University of West Georgia
College of Education
COOPERATING TEACHER
Handbook for Internship
2014-2015
Teacher Education Programs
University of West Georgia
College of Education
Office of Field Based Preparation
Education Annex 209
Carrollton, GA 30118
678-839-5162
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Dear Cooperating Teacher:
Thank you! Your willingness to serve as a cooperating teacher in the Internship portion
of the program is greatly appreciated. University of West Georgia recognizes that our teacher
education program could not develop or continue without the cooperation of dedicated
professionals. The experiences you provide enable your Intern to demonstrate skills for
planning, organizing, evaluating, and relating to students and parents. Additionally, your
interactions with your Intern allow them to observe professional commitment and professional
development in action. We constantly remind our Interns that learning to teach is a lifelong
journey.
Interns will officially begin their work in the school to which they have been assigned on
January 6. If your Intern does NOT report at the time scheduled, please call the university
supervisor that has been assigned to your school site or the Coordinator of COE Supervision
(Appendix A). All absences should be reported to the university supervisor, who will work with
you on appropriate supplementary experiences to fulfill the assignments.
The Cooperating Teacher Handbook contains statements of our policies and other
pertinent information. Additional information for cooperating teachers can be found at:
www.westga.edu/ofbp
At least once every two weeks a supervisor from our University will visit you and
your Intern. During a typical field experience program, the university supervisor will visit
and observe the Intern and will confer with both of you following an observation of the Intern
presenting the lesson. Some university supervisors may hold an on-campus seminar/meeting
that is required for the Intern to attend. Your Intern should provide you with information
regarding these meetings prior to the meeting day.
If you have not heard from a University of West Georgia supervisor within the first
Internship week, please call 678-839-6077.
The University of West Georgia’s College of Education has the following mission
statement:
Locally connected and globally relevant, the Mission of the College of Education is to prepare graduates
for meaningful careers in diverse settings. Spanning undergraduate through doctoral study, we are
committed to depth of knowledge and excellence in teaching, professional practice, and applied research.
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We greatly appreciate your effort and commitment in helping us prepare our next generation of
teachers. We welcome your comments and suggestions and ask that you share them with our
university supervisors or with me directly (wcalhoun@westga.edu).
Sincerely,
Tamra Ogletree, Ph.D.
Coordinator of Field Supervision
Office: 678-839-6079
Cell: 770-634-1545
Wanda Calhoun, Med
Director Field-Based Preparation
Office: 678-839-6083
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I. Suggested Cooperating Teacher Responsibilities
a) Please arrange to meet with your Intern before the official start of the experience.
Spend time learning about one another as people, not just as educators.
b) Introduce the Intern to other faculty members, support personnel and
administrators.
c) Tour the school including staff work areas, staff lounge, adult restrooms, etc.
d) Post the Intern’s name (Mr. /Ms. Smith) along with your name near the
classroom door.
e) Send a note to families to let them know you will have a Intern with you for the next
several weeks.
f) Provide a desk or designate a work area for the student teacher with supplies and copies
of necessary manuals, textbooks, etc.
g) Provide a picture of the class or individual students to help the Intern learn names
more quickly.
h) Review policies that directly affect the Intern: the length of the school day, school
security, emergency plans, where to park, etc.
i) Explain any staff activities or special events that the Intern could choose to participate
in or attend. However, if it is an event that you are required to attend, your Intern
must be in attendance as well.
j)
Please review your classroom rules and expectations for student behavior as well as
acceptable rewards and consequences. Provide the student handbook for review.
k) Discuss a timetable for immersion of the Intern into full-time teaching
responsibilities.
l) Work closely with your Intern in planning for the initial lessons. Require a detailed
lesson plan for each class until the Intern shows by his/her performance that it is possible
to operate successfully with less written details. Some University of West Georgia
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Teacher Education Programs may require detailed written plans throughout the
Internship experience.
