Timeline Option #1 - Given to 2013 Cooperating Teachers
Prior to Placement
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Review the Student Teaching Handbook (student has) paying particular attention to Sections II (Policies) and III (The Triad).
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Provide student teacher (ST) with your contact information and district information such as snow/emergency days, the Blood Borne Pathogen
and other pertinent policies.
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Provide the ST with classroom information such as the handbook (or other resource) you developed in your supervision training; a school
handbook; teacher/curriculum guides, benchmarks/standards; student names, appropriate background and academic information;
expectations regarding duties, extracurricular opportunities, hall procedures, teacher meetings, preparation time, evaluations, etc.
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Prepare your students, staff and parents for your ST’s presence. (ST develops a letter that is sent home or?)
Prepare a workspace for the ST, and show them where materials, supplies, and equipment are located.
Things to do
WEEK 1 - 2
Acclimating
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WEEK 3 – 5
Early
Participation
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WEEK 6 – 15
The Teaching
Experience
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Teaching Load
Meet with University Supervisor in the first “triad meeting” to
discuss expectations, a tentative schedule for the 18 weeks,
paperwork, assessment, etc.
Discuss items such as your preferred lesson plan format,
management philosophy and/or processes, district/building
expectations.
Review ST’s goal for their prePDP.
Allow your ST to observe you in action specifying certain things
to look for (flow of a lesson, interactions, rapport development,
management, activities, transitions, etc.)
Provide opportunities for introductory experiences such
as
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taking attendance, morning routines,
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collecting (and checking) assignments,
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transitioning students between classes,
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working with individuals and small groups,
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operating equipment and computers,
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presenting a “get acquainted” lesson,
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taking on a routine in the day,
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teaching a section of a period or one “simple” lesson
a day
Continue to allow your ST to observe you in action.
Allow for observations of other professionals if possible. (This
allows a ST to see varying styles/perspectives that may prove to
be beneficial.)
Provide on-going verbal and written feedback to the student.
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Meet with University Supervisor in the midterm “triad
meeting” to discuss your ST’s areas of strength and goal
setting, etc.
Check on your ST’s prePDP and portfolio progress.
Provide on-going verbal and written feedback to the student.
Ensure that your ST has full control of your classroom for a
minimum of two weeks.
Involve ST in parent teacher conferences, IEP’s if appropriate.
Guide the ST’s assessment and student record keeping.
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Weeks 16 -18
End of
Placement
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Complete COEHS evaluation and the final narrative report and
provide to the ST and University Supervisor.
Ensure that all records, resources and assessments for which
the student was responsible are managed and/or returned.
Suggest opportunities for ST to observe exemplary colleagues.
Meet with University Supervisor in the final “triad meeting” to
discuss your ST’s performance, thoughts on the placement, etc.
Things to Consider:
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Co-teaching
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Shadow-teaching
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Extracurricular involvement
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Videotaping of lessons
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Interdisciplinary/team planning
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Community contact/involvement
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Parent communication/meetings
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IEP participation
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Depending on confidence and performance, your
ST should take on one (or more) curricular area(s)
or period per week.
Co-teaching or shadow teaching may be
appropriate during these weeks.
Collaborate on planning, preparing, teaching,
sequencing, and evaluating instruction.
Depending on comfort, confidence and
performance, your ST should take on more
curricular areas or periods per week leading up to
full-time teaching.
Co-teaching may continue to be appropriate during
the early weeks.
Permit the ST to become independently responsible
for planning, preparing, teaching, sequencing, and
evaluating instruction to provide a realistic
classroom experience.
Allow for a minimum of two weeks full time
teaching.
Allow your ST to give back content areas or class
periods depending on performance, interest and
schedule. This ensures a comfortable transition for
you and your students as well as allowing the ST to
finish all student assessments, record keeping,
UWO assignments, etc.
Observations of exemplary teachers within the
student’s licensure areas.
Administrator observation/mock interview
Timeline Option #2
For 18-week placement
Weeks 1-2
 Complete “School Familiarization Form” in Appendix.
Acclimating
 Complete Step II of the prePDP.
 Implement strategies to learn about your students as individuals:
names, learning styles, needs, strengths.
 Observe cooperating teacher. Define lesson plan structure (See
Appendix for samples).
 Begin interacting with students when appropriate.
 With cooperating teacher, outline a schedule for taking on
instruction and other responsibilities.
Weeks 3-6
 Intensify interaction with students. Begin teaching as directed by
Early
cooperating teacher.
Participation
 Complete Step III of the prePDP.
 Initial observation by university supervisor.
 Collect written feedback from cooperating teacher and supervisor.
Weeks 7-17
 Complete Step IV of the prePDP and include documentation in
Teaching
portfolio.
 Collect artifacts for Transition to Teaching portfolio.
 Gradually take on all teaching duties according to schedule.
 Teach a minimum of ten consecutive days, and then team-teach
with cooperating teacher whenever possible.
 Additional observations by university supervisor.
Week 18
 Observe other teachers in the building if time and schedule allow.
Reflection
 Complete all instructional obligations.
and
 Complete assessment and student record keeping.
Analysis
 Return resources to staff if necessary. Write a “thank you” note to
your cooperating teacher.
 Solicit feedback from students (survey, short answer, interview, etc.)
and analyze to inform future instruction and planning.
 Achieve closure with your students.
