacher was in the same room and could help out at anytime. Fall 2013
I learned some great new ideas from her! She was not the only one learning. Fall 2013
Co-teaching allowed me to still be a part of my classroom, and students were able to benefit from always
having an additional teacher in the room for help. Co-teaching also forced me to grow professionally because I
needed to be able to explain my rationales for all lessons and procedures in the classroom, which is something
I haven't revisited for a while. Fall 2013
I think the greatest benefit of co-teaching, for the TC, was that the students saw the TC as a 'teacher' from the
first day. They listened to her and formed meaningful relationships with her because of her interactions with
them, starting the first day. In that way, she was able to teach lessons and not have to worry much about
classroom management, right from the beginning. She was able to take on more planning and more teaching
as she was ready and learned more about our curriculum. The greatest benefit for co-teaching or the
students was the huge benefit of having two teachers in the room. We were able to conference with twice as
many people, observe twice as fast, assess twice as fast etc. The students’ academic growth because of the
having two teachers in the room was a huge benefit. For me, the greatest benefit of co-teaching was being
able to stay active with my class throughout the experience. I think it is important for students not to 'loose' a
teacher while a TC is teaching and likewise, since the TC could observe and teach at the same time, we never
'lost ' a teacher. In addition, I think the best planning comes from gathering all of your resources and data. We
would discuss what we noticed after a lesson, how individual students performed (especially students we were
concerned about). In this way, we would be better able to plan lessons that really fit the needs of the class. In
addition, we could both run ideas by each other before we planned something so that we had two minds
thinking about something instead of one. Fall 2013
Student impact - having 2 teachers with a class of over 30 students is so ideal. Fall 2013
This experience has allowed me to become a huge supporter for the co-teaching model rather than the
traditional student teaching model! Fall 2013
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Copyright 2014 College of Education, Purdue University
Principal Feedback Fall 2013
What has been the academic impact for students in the classroom(s) with a co-teaching teacher
candidate?
#
1
2
3
4
5
Answer
Significant positive academic impact
Some positive impact
No impact
Negative impact
Significant negative impact
Total
Response
11
12
0
0
0
23
%
48%
52%
0%
0%
0%
100%
What has been the impact of the co-teaching model on the cooperating teacher(s)?
#
1
2
3
4
5
Answer
Greatly strengthened his/her teaching by supporting
reflection and adoption of new strategies
Strengthened his/her teaching
No change
Weakened his/her teaching by dividing the focus between
the students and the teacher candidate
Greatly weakened his/her teaching
Total
Response
%
3
13%
18
2
78%
9%
0
0%
0
23
0%
100%
All other factors being equal, how well prepared for classroom teaching do you think candidates
who have a co-teaching experience are relative to a traditional, turn-taking model of student
teaching?
#
1
2
3
4
5
Answer
Much better prepared
Better prepared
Same level of preparation
Not as well prepared
Much less prepared
Total
Response
6
11
3
1
0
21
%
29%
52%
14%
5%
0%
100%
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Copyright 2014 College of Education, Purdue University
Co-teaching and Co-planning Overview
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.
Both teachers are actively involved and engaged in
all aspects of instruction.
Adapted from Copyright 2011, St. Cloud State University, Teacher Quality Enhancement Center
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
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Co-Teaching Strategies & Examples
The 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.
Strategy
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.
A
One Teach,
One Observe
Example: One teacher can observe students for their understanding of directions while
the other leads.
B
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.
A
One Teach,
One Assist
B
Example: While one teacher has the instructional lead, the person assisting can be the
“voice” for the students when they don’t understand or are having difficulties.
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.
A
Station
Teaching
B Example: One teacher might lead a station where the students play a money math game
and the other teacher could have a mock store where the students purchase items and
make change.
Parallel
Teaching
A
B
=
Example: Both teachers are leading a question and answer discussion on specific current
events and the impact they have on our economy.
A
Supplemental
Teaching
B
A
B
Alternative
Teaching
Same content,
different method
Team
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. This strategy facilitates effective
differentiation of instruction.