m) Discuss the lesson plan with the Intern before the lesson is taught and again after it is
completed. Observe the lesson (Appendix C) and help the Intern evaluate it in terms of
whether the objectives were met, and how it could be improved. A key reflective
question might be “If you had the opportunity to re-teach this lesson, what would you do
differently?”
n) Please allow the Intern to try various teaching methods and techniques, even though
you may choose not to use them yourself.
o) Plan for the Intern to assume full teaching responsibility for at least three or more
weeks or as indicated by department preference.
p) Provide the Intern with verbal and written feedback. Highlight their basic strengths as
well as identifying areas needing improvement. Both informal and formal conferences
will be beneficial.
q) Notify the university supervisor if the student teacher is unable to complete the required
work. Concerns need to be identified and conveyed early and problems need to be
resolved as soon as possible. Please use the Professional Dispositions Rubric form as a
remediation tool to help concerns be resolved (Appendix B). This form can be found at:
www.westga.edu/ofbp
r) Please complete the necessary evaluation forms and other specified materials
electronically on TK20. You assigned university supervisor will provide you with
log-in information regarding this system.
II. Planning with your Intern and University Supervisor
a) Provide time to develop plans jointly, providing for a range of well-balanced activities
and experiences.
b) Plan an appropriate place and amount of time for conferencing with the university
supervisor and Intern.
c) Supervision of Interns requires a great deal of careful planning. Pre-planning on the part
of the classroom teacher and university supervisor can create a good learning atmosphere
and alleviate many problems before they arise.
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III. General Information
a) Absences
When illness occurs, the Intern has the responsibility of immediately contacting the assigned
school and the university supervisor. Procedures for reporting absences should follow the policy
of the assigned school. If the Intern is absent to attend any University- sponsored activity such as
a seminar, he/she should make arrangements well in advance with the cooperating teacher for the
absence.
b) Appearance
Appropriate professional dress and conduct is expected of all University of West Georgia Interns.
As a rule, Interns should be guided by the dress code of their assigned school.
c) Attendance
Regular attendance is expected of all Interns. Attendance is a factor that reflects the
professionalism of the Intern. Unauthorized or lengthy absences may require an extension of the
Internship experience.
The Intern’s work day is the same as that of the cooperating teacher. Interns are expected to
arrive early each morning to allow ample time for planning and organizing before classes begin.
Likewise, they are expected to remain a short time after dismissal to allow time for planning and
conferencing.
d) Calendar
Interns are expected to follow the calendar of the school district in which they teach rather than
the university calendar. Exceptions should be discussed and approved by school personnel and
the university supervisor.
e) Corporal Punishment
Interns are not permitted to administer corporal punishment.
f) Observations by University Supervisors
A University supervisor will plan to make visits every two weeks during the student teaching
practicum to observe (formally or informally) the Intern’s performance and to confer with the
cooperating teacher. After each formal observation, please note that the Intern should plan to
spend time in conference with the university supervisor.
g) Observations by Interns
When possible, Interns should have an opportunity to observe teachers in other classrooms.
These arrangements may be made by the Intern in consultation with the cooperating teacher and
the principal. The purpose for such observations is to broaden the Intern’s perspective as to
teaching styles, classroom environments, and methods of classroom management. It also helps to
acquaint the Intern with responsibilities of teachers across the curriculum. Such observations are
often scheduled during the final stages of experiences as the cooperating teacher resumes teaching
responsibilities.
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h) Outside Activities
Attempts to work or to carry on responsibilities outside of Internship are not encouraged by
University of West Georgia because such activities usually mean that the long hours of
preparation demanded during Internship may not be met.
i) Seminars
Interns may be required to attend on-campus seminars. Cooperating teachers will be informed of
these seminars by the university supervisor.
j) Substitute teaching
Interns, by law, are not allowed to fill the role of substitute teacher.
