Cooperating Teachers

Responsibilities

 Each cooperating teacher must hold a valid teaching certificate or license for his or her teaching position (grade and subject) and have a minimum of three years of successful teaching experience, with one year in his or her present position. Additionally, he or she must be willing to share classroom responsibilities with the teacher candidate and to assume the roles expected of a mentor, advocate, coach, and critic. The cooperating teacher is expected to assume responsibility for performing the following tasks:

Planning

  • Review The Teacher Candidate, Cooperating Teacher, and University Supervisor Forms and Materials List with the teacher candidate during the initial meeting.
  • Conduct a school orientation for the teacher candidate using the School Orientation Checklist for the Cooperating Teacher and Teacher Candidate as a guide.
  • Explain the role of the teacher candidate.
  • Discuss expectations of pupils.
  • Ensure that the teacher candidate/intern uses the Ashland University Standard Lesson Plan.
  • Provide the teacher candidate with information on student evaluation and grading policy.
  • For cooperating teachers working with interns in their internships, immediately begin involving the intern in the use of classroom curriculum guides, unit, and daily lesson planning, consider co-planning and co-teaching whenever possible.
  • During the first week, plan times to discuss the observations with the teacher candidate.
  • Expect teacher candidate/intern to submit a lesson plan (Ashland University standard lesson plan) to the cooperating teacher for review and approval prior to teaching each lesson. 
  • Review the lesson plans (for the lesson to be taught that day or for the week) carefully with the teacher candidate. Please note that failure to submit lesson plans for each lesson, or weekly, to the cooperating teacher and supervisor could be reason to withdraw a teacher candidate/intern from his or her field experience/internship.
  • Encourage students to consult the teacher candidate/intern concerning their class work. The students’ acceptance of the teacher candidate/intern depends upon his or her ability to establish authority and legitimacy in the classroom.
  • Observe the teacher candidate/intern informally and provide daily feedback on both classroom management and lesson delivery.
  • Conduct formal, written observations of the teacher candidate’s teaching using the lesson observation forms provided in in the cooperating teacher packet.
  • Participate in the teacher candidate’s final conference using the Internship Final Evaluation Form.
  • Complete the Cooperating Teacher Verification Data Form, as soon as possible, and return it to the Ashland University supervisor.
  • Collaborate with the supervisor to ensure that the teacher candidate meets field requirements.
  • Invite the teacher candidate to participate in parent-teacher conferences, staff meetings, etc… as appropriate and allowable with the school district.
  • Collaborate with the field supervisor on the teacher candidate’s final evaluation
  • Final grade is determined by the supervisor; make sure that you collaborate and communicate well with the university supervisor for the benefit of the teacher candidate/intern.

Teaching

  • During the first week, plan times to discuss the observations with the teacher candidate.
  • Expect teacher candidate/intern tosubmit a lesson plan (Ashland University standard lesson plan) to the cooperating teacher for review and approval prior to teaching each lesson. 
  • Review the lesson plans (for the lesson to be taught that day or for the week) carefully with the teacher candidate. Please note that failure to submit lesson plans for each lesson, or weekly, to the cooperating teacher and supervisor could be reason to withdraw a teacher candidate/intern from his or her field experience/internship.
  • Encourage students to consult the teacher candidate/intern concerning their class work. The students’ acceptance of the teacher candidate/intern depends upon his or her ability to establish authority and legitimacy in the classroom.
  • Observe the teacher candidate/intern informally and provide daily feedback on both classroom management and lesson delivery.
  • Conduct formal, written observations of the teacher candidate’s teaching using the lesson observation forms provided in in the cooperating teacher packet.
  • Participate in the teacher candidate’s final conference using the Internship Final Evaluation Form

Professional Reflection, Collaboration, and Communication

  • Complete the Cooperating Teacher Verification Data Form, as soon as possible, and return it to the Ashland University supervisor.
  • Collaborate with the supervisor to ensure that the teacher candidate meets field requirements.
  • Invite the teacher candidate to participate in parent-teacher conferences, staff meetings, etc… as appropriate and allowable with the school district.
  • Collaborate with the field supervisor on the teacher candidate’s final evaluation
  • Final grade is determined by the supervisor; make sure that you collaborate and communicate well with the university supervisor for the benefit of the teacher candidate/intern. 

Sophomore, Junior/Senior, & Bachelor Plus Level Field Experiences

For the sophomore field, two Teacher Observation Reports must be completed for this field experience. Your constructive feedback is valuable to the development of the teacher candidate. You will be required to fill out the Field Dispositions Evaluation form to help assess the teacher candidate’s dispositions and this data will help the Dwight Schar College of Education monitor and intervene with the teacher candidate if necessary. You will also be required to complete and discuss the Final Evaluation form with the teacher candidate at the end of the field experience. All forms should be returned to the university supervisor, at the end of the field experience, so they can determine the teacher candidate’s performance in the field experience. Teacher candidates are sometimes required to complete assignments while in the field experience. 