Example: One teacher may work with students who need reteaching of a concept while
the other teacher works with the rest of the students on enrichment.
Same content,
different level
A
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.
B
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. This strategy facilitates effective differentiation of instruction.
Example: One instructor may lead a group in predicting prior to reading by looking at the
cover of the book and the illustrations, etc. The other instructor accomplishes the same
outcome but with his/her group, the students predict by connecting the items pulled out
of the bag with the story.
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.
Example: Both instructors can share the reading of a story or text so that the students
hear two voices. Adapted from Copyright 2011, St. Cloud State University, Teacher Quality Enhancement Center
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Co-Teaching Myths/Realities
Myth #1 – Co-teaching means having two teacher candidates in a classroom.
REALITY: Only one teacher candidate is in a classroom. The co-teaching occurs between the cooperating teacher
and the teacher candidate.
Myth #2 –Teacher candidates must be left on their own to sink or swim.
REALITY: Teacher candidates in co-teaching settings are supported in their efforts to becoming a licensed
professional. The cooperating teacher models and assists as the teacher candidate acquires the knowledge and skills
of teaching. This is in sharp contrast to the sink or swim model that assumes the teacher candidate must learn how
to become a teacher on their own.
Myth #3 – Co-teaching inhibits a teacher candidate’s ability to develop classroom management skills.
REALITY: Rather than having to manage a classroom all alone, a teacher candidate has the support necessary to
implement effective classroom management strategies. As the skills are gained, the teacher candidate takes the
lead to make sure he/she can manage the classroom without support.
Myth # 4 – Teacher candidates don’t get enough solo teaching time with co-teaching.
REALITY: Teacher candidates must have opportunities to teach all alone. The amount of time a candidate is left
totally alone varies and is based on their skills in managing a classroom. It is important that the teacher candidate
demonstrate that they can handle a classroom all by themselves.
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 co-teach effectively, the
cooperating teacher and teacher candidate must have shared planning time. However, the benefits of co-planning
are huge. Teacher candidates get a much deeper understanding of the entire curriculum through co-planning and cotaught lessons lead to increased academic performance of P-12 students making the time spent in planning beneficial
for all.
Myth#6– Teacher Candidates will never have full responsibility of the classroom.
REALITY: For a period of time, each 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.
Myth #7 – Co-teaching is not the “real world”. When a 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.
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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. Coteaching can be especially effective at the secondary level as teachers are dealing with larger class sizes and greater
diversity of students.
Myth #9 – 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 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 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. Teacher Candidates entering the
workplace must be able to work with a variety of learning and teaching styles. Through workshops, 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 teacher candidate when they are teaching solo.
REALITY: When a supervisor observes a 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 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 2011, St. Cloud State University, Teacher Quality Enhancement Center
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
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Suggested tracks for responsibility based on TC preparedness
Feel free to create your own variation, considering these as suggestions for how to think about the development of lead and solo teaching.
Week 1
2
3
4 3-way
5
6
7
conference
HIGH PREPAREDNESS:
TC consistently performs
above expectations
CT Lead planning and
teaching
TC co-teaching, taking on
some routine
responsibilities,
conducting focused
observations *
CT Lead planning
and teaching. Goal
to try all coteaching strategies
during this time to
get comfortable.
Becoming more
balanced.coplanning and
teaching
LOW PREPAREDNESS:
TC is not able to independently
meet expectations
Week 9
10
11
8 Benchmark
3-way conference
High preparedness: TC lead planning
TC lead planning,
and lead teaching balanced teaching
to gain experience.
TC lead planning,
lead teaching
Solo planning
Lead teaching
Balanced coplanning and
teaching.
Balanced or TC
lead planning.
TC lead planning,
balanced teaching
Low preparedness: Co-planning and
Becoming more
**
teaching with CT in balanced
lead.
