The role of a cooperating teacher is one of great importance. Student teaching is regarded as one of the most important phases in a teacher education program. It is quite likely that you will have more to do with the future performance of the student teacher than any other person. There is no doubt that you will greatly influence the professional attitude of the student teacher as well as provide him/her with the opportunity to increase his/her professional knowledge and skill. It is with this challenge in mind that the following suggestions are made.
Initial Planning
- Assist student teachers in obtaining adequate housing at as modest a cost as possible.
- Introduce student teachers to administration and other faculty and employees.
- Cooperating teacher and student teacher should cooperatively determine policy on such matters as: (a) Daily working hours, (b) Weekends in the community, (c) Responsibilities, (d) Professional dress, (e) Mileage and other expenses, (f) Personal conduct, and (g) Absences.
- Acquaint student teacher with the school and agriculture department facilities and with the activities and procedures of the school and department. This undoubtedly will be a progressive undertaking, but the student teacher should be familiar with such items if they are to benefit from their experiences in the cooperating school.
- Students should address the student teacher as “Mr./Ms. ” rather than by his/her first name.
- Plan ahead! Discuss tentative teaching assignments and responsibilities for the entire student teaching experience.
- Review the student teacher’s expectations, assignments, and projects. Understand that while student teachers, they are both Students and
Planning the Experience – Cooperatively plan the student teacher’s activities with emphasis on the following:
- In cooperation with the student teacher review the Student Teaching Experience Manual and develop a plan to complete the expected outcomes during their experience. Allow freedom to arrange a schedule which will include a majority of the desired outcomes.
- Make assignments early enough so that the student teacher can prepare and have his/her plans reviewed.
- Coordinate teaching assignments with existing teaching calendars. If possible, start the student teacher with a course and unit in which they are well qualified.
- Plan ahead and set up a long-range schedule of teaching assignments and responsibilities for the FFA chapter and other activities which will allow the student teacher to plan his/her work and schedule.
- Make it a point to have the student teacher visit Supervised Agricultural Experience (SAE) programs with you early in the placement.
Supervision of Student Teachers
- Check and approve all instructional (lesson) plans prior to each lesson (at least one day in advance to provide time for revision if needed).
- Conduct evaluations of the student teacher’s classroom, laboratory, and field instruction and offer constructive criticism during a feedback conference. Set aside time each day for a feedback conference with the student teacher.
- Provide the student teacher with verbal and written evaluations of his/her work. Grade the student teacher periodically throughout their experience.
- Supervise and evaluate the student teacher’s activities regarding the supervision provided to students’ Supervised Agricultural Experience programs.
- The cooperating teacher should not “take away” the control and direction of a class, except in an emergency.
- Observe the ability of the student teacher to work with other people in the school and community. The development of the ability to follow professional procedures and to communicate well with people is as important for the student teacher as is the development of skill in teaching.
- Submit all reports as requested by Oregon State University. The university supervisor needs to become familiar with TaskStream and be able to use it to enter observation scores and comments and to access and complete other evaluations. The supervisor may need to help new cooperating teachers with use of TaskStream.