On-Going Considerations
1. Be very clear about understanding expectations for lesson planning: format,
timing, frequency of submitting to both cooperating teacher and supervisor. You
should be adding a personal reflection to your plans after instruction.
2. A journal or log is highly recommended. Most students create this on-going
documentation electronically and share this weekly with their university
supervisor. (See Appendix for sample format)
Timeline Options #3,4,5 - Assumption of Lead Teacher Role
WEEK 1/2
Option #1
Are teaching 0% w/intro activity
or simple activity (read aloud,
opening activities, review/small
part of period)
WEEK 3
WEEK 4
Are teaching 25% of the teacher’s
load
Are teaching 25% of the teacher’s
load
Are teaching 50% of the teacher’s
load
Are teaching 50% of the teacher’s
load
Are teaching 75% of the teacher’s
load
WEEK 7
Are teaching 75% of the teacher’s
load
WEEK 8
WEEK 9
Are teaching 75% of the teacher’s
load
Are teaching 100% of the
teacher’s load
Are teaching 100% of the
teacher’s load
WEEK 10
WEEK
11/13
Are teaching 100% of the
teacher’s load
Are teaching 75% of the teacher’s
load
WEEK 14
Are teaching 75% of the teacher’s
load
WEEK 15
WEEK 16
WEEK 17
WEEK 18
Option #3
Are teaching 0% w/intro activity
or simple activity (read aloud,
opening activities, review/small
part of period)
Are teaching 50% of the teacher’s
load
WEEK 5
WEEK 6
Option #2
Are teaching 0% w/intro activity
or simple activity (read aloud,
opening activities, review/small
part of period)
Are teaching 25% of the teacher’s
load
Are teaching 75% of the teacher’s
load
Are teaching 50% of the teacher’s
load
Are teaching 50% of the teacher’s
load
Are teaching 25% of the teacher’s
load
Are teaching 50% of the teacher’s
load
Are teaching 25% of the teacher’s
load
Are teaching 25% of the teacher’s
load
Are teaching 0% of the teacher’s
load
Timeline Options #6
This is not an inclusive list of activities and, most likely, the actual schedule will need to be
continually revised to meet the style of the cooperating teacher and the specific demands of the
classroom.
ARRIVAL AND WEEK ONE - ORIENTATION
 Introduce yourself to the class
 Write, have approved, and send home a letter of introduction to parents
 Review students’ schedule for their instructional day
 Organize desk or personal area (not all schools will provide this; it is not required)
 Learn the students’ names
 Establish a lesson plan format with your cooperating teacher
 Plan and teach a “Getting To Know You Lesson” (Using multimedia memoir is suggested)
 Review school district policies and analyze their operation in the school community
 Observe students’ learning styles, habits, and strategies
 Discuss classroom management strategies
 Observe classroom management strategies, lesson design and presentation style of
cooperating teacher
 Review cooperating teacher’s schedule for teaching and grading
 Learn the student evaluation/assessment/grading system
 Assist teacher with monitoring of playground, recess, and lunch periods
 Assume responsibilities for nonacademic tasks e.g. attendance, lunch count, etc.
 Assist individual students/groups with assignments
 Review textbooks, supplies, teacher manuals, planning books
 Become acquainted with location/contents of cumulative folders, permanent record cards,
pupil progress report forms
WEEK TWO
 Continue to observe cooperating teacher
 Plan and teach lessons to a small group in one content area
 Discuss with the cooperating teacher ways to assess student learning
 Assist teacher in preparing extension/remedial/instruction materials
 Observe in specialists’ classrooms taking note of different perspectives, styles, behaviors
 Observe, review, and discuss needs of students based on their individual learning styles
and achievement goals
 Plan to assume responsibility for one class
WEEK THREE
 Continue activities already assigned
 Design, teach and take over one class period/area
 Observe in specialists’ classrooms taking note of different perspectives, styles, behaviors
 Plan and discuss assumption of one more class in week four
WEEK FOUR
 Continue activities already assigned
 Pick up an additional curricular area
WEEK FIVE
 Cooperate with teacher in the planning of lessons
 Assume three classes and revisit transition to full-time responsibilities
WEEK SIX
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Pick up an additional curricular area
Discuss and assist cooperating teacher with system of reporting pupil progress
assessments, evaluations, and parent conferences
WEEK SEVEN-TWELVE
 Assume the full responsibilities of the classroom
 Observe and take note of all community resources assisting school programs and learner
development
WEEK THIRTEEN
 Return one curricular area to the cooperating teacher; continue other responsibilities
WEEK FOURTEEN
 Return one curricular area to the cooperating teacher; continue other responsibilities
WEEK FIFTEEN
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Return one curricular area to the cooperating teacher; continue other responsibilities
WEEK SIXTEEN
 Return one curricular area to the cooperating teacher; continue other responsibilities
 Observe in multiple classrooms (varied developmental levels, teaching
styles/arrangements, management styles, ability levels)
 Participate in a mock interview with the principal, if possible
WEEK SEVENTEEN
 Continue to teach one or two curricular areas
 Observe in multiple classrooms (varied developmental levels, teaching
styles/arrangements, management styles, ability levels)
 Write, have approved, and send home closure note to parents
WEEK EIGHTEEN
 Continue to teach one curricular area
 Observe in multiple classrooms (varied developmental levels, teaching
styles/arrangements, management styles, ability levels)
 Finalize all required assessments, assignments
 Return all materials