Student Teacher/ Cooperating Teacher Orientation Oklahoma Christian University School of Education

Agenda

Placements & Calendar

Cooperating Teacher Responsibilities

Student Teacher Responsibilities

University Supervisor Responsibilities

Pacing Guides

Attendance, Evaluations & Grades

Assignments Lesson Plans Teacher Work Sample Bulletin Board

End of Site Surveys

Placements & Calendar

ALL STUDENT TEACHERS - a week and a half prior to OC beginning Orientation

Thursday Student Teaching Orientation

Friday Observation, Site 1

Monday Observation, Site 1

Tuesday Observation, Site1

Wednesday Observation, Site 2

Thursday Observation, Site 2

Friday Observation, Site 2

FALL STUDENT TEACHERS Week 1 & 2 Class on campus Week 3-8 Student Teaching at Site 1 Week 9 Class on-campus Week 10-15 Student Teaching at Site 2 Thursday prior to Graduation Available for make-up day Friday Graduation SPRING STUDENT TEACHERS Week 1 & 2 Class on campus Week 3-8 Student Teaching at Site 1 Week 9 Class on campus SPRING BREAK Week 10-15 Student Teaching at Site 2 Thursday prior to Graduation Available for make-up day Friday Graduation

Cooperating Teacher (CT) Responsibilities

Orientation of the Student Teacher Provide workspace in the classroom Introduce to school personnel Explain rules/regulations and policies; provide handbook, directory, and calendar Define emergency procedures Provide textbooks, resource materials, and point out the media center Introduce student teacher as a member of the teaching team Supply class schedules Identify pupils with exceptional abilities and physical differences Assign specific responsibilities early in the experience Alert student teacher of any students who are not allowed to be photographed

Planning with the Student Teacher Assist student teacher in selecting unit(s) of study to be prepared for classroom instruction and the Teacher Work Sample (TWS) Guide long-term, weekly, and daily planning – establish goals and objectives Be available for assistance in planning and evaluation Check plans (preferably on Thursdays) preceding presentation week so any changes can be made Inform student teacher of schedule changes

Interaction with the Student Teacher Engage in reflective thinking by asking appropriate questions Provide continual, on-going evaluation of student teacher performance; conference when necessary Give constructive feedback, discuss alternative methods, and encourage experimentation Keep discussions confidential Encourage student teacher to ask questions and to seek help when needed Refrain from interrupting when student teacher is teaching Mentoring of the Student Teacher Involve gradually in duties Encourage involvement in extracurricular responsibilities and activities Assist with discipline and classroom control Provide time for visitations and observations of other classrooms Encourage involvement in professional meetings Provide access to professional periodicals and journals Assist with parent-teacher conference techniques

Student Teacher (ST) Responsibilities

SOAK IT ALL UP!!!

Write lesson plans

Teach as much as they will let you

Remember all that you have learned before now & actually apply it

Take responsibility and initiative

University Supervisor (US) Responsibilities

CAEP guidelines stipulate that the following criteria be used in the selection of university supervisors:

Highly competent role models for student teachers

Appropriate professional experience for grade levels supervised

Ability to demonstrate effective teaching strategies and methods

Willingness to assume the roles expected of a mentor

Willingness to stay current with the latest research on teaching and learning

Ability to work as a team member and facilitate professional learning

The supervisor’s responsibilities are to:

Provide pertinent materials to student teachers, cooperating teachers, and building administrators.

Facilitate understanding of Student Teaching Experience to all those involved.

Assist in student teacher’s development in instruction, management, and professionalism.

Maintain individual files on each student’s progress throughout the length of the student teaching experience.

Collaborate with the cooperating teacher, drawing on his/her expertise and daily presence in the classroom with the student teacher.

Conduct formative and summative evaluations on at least two occasions at each site in order to provide feedback and guidelines for further development.

Using the provided rubric to submit the two Formative Assessments. DEADLINE: First day of 6th week.

Using the online format submit the Summative Assessment data. DEADLINE: First day of 6th week.