IV. University Required Internship Assignment: edTPA
What is edTPA?
edTPA (educational Teacher Performance Assessment) is a national performance based
assessment that is designed to assess an Intern’s readiness to teach. The edTPA was developed
by faculty and staff at the Stanford Center for Assessment, Learning, and Equity (SCALE) and
has a design and review team of more than 120 members including university faculty, national
subject-matter organization representatives, and K-12 teachers. The edTPA is currently being
implemented in 33 states and Washington, D.C.
What is edTPA based on?
edTPA is based on the concept that effective teachers do the following things:
• Engage students in active learning
• Create intellectually ambitious tasks
• Use a variety of teaching strategies
• Assess student learning
Continuously adapt teaching to student needs:
• Create effective scaffolds and supports
• Provide clear standards, constant feedback, and opportunities for revising work
• Develop and effectively manage a collaborative classroom in which all students have
membership.
edTPA assesses Interns’ ability to do these things at the beginning teacher level. This is referred
as the Core of Effective Beginning Teaching (CEBT).
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Core of Effective Beginning Teaching (CEBT)
What do teacher candidates need to do?
To complete the edTPA, Interns must submit a portfolio that consists of three tasks: Planning
for Instruction and Assessment, Instructing and Engaging Students in Learning, and Assessing
Student Learning. (Early Childhood Education Interns – four tasks) Within this portfolio,
Interns are asked to submit artifacts (lesson plans, video clips, student work samples, etc.) to
show evidence of their teaching and commentaries to describe the thinking behind their work.
All of the artifacts and commentaries must come from the same learning segment (3-5
interconnected lessons). Specific instructions for each task and related artifacts/commentaries
can be found in the edTPA handbooks, which are subject specific.
How are teacher candidates assessed?
edTPA portfolios are assessed based on 15 rubrics (5 per task), each of which looks at a different
aspect of effective teaching. Official scoring is done by trained content experts who are hired,
trained, and supervised by Pearson.
The rubrics are designed on a progressive scale of 1 to 5, with a “1” representing a struggling
teacher candidate and a “5” representing a stellar candidate. A “3” represents an acceptable level
for the beginning teacher.
The Intern’s work in the three tasks is judged on five components of teaching practice:
1. Planning
2. Instruction
3. Assessment
4. Analyzing Teaching
5. Academic Language
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How does edTPA benefit student teachers?
edTPA allows Interns to show their readiness to teach as well as preparing them for the new
teacher evaluation system that they will encounter as they embark on their careers.
What role does edTPA play in teacher preparation at University of West Georgia?
edTPA is a required student teaching assignment for all University of West Georgia teacher
candidates. Beginning September 1, 2015, passage of the edTPA will be a requirement for
teacher licensure in the state of Georgia.
V. Evaluations of Student Teaching:
All Interns from University of West Georgia are evaluated throughout the Internship experience
with evaluative instruments provided by the College of Education. The evaluations are aligned
with instruments used by the Georgia Department of Education to evaluate practicing teachers.
The evaluation instruments can be located on TK20 (electronic platform for the COE). You
will receive a document from the university supervisor that is assigned to your school site that
will have detailed instructions regarding access to these documents.
University of West Georgia’s College of Education has adopted the statewide evaluation for
Interns in Teacher Prep programs – Intern Keys. This evaluation is aligned with Teacher Keys,
which you are all very familiar with. This will need to be completed at the end of the semester
by you (the cooperating teacher).
You will also find a document titled “Professional Dispositions Rubric”. This document can be
used at any time throughout the semester to document professional behaviors. It is typically
completed by the cooperating teacher at the end of the semester, however, if there are problems
with professionalism earlier in the semester, we encourage you to print the document and
complete it at that time. IF the document is utilized early, please contact the university
supervisor and arrange a conference with the Intern present.
Lesson Observations forms are made available to you on TK20 as well. We encourage you to
utilize these as you observe your Intern teaching. The data collected from your feedback is
critical to the success of our programs.
Finally, you will find an evaluation document for you to complete regarding the university
supervisor that is assigned to your Intern. Again, this data is very important as we want to
insure that we are providing the best support available to our Interns in the field.
