Roles and Responsibilities
The internship process and student teaching are collaborative efforts that require the resources of
UNCG, the local education agency (LEA) – school districts and individual schools – and the
community. Those most directly involved in making internships and student teaching successful
experiences are cooperating teachers, school principals/agency directors, university supervisors, the
placement coordinator, and the interns/student teachers themselves. Each of these individuals makes
unique contributions to the pre-service teacher’s professional development.
The Intern/Student Teacher
The intern/student teacher works closely with the cooperating teacher who is responsible for the
classroom in which (s)he is placed. This individual is a UNCG student seeking teaching licensure but
may be completing a variety of clinical experiences, from field observation to full-time student
teaching (see Types of Field Experiences). As students of teaching, interns/student teachers are
expected to engage in observations, co-planning and co-teaching, and independent planning and
teaching with the support of their cooperating teachers in order to build capacity toward extended
lead teaching to occur during the final, student teaching semester (see Guidelines for Student
Teaching).
In the transition from students to professionals, the intern/student teacher should…
1. Keep the university supervisor informed about classroom schedules and events.
2. Direct questions or concerns to the cooperating teacher, university supervisor, or other
appropriate supervisor.
3. Schedule observations and conferences with the cooperating teacher and university supervisor.
4. Provide observers with copies of plans and materials.
5. Confer regularly with the cooperating teacher and university supervisor regarding progress and
concerns.
6. Meet regularly with the cooperating teacher to plan for instruction.
7. Prepare written lesson and unit plans according to both cooperating teacher and university
supervisor expectations.
8. Arrange to share all plans and materials with the cooperating teacher in a timely manner in order
to allow for appropriate feedback and adjustment if needed.
9. Engage in reflective practices as required by university supervisors and/or course instructors.
10. Prepare for and participate in field-experience-related seminars.
11. Participate in orientation activities, faculty meetings, PTSA meetings, and other school-based
functions unless in conflict with required university activities.
12. Initiate introductions to school/agency faculty, staff, and administrators.
13. Notify the cooperating teacher, university supervisor, and other appropriate supervisor in the
event of an absence (prior to the absence).
14. Comply with the school/agency absence policies and have substitute teacher plans available if
scheduled to teach.
15. Dress and behave professionally in accordance with school/agency expectations.
16. Take initiative in asking questions, seeking resources, inviting feedback, and creating learning
opportunities.
17. Reflect on teaching and learning practices through formal discussions and assignments and
informal practices.
18. Observe teachers and students and relate observations to theory, content knowledge, and
professional skills.
19. Prepare a professional portfolio through TaskStream.
20. Participate in school-based and university-based Professional Learning Communities.
The Cooperating Teacher
The intern/student teacher works closely with the teacher who is responsible for the classroom in
which (s)he is placed. This cooperating teacher, in guiding the progress of an intern/student teacher,
will be a member of a team collaborating in the preparation of teachers. The cooperating teacher
should recognize that an intern/student teacher is a developing professional and should create and
maintain an environment that is conducive to the intern’s/student teacher's professional growth.
In keeping with her/his responsibilities, the cooperating teacher should…
1. Participate in cooperating teacher training offered by UNCG, including completion of the online
TGAP module (email Dr. Cheryl Greenberg for an invitation to the course) and the summer
Clinical Teacher/OSTE Training (email Christina O’Connor for dates).
2. Identify the intern’s/student teacher's personal and professional qualifications and assist the
intern/student teacher in adjusting to the school setting.
3. Work with the university supervisor in planning a well-balanced program of learning activities
consistent with the teaching assignment.
4. Provide the intern/student teacher with a place to work and store personal items.
5. Acquaint the intern/student teacher with the school’s administration, appropriate faculty,
background of the students, class schedules, curriculum materials, and equipment.
6. Acquaint the intern/student teacher with school regulations, reports to parents, extracurricular
activities, and school patterns.
7. Explain school policies and procedures for evaluation and grading of students and assist the
intern/student teacher in the evaluation of students.
8. Conduct regular formal and informal conferences with the intern/student teacher to plan, share
information, answer questions, evaluate the intern’s/student teacher’s professional performance,
and make appropriate decisions.
9. Encourage the intern/student teacher to participate in non-instructional activities such as faculty
meetings, professional meetings, school organizations, and school-related activities.
10. Develop an overall plan for observation and evaluation. This plan should be discussed with the
intern/student teacher and university supervisor before the student teacher assumes full-time
teaching responsibilities. This includes evaluations using the TGAP and CDAP and evaluation of
the candidate’s Teaching Portfolio, as decided by the university supervisor and cooperating
teacher.
11. Participate in evaluation of the intern’s/student teacher’s performance and complete and submit a
CoTC that documents this evaluation of the final internship, if the candidate is completing an
entry level teaching licensure program. Forms are sent to OSS as directed by the placement
coordinator.
NOTE
It is important that, if the cooperating teacher has concerns about the candidate’s performance or dispositions,
(s)he consult with the university supervisor and/or placement coordinator as quickly as possible.
The School Principal/Agency Director
The school principal/agency director is very important to the overall success of the internship and
student teaching experience. The administrator gives direction and leadership to the school/agency
and sets the tone for the environment in which the intern/student teacher works. In addition to
participating in the selection of the cooperating teacher, the school administrator should…
1. Coordinate the placement of interns/student teachers with the placement coordinator through
direct recommendations or referral to a third party responsible for field placements at the
school/agency.
2. Aid in the orientation of interns/student teachers to the school community and the general
operation of the school.
3. Make administrative provisions for adequate conferences between the cooperating teacher and
the intern/student teacher and participate in conferences when desirable.
4. Provide the intern/student teacher opportunities to participate in staff meetings, school-related
activities, and school planning.