Balanced
TC lead planning,
balanced teaching
12
15 3-way final
16
TC taking lead to
Balanced
gain experience co- responsibilities.
planning and
teaching,
13
14
conference
HIGH PREPAREDNESS:
TC solo planning and
lead teaching
Solo planning and
lead teaching
Selected sections of
the day could be
solo taught
Solo planning,
Solo planning and
lead teaching
solo teaching.
Selected sections of
the day could be
solo taught
Solo planning and
solo teaching.
Balanced
responsibilities.
CT lead.*
TC may choose to
continue to co-teach
through week 16 & 17
for additional
experience
TC Lead planning and
lead teaching
Solo planning and
lead teaching
Solo planning and
lead teaching
Selected sections of
the day could be
solo taught
Solo planning and
lead or solo
teaching
Selected days could
be solo
Solo planning and Balanced
lead teaching
responsibilities.
Selected days could
be solo taught
CT lead.*
TC may choose to
continue to co-teach
through week 16 & 17
for additional
experience, especially in
placements with a late
start date
LOW PREPAREDNESS:
TC lead planning and
balanced teaching
TC lead planning,
balanced teaching
Solo planning and
lead teaching.
Selected sections of
days could be solo
taught
Solo planning and
lead teaching
Selected sections
or whole days
could be solo
taught.
Balanced
responsibilities.
CT lead.*
TC may choose to
continue to co-teach
through week 16 & 17
for additional
experience, especially in
placements with a late
start date
CT lead
* TC may also observe in other classrooms in the building, visit specialists, or meet with other school professionals such as counselors, and administrators.
**Low-preparedness note: Highest possible grade with only limited lead and/or solo will be a "B" (with consideration for unusual circumstances)
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Copyright 2014 College of Education, Purdue University
Responsibility level descriptions
Balanced planning:
Teachers use co-planning sessions to lay out broad goals for lessons and discuss strategies and resources together. Each
teacher does detailed planning for some lessons, some may be planned completely together. Each teacher has responsibility for preparing materials.
Lead planning:
TC comes to co-planning sessions with outlines of plans including all purposes and objectives, and collaboratively discusses specific
strategies and resources with the CT. The final decisions about which strategies or resources to use, as well as the detailed planning of lessons, are
mostly the responsibility of the teacher candidate. All candidates should have a significant period of lead planning.
Solo planning:
TC does all the detailed planning and directs the CT in supporting instruction through the use of co-teaching strategies. Coplanning sessions are times when the TC reviews plans with the CT, but is not asking for support and resources. If there are any concerns about
standards, content or appropriate delivery, the CT should ask guiding questions such as “Have you considered how these students will respond to this
lesson?” or “Are you meeting all the standards we are supposed to focus on this week?” Only well-prepared candidates who have demonstrated
competence in lead planning need to have a period of solo planning. It may be a helpful option to have a week of solo planning followed by a week of
lead planning followed by a week of solo planning to scaffold learning.
Balanced teaching:
Shared teaching responsibilities. Many lessons are co-taught but those that are “One teach” are balanced between the CT
and TC leading. Leading transitions, guiding non-academic parts of the day, grading, and administrative responsibilities are shared. Specific
responsibilities should rotate during this phase to give the TC experience in all responsibilities before lead teaching.
Lead teaching:
Teacher candidate is actively teaching in every lesson, using whatever co-teaching strategies are most effective. When “One
teach” lessons are used, they are taught by the candidate. The candidate is responsible for leading all transitions, managing all non-academic parts of
the day, and doing most, if not all, administrative tasks including grading and documentation of learning. All candidates should have a significant period
of lead teaching.
Solo teaching:
Teacher candidate is responsible for everything listed in lead teaching, but the emphasis of strategies is shifted so that the
cooperating teacher is less evident in the classroom. The CT will continue to work with small groups and individual students as directed by the TC, but is
more often working with those students outside of the classroom. More “One teach” strategies are used with the CT conducting focused observations
to give the candidate feedback or to observe student performance. The CT may choose to be completely out of the classroom for entire days, but
probably not entire weeks. Only candidates who have shown competence in lead teaching and solo planning should have true solo teaching.