For the junior/senior field, three Teacher Observation Reports must be completed for these field experiences. Your constructive feedback is valuable to the development of the teacher candidate. You will be required to fill out the Field Dispositions Evaluation form to help assess the teacher candidate’s dispositions and this data will help the Dwight Schar College of Education monitor and intervene with the teacher candidate if necessary. You will also be required to complete and discuss the Final Evaluation form with the teacher candidate at the end of the field experience. All forms should be returned to the university supervisor, at the end of the field experience, so they can determine the teacher candidate’s performance in the field experience. Teacher candidates are sometimes required to complete assignments while in the field experience. 

For the Bachelor Plus (B+) fields, two Teacher Observation Reports must be completed for this field experience. Your constructive feedback is valuable to the development of the teacher candidate. You will be required to fill out the Field Dispositions Evaluation form to help assess the teacher candidate’s dispositions and this data will help the Dwight Schar College of Education monitor and intervene with the teacher candidate if necessary. You will also be required to complete and discuss the Final Evaluation form with the teacher candidate at the end of the field experience. All forms should be returned to the university supervisor, at the end of the field experience, so they can determine the teacher candidate’s performance in the field experience. Teacher candidates are sometimes required to complete assignments while in the field experience. 

Student Teaching/Internship

For the 7-Week Student Teaching/Internship, three Teacher Observation Reports must be completed for this internship. Your constructive feedback is valuable to the development of the intern. The intern must complete the Impact on Student Learning Assignment.  You will be required to fill out the Field Dispositions Evaluation form to help assess the intern’s dispositions and this data will help the Dwight Schar College of Education monitor and intervene with the intern if necessary. You will also be required to complete and discuss the Final Evaluation form  with the intern at the end of the field experience. All forms should be returned to the university supervisor, at the end of the internship, so they can determine the intern’s performance in the internship.

For the 14-Week Student Teaching/Internship, six Teacher Observation Reports must be completed for this internship. Your constructive feedback is valuable to the development of the intern. The intern must complete the Impact on Student Learning Assignment.  You will be required to fill out the Field Dispositions Evaluation form to help assess the intern’s dispositions and this data will help the Dwight Schar College of Education monitor and intervene with the intern if necessary. You will also be required to complete and discuss the Final Evaluation form with the intern at the end of the internship. All forms should be returned to the university supervisor, at the end of the internship, so they can determine the intern’s performance in the internship.

Evaluation of University Supervisors

At the end of the semester, both the teacher candidate/intern and the cooperating teacher will be given an opportunity to evaluate the supervisor. E-mail instructions regarding the evaluation of the supervisor will be sent out to cooperating teachers and teacher candidates/interns, prior to the end of the semester.

Cooperating Teacher Online Training

Cooperating teachers mentoring teacher candidates in field experiences  and internships are required to complete an Ashland University training, once every five years. The training can now be completed online using course sites.  Cooperating teachers will receive up to 0.5 CEU's (at no change) for completing the modules. 

The Benefit

Image of Mrs. Keener

Mrs. Karen Keener, 7th/8th grade English Language Arts teacher writes,

Mentoring teacher candidates is a great opportunity as a classroom teacher.  Though I have been in the classroom many years, I still remember clearly what it was like in the early years.  There was so much excitement yet so much to learn and experience.   I love to be able to provide a safe environment for interns to ask questions, try new things, and improve as upcoming professionals.  It is rewarding when I see student teachers connect what they have been reading and learning about being applied in my real classroom. The collaborative process between mentor and intern is often energizing and yields great learning experiences for our students. As much as I love giving back as a coach, I love even more when the candidates are able to bring fresh ideas and experiences to my room. New perspectives and fresh plans are a two-way street when you have an open-minded mentor paired with a motivated and inspiring future teacher.  

Image of Lauren

Lauren Reichenbach, Intervention Specialist writes,

Working with teacher candidates as a mentor teacher is such a valuable experience for my classroom. Fostering an atmosphere where student teachers and field experience students can learn, develop techniques, explore their creativity, and build rapport with students is a great way to feel rejuvenated as an educator. As a teacher, I feel good about allowing my students to experience a new perspective and walk along side these future teachers as they grow. Allowing AU students to practice the skills they have been working so diligently on mastering in a way that fosters learning for my own students is a fulfilling thing to see.