COOPERATING TEACHER GUIDELINES
Requirements for the Cooperating Teacher
The Florida State Legislature has mandated that all school district personnel and instructional
personnel who supervise or direct teacher preparation during practicum and internships must:
 Have a Professional Florida Teaching Certificate.
 Have a minimum of three (3) years of successful teaching experience.
 Have successfully completed Clinical Educator Training, FS 1004.04 (item 6b).
 Successfully demonstrate effective classroom management strategies that consistently
result in improved student performance.
 Consistently model instructional best practices.
Role of the Cooperating Teacher
The quality and significance of the student teacher/pre-service student’s experience depends upon
the role perception held by the classroom teacher who assumes responsibility for directing the
future teacher’s preparation. The supervision of a student teacher /pre-service student, as in all
types of supervision, must be based on effective human relationships. The cooperating teacher
who is able to establish and maintain effective personal relationships while building trust with the
pre-service student, will have found the key to a high-quality pre-service teaching experience.
Practicum experiences and student teaching are vital experiences in a sequential program leading
ultimately to the student being employed as a professional teacher. The cooperating teacher
should not only assist the student teacher /pre-service student to succeed in the present situation,
but should also aid him/her in developing skills in anticipating quite different situations which are
apt to occur during his/her teaching career.
The cooperating teacher is afforded an opportunity to guide the student teacher / pre-service
student in furthering competencies, developing compatible personal traits, and acquiring a feeling
of pride in professional membership. The following are considered to be some specific
responsibilities of the cooperating teacher.
1.
2.
3.
4.
5.
6.
7.
Responsibilities of the Cooperating Teacher
Before the student teacher /pre-service student arrives, provide a classroom work center for
him/her and prepare the students for the arrival of the student teacher.
Demonstrate high professional interest and ability in the education profession.
Model, demonstrate, and explain the major activities of a teacher.
Provide the orientation of the student teacher /pre-service student to the students, classroom,
faculty, and community; acquaint them with rules, regulations, routines, procedures, school
handbooks, school improvement plans, and state and local policies.
Induct the student into teaching through a developmental program paced to meet his/her
needs and abilities while building a foundation of trust. Slowly extend “executive control”
through regularly scheduled observations and conferences.
Help the student teacher /pre-service student to develop effectiveness and accountability for
student outcomes through joint planning and collaborative activities with grade level and
other school colleagues.
Mentor students by modeling the use of effective strategies, explaining why you use them,
providing opportunities for the student to practice them, and giving feedback.
Updated 6-26-12
COOPERATING TEACHER GUIDELINES
8. Accept the student teacher /pre-service student as a professional colleague, creating an
atmosphere in which the student teacher has a definite feeling of belonging.
9. Present the student teacher /pre-service student to colleagues, students, and parents as a
professional educator.
10. Assist the student teacher /pre-service student in developing a pattern of personal and
professional growth through constant self-appraisal. Utilize pre and post conferences to
reinforce teaching behaviors which need to be increased, maintained or decreased.
11. Provide ongoing feedback to the student teacher /pre-service student on their progress and
suggestions to help them further refine their skills.
12. Set the pattern for personal and professional improvement through participation in the total
school program, staff development, community activities, and professional organizations.
13. Provide opportunities for the pre-service student to implement new ideas with follow-up
opportunities for self-reflection and critical analysis.
14. Retain legal responsibility for instruction, record-keeping, and student safety while instructing
the student in these matters and allowing him/her to participate. Cooperating teachers should
remain in the classroom with the student teacher/pre-service student.
15. Collaborate with university supervisors in the use of formal and informal assessments from
the university and Clinical Educator Training.
16. Consult with the university supervisor on specific university requirements.
17. Each college and university has specific objectives for its individual programs. Specific
information regarding individual requirements may be obtained from the College Supervisor.
Guidelines for Implementing the Cooperating Teacher’s Role
A student teacher usually comes to the school very uncertain about his position and status.
He/she is mainly concerned about three things: 1) the cooperating teacher; 2) the students; and 3)
the school. Anything to acquaint the student teacher with these three factors will help him/her get
settled more quickly and will contribute to the overall quality of the learning experience for
everyone concerned. The following suggestions are made to assist the cooperating teacher in the
implementation.
Probably the most important thing at first is to make the student teacher feel welcome in the
school assignment and to assure him/her that everyone concerned with his/her education wants
the student-teaching experience to be worthwhile.
The cooperating teacher will help the student teacher to become acquainted with members of the
school staff and appropriate area and district personnel. They will encourage them to partake in
the social and professional activities of the school. The cooperating teacher will assist the student
teacher to become familiar with the community as a resource for teaching as it is linked to
personal and professional enrichment, school improvement, and student outcomes. The following
orientation procedures are suggested to help improve the student teaching experience. Many
cooperating teachers have found these suggestions helpful.
Orientation to School and Community
 Items of greatest concern to the student teacher, and those with whom he/she will have to
Updated 6-26-12
COOPERATING TEACHER GUIDELINES





deal with first, should be introduced early.
The student teacher needs to know first the people with whom he/she will work most
closely—the students and the cooperating teacher. He/she needs to also know the principal
and the members of the school staff.
The student teacher needs to learn early what his/her schedule will be, where his/her
personal workspace will be, and what is expected of him/her.
The student teacher needs to know the school—the physical site and the school facilities
along with school district regulations and policies.
The student teacher needs to know how to carry on the basic educational activities in the
classroom. The cooperating teacher should model and explain effective procedures. The
student should be encouraged to reflect, ask questions and critically analyze activities.
The student teacher needs to be familiar with the community, its resources, school
improvement plans and school advisory committees.
 The process of orientation should be a gradual process. Each step should give the
student teacher a better understanding, a greater confidence, and a stable foundation for a
continuum of professional development.
Orientation of Students and Parents
 The cooperating teacher will want the students to understand why student teachers are in
their school and what authority they have. The students should understand what their
responsibilities to the student teacher are and in what ways they may benefit by having a
pre-service student in the classroom.
 If the students understand the purposes of student teaching and the values they may
derive, they will, in turn, orient their parents.
 The cooperating teacher will make every effort to help parents understand the real
contributions that student teachers can make to the education of the students.
Orientation to Teachings
 Provide a gradual approach to activities such as planning, conducting discussions, working
with groups, attending to routine matters, marking papers, testing, and studying student
records.
 Acquaint the student teacher with professional responsibilities such as faculty meetings,
social activities (with parents, students, and teachers), assemblies, home visits, conventions,
staff development, professional organizations, etc.
 Through a planned program of observing, participating and assisting, the student teacher
can be inducted gradually into responsible teaching, being given more freedom to
incorporate his/her ideas concerning new materials and methods.
Updated 6-26-12