Participate in assessment conferences with the student teacher and cooperating teacher to analyze student teacher’s strengths and areas of improvement.

Report any serious problems to the Director of Student Teaching.

Conduct weekly meetings with student teachers to schedule visits and address concerns and questions (day and time to be determined by supervisor).

Teaching Pace – Early Childhood & Elementary The graphic below depicts an example of how the transition of responsibility can take place during your student teacher’s time in your classroom.

Observation Days

• TWS Factor 1

• Fall ST – start talking to CT about Factor 2 ideas

Week 1

• Calendar/Morning Meeting

• Read alouds

• Transitions

Week 2

• Same as previous

• Add in simple subject(s)

• Math and/or Spelling

Week 3

• Same as previous

• Add in at least two more subjects

• Should be teaching ½ day

Week 4

• Teach your TWS

• Assume FULL responsibility of classroom

Week 5

• Continue in FULL Responsibility if CT will allow

• Begin transitioning responsibility back to CT

Week 6

• Teach ½ day and transition out of responsibility

Teaching Pace – Secondary & Music The graphic below depicts an example of how the transition of responsibility can take place during your student teacher’s time in your classroom.

Observation Days

• TWS Factor 1

• Fall ST – start talking to CT about Factor 2 ideas

Week 1

• Assist with materials, co-teach, grade papers, etc.

Week 2

• Take over one or two preps

Week 3

• Take over ½ day

Week 4

• Teach your TWS

• Assume FULL responsibility of classroom

Week 5

• Continue in FULL Responsibility if CT will allow

• Begin transitioning responsibility back to CT

Week 6

• Teach ½ day and transition out of responsibility

Evaluations & Grades

Completed Points

Pla

ce in

Stu

de

nt

Teac

hin

g N

ote

bo

ok

3 Professional Meetings

/10

3 Professional Activities

Bulletin Board

Absence/Make-Up plan Site 1 Site 2

Lesson Plans from both sites (plans when teaching cooperating teacher’s

lessons and when teaching your own as

trained in School of Education – not following

specific school lesson plan format)

/10

Cooperating Teacher

Evaluations

Site 1 Site 2

/5

Supervisor Evaluations Site 1 Site 2

Exit Survey

Weekly Meetings

w/Supervisor (attend all scheduled

meetings = 10; incomplete = 0)

/10

Dispositional Issues (failure to meet

dispositional expectations)

/5

Formative Evaluations

Cooperating Teacher

/15

Supervisor

/20

Summative Evaluations

Cooperating Teacher

/15

Supervisor

/10

Student Teaching Final Grade

/100

Evaluations

ALL STUDENT TEACHERS – 2 formatives and 1 summative

Attachments to be completed in addition to the formatives and summative

Early Childhood – 1 attachment to be completed with the summative

Elementary - 1 attachment to be completed with each formative

Music – 1 attachment to be completed with the summative

Social Studies – 1 attachment to be completed with all evaluations (formative & summative)

Math – 1 attachment to be completed with all evaluations (formative & summative)

Science – 1 attachment to be completed with all evaluations (formative & summative)

English – 1 attachment to be completed with all evaluations (formative & summative)

Assessments should be filled out based on rubrics provided in packet. Please discuss the assessments with your student teacher. Offer examples of success and areas for improvement. Evaluations should be mailed to the School of Education in the prepaid envelopes provided or may be given to the University Supervisor.

Assignments

Lesson Plans – students must submit written lesson plans to you in advance for your approval

Bulletin Board – the student teacher must create a bulletin board for your classroom. The subject of the bulletin board and type of board are entirely up to you and the student teacher.

OPTE – the student teachers will be given one “free” day off of student teaching to take their OPTE exam

TWS – Teacher Work Sample must be completed during Site 1. If unsatisfactory it must be redone during site 2.

End of Site Surveys

Teaching Demographic Information

Absence Report

Confirmation of Bulletin Board & Lesson Plans

Evaluation of University Supervisor

All items will be on a google form sent to you

via email.

THANK YOU!!! Without you we could not adequately prepare future educators to take their places in schools and make positive impacts on their students.