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Copyright 2014 College of Education, Purdue University
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Copyright 2014 College of Education, Purdue University
Teacher Candidate Roles and Responsibilities
Attitudes and Traits:














Come ready to learn; be enthusiastic and show initiative
Introduce yourself to team members and school personnel
Ask questions and discuss professional issues
Share ideas and work cooperatively; be flexible
Help with all classroom responsibilities…record keeping, grading, etc.
Know your content and be a continuous learner
Plan engaging, standards based lessons
Know and implement co-teaching strategies
Accept feedback and put suggestions for improvement into practice
Be proactive in initiating communication with your triad members
Demonstrate respectful behaviors
Be reflective about your practice
Be patient with yourself and your cooperating teacher
Be a sponge; learn all you can from everyone in the building
Gathering Information:
Before your placement starts and in the first few weeks:












Know the beginning and ending dates of semester.
Know the beginning and ending of the contract day.
School calendar (Teacher candidates follow the district calendar).
Know any additional meetings you will be expected to attend (anything CT attends and you are allowed, you should attend)
Review the curriculum to be covered in the course.
Check out textbooks and other teaching materials from the cooperating teacher.
Obtain from the cooperating teacher a Faculty Handbook and Student Handbook and review all regulations and routines.
Learn the Classroom Management Plan.
Learn about the school and community; gather contextual factors.
Locate school resources and facilities to be used (i.e., library, textbook room, audio visual/ supply room, workroom, faculty lounge,
auditorium, counseling facilities, etc.)
Meet other members of the staff, i.e., principal and assistant principal, librarian, counselors, teachers’ aides, etc.
Become acquainted with the students; learn their names; gather information about them.
Co-planning and Co-teaching:









Participate fully in co-teaching from the first day of placement and gradually take on lead teaching responsibility.
Express enthusiasm for assuming teaching responsibilities.
Observe and discuss class interactions with the teacher.
Schedule and participate in separate planning sessions and feedback sessions with your Cooperating Teacher weekly throughout the
experience.
Plan cooperatively for instruction. The plans should include, but not be limited to, objectives, academic standards, the subject matter to be
covered, the procedures to be used, lesson closure, audiovisual materials and other supplies needed, differentiation of instruction, supports
and accommodations for special needs, and evaluation of pupil achievement.
Utilize a variety of teaching materials and strategies in order to determine those which are most appropriate.
Develop and implement procedures for managing the class effectively during instruction, incorporating various groupings and presentation
techniques.
Participate in the evaluation and documentation of student progress and attendance.
Demonstrate an ability to continually assume greater responsibility in conducting the classes.
Meeting Professional Expectations:





Contact the school, cooperating teacher, and the University supervisor if illness prevents attendance.
Become involved in the total school program by participating in school assemblies, faculty and department meetings, P.T.A. meetings, athletic
events, stage productions, parent teacher conferences, in-service activities, etc.
Confer with the University supervisor on a regular basis.
Complete all requirements specified by the Elementary Education program.
Observe, if appropriate at the end of the semester, the teaching of other master teachers in the building.
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Copyright 2014 College of Education, Purdue University
Cooperating Teacher Roles and Responsibilities
Mentor the teacher candidate through a variety of changing roles by being:




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A role model and teacher
A partner in co-planning and co-teaching
A constant observer who gives feedback
A consultant who remains in the classroom but gives increasing freedom
An advisor who removes herself or himself from the classroom so that the teacher candidate can experience what it is like to teach on one’s
own, but who is still available to provide advice and guidance.