5. Work closely with the university supervisors to ensure that the experience of the intern/student
teacher is meaningful for the intern/student teacher and beneficial to the students.
6. Be available to sign the CoTC at the end of student teaching or appoint a designee for this task.
The University Supervisor
The university supervisor serves as a liaison between the university and the school/agency. The
university supervisor visits and observes interns/student teachers in the school, evaluates student
teaching performance, and discusses observations with the intern/student teacher and cooperating
teacher as a part of a continuous, systematic evaluation process.
The university supervisor has the overall responsibility for ensuring that student teaching is a
rigorous, intellectual, educational experience. In keeping with her/his responsibilities, the university
supervisor should…
1. Act as liaison in acquainting the public school/agency personnel with the philosophy and
objectives of the student teaching program.
2. Provide information to the cooperating teacher relating to the supervision of interns/student
teachers.
3. Visit and observe the intern/student teacher five or more times during the semester, including a
minimum of one time every two weeks during the student teacher’s full-time teaching experience.
4. Provide a written evaluation after each visit to be given to the intern/student teacher within two
days of the visit.
5. Confer with the intern/student teacher after each evaluation to discuss strengths and make
suggestions for improvement.
6. Ensure open lines of communication among interns/student teachers, cooperating teachers, and
university supervisors.
7. Complete a formal evaluation of the student teacher at the end of the student teaching period
using the TGAP and CDAP.
8. Participate in evaluation of the intern’s/student teacher’s performance and complete and submit a
CoTC that documents this evaluation of the final internship, if the candidate is completing an
entry level teaching licensure program. Forms are sent to OSS as directed by the placement
coordinator.
9. Assign a final grade for the student teaching placement.
10. Complete all other paperwork/forms as appropriate, including scoring all TGAP, CDAP, and
Portfolio Evidences on TaskStream no later than the day of graduation each semester.
11. Work within the guidelines of the Professional Behavior Intervention Procedures, addressing
problems in a professional manner and as quickly as possible.
12. Discuss with the Director of the Collaborative for Educator Preparation situations that may lead to
the removal of an intern/student teacher from a school placement before any action is taken.
NOTE
If the university supervisor, in evaluating candidate performance and dispositions, determines that there are
difficulties with the candidate’s continuation or progression in the program or with satisfactory completion of
the program, (s)he must consult with the department chair. The chair and university supervisor must then
notify the Director of the Collaborative for Educator Preparation.
The Academic Coach
The academic coaches hired through Project ENRICH are clinical faculty members who work with
faculties of partner schools in Guilford County Schools and Winston-Salem/Forsyth County Schools
with the mission of linking the university campus and the school district for the purpose of
establishing and maintaining program coherence. The academic coach is responsible for ensuring that
administrators and teachers in partner schools understand the role of the cooperating teacher, have
knowledge of and understand the UNCG Teacher Education programs, and are prepared to serve as
a training site for future teachers. The academic coach is also responsible for establishing learning
communities in the partner schools and providing professional development for partner school
faculty.
In fulfilling the responsibilities of this position, the academic coach should…
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Share exemplary practices and provide models and examples.
Observe clinical teachers and provide feedback.
Conference with clinical teachers about co-teaching and teacher development.
Provide training for and monitor the use of formative assessment tools such as the TGAP and
CDAP.
Plan, facilitate, and monitor professional development activities for partner school faculty.
Facilitate collaboration, the sharing of ideas, and the celebration of successes.
Provide resources.
Collaborate with school administrators and university faculty regularly for reflection and
planning.
Perform other professional development and liaison related duties as needed.
The Placement Coordinator
The placement coordinator serves as a liaison between the university and the school district and
school or agency. The placement coordinator communicates with district and school (or agency)
personnel responsible for the recommendation and assignment of cooperating teachers and the
university supervisors responsible for the recommendation and assignment of interns/student
teachers to coordinate appropriate placements for clinical experiences. In keeping with her/his
responsibilities, the placement coordinator should…
1. Maintain current (within most-recent five years) Memorandums of Understanding (MOUs) with
partner district/agencies.
2. Coordinate the placement of interns/student teachers with the school principal or other identified
school/agency-based placement representative (e.g., Curriculum Facilitator, School Counselor,
Department Chair) according to the needs of both the school/agency and the university.
a. NOTE: For some licensure programs housed outside of the School of Education (SOE),
program-specific placement coordinators will coordinate their program’s own placements
with partner districts/schools/agencies.
3. Match recommendations made by district and school (or agency) personnel with those made by
the university supervisors in order to provide interns/student teachers the greatest possible
opportunity for professional growth.
4. Communicate relevant timelines and expectations between district/agency partners and licensure
programs.
5. Distribute informal evaluations via email twice each semester (middle and end) to allow for early
notification of concerns regarding individual interns/student teachers and/or specific
placements.
6. Communicate concerns regarding the required criminal background check and professional
liability insurance to interns/student teachers and secure appropriate documentation for
district/agency partners.
7. Collect Certificates of Teaching Capacity (CoTCs) from cooperating teachers/university
supervisors as a final evaluation of a candidate’s performance.
8. Maintain current and longitudinal records of all field placements by all licensure programs in
order to ensure diversity of placements.
NOTE
For licensure programs housed outside of the School of Education (e.g., Music Education) as well as some
graduate programs (e.g., Educational Leadership), program-specific placement coordinators will arrange field
placements for their program’s own students and provide the completed placement information to the SOE
placement coordinator. The SOE placement coordinator will share placement related information from the
districts (e.g., list of approved cooperating teachers) to all program coordinators and program-specific
placement coordinators and will provide a master list of all arranged placements to the appropriate district
personnel.