Interns will receive a grade of “S” (Satisfactory) or “U” (Unsatisfactory) for the field
experience, at the end of the semester. The university supervisor is responsible for assigning
the grade.
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VI. Professional Growth Plan
Occasionally, you will be assigned an Intern who has an active Professional Growth Plan in
place. This means that there are areas that have been identified for support in an earlier field
experience. It is very important that you have access to this document so that support can be
continued for these areas. The university supervisor or the Intern can provide you with the
document. The university supervisor will make you aware if such a document exists for your
Intern. If you find it necessary to implement a Professional Growth Plan during the time that
your Intern is with you, please contact the university supervisor.
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Appendix A
The Office of Field Based Preparation Staff Directory
Director:
Phone Number
Email
Wanda W. Calhoun
678-839-6083
wcalhoun@westga.edu
678-839-6077
togletre@westga.edu
678-839-6102
678-839-5162
hchamber@westga.edu
bmosley@westga.edu
678-839-6096
jnichols@westga.edu
Coordinator of COE
Supervision:
Dr. Tami Ogletree
Placement:
Helen Chambers
Brittany Mosley
Contracts & Budget
Manager:
Janet Nichols
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Appendix B
Disposition Concerns
Disposition concerns are very important for teacher candidates as disposition becomes
increasingly important to the development of collaboration skills and other professional
behaviors. Concerns need to be identified early and problems need to be resolved as soon as
possible. All teacher candidates will be evaluated on the following disposition indicators, but
only those candidates who have engaged in behaviors that suggest a negative disposition should
be reported prior to the end of the semester.
Dispositions Rubric
If the behavior was not observed, please use N/A.
6801a8c01beaad
Dispositions
Criterion
Performance Rating
Unacceptable (1) Developing (2)
Proficient (3)
Exemplary (4)
Professionalism:
1
Punctuality
NA
The candidate is
frequently absent
or late to class
and fails to
contact instructor.
The candidate
provides no
reason for
absence. The
candidate does
not make up
missed work or
breaks
agreements for
missed work.
2
3
The candidate is
occasionally absent or
late to class and
contacts instructor after
absence. Make-up work
is submitted, but may be
late or incomplete.
The candidate
adheres to the
excused absence
policy and
contacts the
instructor prior to
absence. The
candidate makes
up missed work
as per agreement
with the
supervisor or
instructor.
4
The candidate arrives on
time and does not leave
early and attends every
scheduled day or makes
up time for excused
absences. In nonemergency situations, the
candidate reports
absences in advance and
provides documentation.
Professionalism:
1
Preparation
NA
The candidate is
consistently not
prepared and on
time with
assignments,
materials, and
presentations.
2
3
The candidate
demonstrates no more
than four instances
when not properly
prepared and on time
with assignments,
materials, and
presentations.
The candidate
demonstrates two
or fewer instances
when not properly
prepared and on
time with
assignments,
materials, and
presentations.
4
The candidate is always
properly prepared and on
time with assignments,
materials, and
presentations.
Professionalism:
1
Professional
Demeanor
NA
The candidate
disregards the
dress code and/or
appearance is
2
3
The candidate violates
school dress code
and/or appearance is
occasionally below
12
The candidate
most often abides
by UWG/school
dress code. The
4
The candidate sets
example for others by
always abiding by
UWG/school dress code.
Score
below
professional
standard. The
candidate fails to
take corrective
action when
prompted.
professional standards,
or must be given a
second reminder about
dress and/or
appearance.
candidate
The candidates
responds
appearance is always
positively to first professional in all aspects.
reminder about
professional dress
and appearance.
Professionalism:
1
Responsive and
The candidate
Adaptive
responds to
feedback with a
NA
defensive or
dismissive
attitude and fails
to apply feedback
to correct
behavior or
performance.