Be a supportive and collaborative partner in the co-teaching experience:
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Help the teacher candidate feel comfortable and welcome
Review school policies and procedures
Encourage teacher candidate to get involved in school activities
Share materials and ideas
Assist the candidate in developing standards based lessons
Observe and provide constructive feedback
Know and implement the co-teaching strategies
Mentor and guide the teacher candidate
Model effective teaching strategies and professional behavior
Be flexible; allow the teacher candidate to try new ideas
Communicate expectations
Be understanding and patient
Maintain consistency and accountability
Develop own understanding of co-teaching and strong communication with TC:
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Complete learning activities provided on the basics of co-teaching and expected feedback activities
Participate in Pairs workshop with TC before the beginning of placement.
Support Teacher Candidate in completing required components of the experience:
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Help the teacher candidate create or obtain an accurate classroom schedule.
Help the teacher candidate choose an acceptable unit topic for the Unit Assignment.
If possible, help the teacher candidate find other classrooms to observe in other schools after the teacher candidate has completed his or her
time in your classroom.
Participate in the assessment of the Teacher Candidate
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Inform the university supervisor about the teacher candidate’s progress and professionalism throughout the experience.
Complete "Progress Reflection" periodically throughout experience and turn in to University Supervisor as requested.
Have separate, scheduled co-planning and feedback sessions with TC at least weekly throughout experience.
Participate in three-way conference with University Supervisor and Teacher Candidate to determine preparedness and select track for coteaching responsibilities in week 4.
Participate in three-way Benchmark Conference using the “Benchmark Student Teaching Evaluation” form at the end of week 8. Prior to the
conference, both the cooperating teacher and the teacher candidate should fill out the “Benchmark Student Teaching Evaluation” form.
Benchmark Evaluation Forms do not need to be formally written. Their primary purpose is to benefit the teacher candidate’s future growth in
the classroom. A copy of both the teacher’s and the teacher candidate’s evaluations should be given to the university supervisor after the
conference.
Participate in a final three-way conference and complete the “Final Student Teaching Evaluation” form. The original “Final Student Teaching
Evaluation” form should be given to the teacher candidate. A copy should be given to the university supervisor.
Recommend a final grade to the university supervisor.
Sign the "Student Teaching Verification Sheet" before the teacher candidate gives this to the university supervisor.
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Copyright 2014 College of Education, Purdue University
Welcoming Your Teacher Candidate
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Arrange to meet with your teacher candidate before the official start of the experience. Spend
time learning about one other as people, not just as educators.
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Introduce the teacher candidate to other faculty members, support personnel and administrators.
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Tour the school...staff work areas, the lounge, adult restrooms, etc.
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Post the teacher candidate’s name (Mr./Ms. Smith) along with your name near the classroom door.
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Send a note to families to let them know you will have a teacher candidate co-teaching with you
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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, the current read-aloud book,
etc.
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Provide a picture of the class or individual students to help the teacher candidate learn names more
quickly.
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Review items in the faculty handbook that directly affect the teacher candidate: the contractual
day, issues related to school security, etc.
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Share that “bit of information” that matters: “There is a ‘Peanut Free’ table in the cafeteria” or
”Staff members never park in Lot A.”
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Explain any staff activities or special events the teacher candidate could choose to participate in or
attend.
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Discuss classroom rules and expectations for student behavior as well as acceptable rewards and
consequences. Review the student handbook.
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Assemble a binder with useful information including class lists, daily schedules, classroom rules,
discipline referral forms, etc.
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On a desk-top calendar or planner, mark important dates for faculty meetings, your week for hall
duty, school-wide music programs, etc.
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Start a file with your favorite tried-and-true activities and good teaching ideas. Encourage your
candidate to add to it throughout the experience.
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Leave an inspirational quote or article related to teaching on the candidate’s desk that might spark
an interesting discussion.
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Gestures of kindness, no matter how small, have a positive impact.
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If your teacher candidate will start later in the school year, send an email or letter from the class a
few weeks before to share information about current units, upcoming special events, etc.
Copyright 2011, St. Cloud State University, Teacher Quality Enhancement Center
Research Funded by a US Department of Education, Teacher Quality Enhancement Grant
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