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General Description
Requirements
Policy Provisions
Performance Evaluation
Subject Experts
Role of the Cooperating Teacher
Policy

Document Number: SOEDU--113 Revision #: 1.0
Document Owner: Executive VP Date Last Updated: 07/11/2013
Primary Author: Dean of the School of Humanities, Education, and the Arts Status: Approved
Date Originally Created: 05/15/2012

General Description
Description:

Information about the role of the cooperating teacher relative to student teaching and relative to School of Education and Public Policy policy.


Purpose:

Delineation of policy.


Scope:

Faculty


Responsibility: Academic Affairs
Deans
VP for Academic Affairs

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Requirements
Relevant Knowledge: In order to comply with this policy you should know:
Current University policy

Terms and Definitions: Additional training

Corrective Action

Loss of privilege, staff

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Policy Provisions
1.

Role of the Cooperating Teacher


1. In the initial conference with the cooperating teacher (CT), the student teacher (ST) is to explain the nature of the assignment as described herein, and explain the criteria by which they are being evaluated. The CT is also to be asked to provide the following:

a. An explanation of their attitudes and philosophies on teaching as well as those expected of the ST;

b. That they are asked to provide consistent, specific, and direct feedback on performance.

c. The CT emails the Coordinator of Field Experiences and supervisor (if different) to ensure that they can receive emails from him/her. The CT should complete the Honorarium form and mail, carry or fax to the Coordinator (SoE fax 1-877-217-5284).

2. The CT is to arrange any needed orientation to the classroom and department or school. This orientation includes a description of: departmental school policies, facilities, teachers’ names and schedules, classes and schedule, sequence of teaching and other assignments, and required extra curricular activities.

3. The CT is to arrange for regular conferences with the ST. Direct, consistent feedback is critical during this phase of a new teacher’s development. This includes praise, constructive criticism, helpful suggestions, and when or if necessary, brutal honesty.

4. The CT is to notify the supervisor immediately regarding any questions or concerns about the student teacher or their performance that may arise. The CT may arrange for conference times with the University supervisor when needed or desired.

5. The CT is to arrange observations in other classes during the phasing out period.

 


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Performance Evaluation
Performance Metrics: Compliance with standard policy and procedure

Consequences: Further training
Loss of privileges

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Subject Experts
The following may be consulted for additional information.
Dean of the School of Humanities, Education, and the Arts

VP for Academic Affairs

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