2
3
The candidate
occasionally
demonstrates a lack of
receptivity to feedback,
constructive
criticism/supervision
and/or fails to implement
suggestions promptly.
The candidate is
receptive to
feedback,
constructive
criticism, and
supervision and
attempts to
implement most
suggestions.
4
The candidate is receptive
to feedback, constructive
criticism/supervision;
adjusts performance
promptly/appropriately.
The candidate engages in
conversation with teachers
to discuss own strengths
and weaknesses.
Professionalism:
1
Ethical and
Honest
NA
The candidate
fails to
demonstrate
ethical behavior
(e.g. violates
confidentiality,
misrepresents
time spent in the
clinical setting,
imposes personal
values).
2
3
The candidate may
inadvertently engage in
behavior or display an
attitude that does not
meet expectations in a
professional setting (i.e.
sharing information with
a colleague who has no
interest in the situation).
However, the candidate
responds to corrective
feedback positively and
promptly implements
corrections.
The candidate
demonstrates
ethical behavior,
maintains
confidentiality,
and demonstrates
honesty at all
times. The
candidate does
not impose
personal,
religious, or
political beliefs.
4
The candidate
demonstrates ethical
behavior, maintains
confidentiality, and
demonstrates honesty at
all times. The candidate
does not impose personal,
religious, or political
beliefs. The candidate
separates personal
circumstances and
professional
responsibilities.
Communication:
1
Verbal
Communication The candidate
demonstrates
very serious
NA
verbal errors
(profanity,
gestures) and/or
repeated errors.
The candidate
responds
inappropriately
(i.e. defensively)
to or disregards
feedback.
2
3
The candidate
frequently varies from
conventional standards.
The candidate is open
to feedback but
sometimes fails to
implement specified
corrections.
The candidate
consistently
meets
conventional
standards with
isolated instances
of errors. The
candidate varies
communication
for the audience
and purpose. The
candidate
responds
positively to and
implements
corrections.
4
The candidate presents
information to various
audiences in a way that
they can understand. The
candidate conveys ideas
clearly with organized
details that support the
main idea. The candidate
consistently exceeds
conventional standards in
verbal communication.
Communication:
1
Written
The candidate
2
3
The candidate produces The candidate
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4
The candidate produces
Communication produces written
work that rarely, if
NA
ever, meets
conventional
standards. The
candidate
responds
inappropriately to
correction,
disregards or fails
to implement
corrections.
Belief that all
can Learn:
Respects
Individual
Differences
NA
1
The candidate
behaves in ways
that convey low
expectations for
student
achievement and
participation (i.e.
displays
discriminatory or
intolerant
behavior toward
students, makes
disparaging
remarks,
promotes
stereotypes).
written work that is
frequently disorganized
or has obvious and
frequent errors in
grammar and/or
spelling. The candidate
responds positively to
correction but does not
always implement
corrections.
2
produces written
work with few or
minor instances of
organizational,
grammatical
and/or spelling
errors. The
candidate
responds
positively to
feedback and
implements
corrections.
3
Although the candidate
maintains high
expectations for student
achievement, he/she
may give preferential
treatment to some
students or exclude
others from learning
opportunities.
The candidate
establishes and
maintains high
expectations for
student
achievement and
participation. The
candidate
demonstrates an
appreciation of
diversity by
communicating
respect for all
learners.
written work consistently
characterized by
appropriate organization,
grammar, and spelling.
The candidate adjusts
tone and style according to
the audience.
4
The candidate establishes
and maintains high
expectations for student
achievement and
participation. The
candidate communicates
with learners and their
families using appropriate
tone, voice and response.
Fairness:
1
Equity in all
Settings
NA
The candidate
ignores existing
cultural and other
differences or
considers
differences as
unimportant.
Plans and
delivers
instruction under
the presumption
that the dominant
cultural norms
work equally for
everyone.
2
3
The candidate realizes
that all students have
the capacity to learn and
that it is the teacher’s
responsibility to create
an environment where
each learner uses that
capacity. However, the
candidate does not
always know how to
modify the environment
so that all students are
successful.
Candidate
demonstrates an
understanding of
the difference
between equal, all
students treated
the same, and
equitable,
providing all
students the
learning
opportunities they
need to achieve
the same
outcomes.
4
Candidate recognizes that
students enter classrooms
with different background
and experiences that lead
to varying skills and
knowledge. The candidate
creates equitable learning
opportunities that include
multiple perspectives and
experiences that lead to
the same outcomes for all
students.
Collaboration:
1
Interactions with
The candidate
Others
frequently does
not participate in
NA
collaborative
efforts as
expected. Rarely
demonstrates
2
3
Candidate understands
the importance of
working with other
stakeholders in the
learning environment
and participates in
opportunities to
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The candidate
meets
expectations for
collaboration with
others and
participates to an
appropriate
4
The candidate
demonstrates a value for
the input and concern of
all stakeholders in the
learning environment. The
candidate participates
actively with others to
energy and
collaborate only when
enthusiasm. Fails explicitly invited to do
to communicate so.
clearly and
consistently with
teacher,
supervisor, and
others as
appropriate or
indicated.
degree for the
level of her/his
responsibility.
Participates with
enthusiasm and
values
perspectives of
others.
meet the needs of
students. The candidate is
courteous, enthusiastic,
and respectful in
interactions with others.
Total Score:
Student’s Name (please print)
PID#
Major
Explanation of Concern(s):
This concern has been discussed with the teacher candidate. My signature verifies that I am
aware of the document’s contents and existence.
Faculty/Staff Signature
Student Signature
Faculty/Staff Name (please print)
Department
The rubric can be found on TK20 along with Intern Teacher Keys. This
report can be printed and completed if you choose to use it prior to the
end of the semester. In this case, submit the report to the university
supervisor who is assigned to your school site.
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Date
Appendix C
University of West Georgia
College of Education
Lesson Observation
Teacher Candidate: ________________________________________________ Date: ____________________
School: ________________________________________ Grade ______________ Observer: ___________________
Notes
Indicators
LESSON DESIGN
___ Standards are posted and clearly articulated to students
___ Learning goals are clearly stated and measurable
___ Lesson plan is organized and logically sequenced
INSTRUCTIONAL DELIVERY
___ Lesson opening engages students and clearly communicates expectations
___ Presentation of material is clear, organized, and error-free
___ Lesson has balance of instructional time with student participation
___ Uses a variety of strategies to present material
Direct instruction Guided Instruction
Inquiry
Student Directed
Technology
Visual Aids
Manipulatives
___ Asks open-ended, higher-order-thinking questions
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
___ Differentiates instruction:
Remediation
Modification Accommodation Enrichment
Problem-solving
___ Provides adequate “wait time” before calling on/ responding to students
___ Gives reinforcement and feedback that encourages student engagement
___ Lesson has guided practice and independent practice
___ Effective transitions between activities
___ Lesson closing encourages students to explain key points of lesson and its relevance
ASSESSMENTS
___ Informal/Formative (ex: questioning during instruction, teacher observation)
___ Formal/Summative (ex: quizzes, homework assignments, journals, projects)
___ Diagnostic (ex: reading inventory, running records) used for determining student
level
CLASSROOM MANAGEMENT
___ Attends to all areas of the classroom
___ Redirects off-task behavior in a consistent and timely manner
___ Challenges students to do their best during activity and throughout lesson
___ Uses correct syntax, spelling and grammar throughout lesson and materials
___ Models appropriate vocabulary and sentence structure
___ Uses appropriate tone and voice levels
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Professional Growth Plan: ____ YES
____ NO
Comments:
Observer: ______________________________________________________ Date:
____________________
This document can also be located on TK20 along with the Professional Dispositions
Rubric and Intern Teacher Keys. If possible, please complete the electronic version
(TK20). This will allow the university to use the electronic data from program evaluation.
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