Guidelines for the Cooperating Teacher

Guidelines for the Cooperating Teacher

Thank you for agreeing to accept one of our Teacher Cadets into your classroom for the next few weeks. Our hope is that the Teacher Cadet will be a help to you and your class.

The First Step: Observing

Initially, a Teacher Cadet may address these questions as he/she observes in your classroom:

·  How is the lesson started?

·  How are interruptions handled?

·  What happens if a student is or is not paying attention?

·  What special techniques does the teacher use?

·  What are classroom rules and consequences if rules are not followed (classroom management plan)?

·  How does the teacher teach (instructional style)?

·  What is being taught (content)?

·  What books, worksheets, and other materials are used in teaching?

·  Is grouping used? Individualized instruction? Entire class as a group?

·  How does the teacher know the students are learning (assessment)?

·  What are teachers doing to involve students actively in learning?

The Next Steps: Participating

For Tuesday, March 1, and Thursday, March 3 (fill in the first block of dates) of the field experience, the Teacher Cadet is to observe, for the most part, to learn your classroom rules, procedures, and students’ names. However, if you see fit for him/her to take on a few minor tasks during this time, feel free to involve him/her.

Then the Teacher Cadet should confer with you to implement those things he/she can do in your classroom on Monday, March 7 and Wednesday, March 9 (additional dates of field experience). If possible, ask the Teacher Cadet to do some one-on-one tutoring with individual students or with small groups who are having difficulty mastering a skill, who have been absent for an extended period, or who are gifted and need additional projects. A list of suggestions from which to choose includes the following:

·  Correct sets of papers

·  Take roll

·  Copy and staple worksheets

·  Tutor during class or after school

·  Set up classroom equipment (e.g. TV and VCR, PowerPoint® presentation)

·  Create a bulletin board

·  Escort children to next class, recess, sick room, etc. (if appropriate for age group)

·  Introduce a segment of a lesson

·  Teach a lesson

·  Assist an individual during “seat work” or lab work

·  Read a story to a group

·  Perform any task you see that is appropriate

From Tuesday, March 15 through Friday, May 15 (dates of field experience after week 1), the Teacher Cadet should actually do some teaching. A Teacher Cadet is not a practice teacher; however, he/she would benefit strongly from providing instruction involving more than one student (either small group or whole class). The Teacher Cadet is to plan with you the topic/unit/method to be presented to students. Cadets understand their need to be flexible so that they will not be an interrupting force in your classroom. Hopefully, each Cadet will have time to teach at least two full lessons to the class.

Important Note: The Teacher Cadet in your classroom is not an adult, so he or she has no authority to serve in the classroom as a substitute for you.

I am trying to hold paperwork to a minimum, but I ask that you complete the evaluation forms included in this packet and return them (send by Cadet or district mail) on the last day of each month (dates chosen by teacher). I have included envelopes for you to use to return these evaluations. It is very important that Cadets sign in and sign out so that I can document the actual number of minutes spent in your classroom each day. Each Cadet should spend at least 90 minutes with his/her cooperating teacher and students each day; the largest percentage of time should be with instructional activities.

Enclosed:

·  Attendance record to be returned with Evaluation # 3 (on last day of field experience)

·  Letter of introduction written to you by the Cadet who will be working in your classroom

·  Contact sheet with times, e-mails, and phone numbers to help in planning

·  Calendar indicating dates Cadet will be in your class and in my class

·  Evaluation sheets, envelopes

·  Lesson Evaluations (Samples A, B, C, D) which you can select for appropriateness; you may make additional copies, if needed

With your permission, I would like to enter your classroom briefly to observe the Teacher Cadet. I will schedule the date(s) with the Cadet when he/she returns to my classroom during the field experience. You can refer to the enclosed calendar to see which days the Cadet is scheduled to come to the Teacher Cadet classroom.

Feel free to contact me at your convenience either at 732-8055, ext. 446 (school phone number), 749-2160 (home phone number) or 312-3312 (cell) or (e-mail).

It is a privilege for me to work with the Teacher Cadet Program, and I hope having a Cadet to assist you in your classroom will be a rewarding experience for you. On behalf of CERRA (Center for Educator Recruitment, Retention, and Advancement), we thank you for your time and expertise.

Carol Jackson

Dutch Fork High School Teacher Cadet Instructor

Cooperating Teachers for Teacher Cadets:

I would like for ______(name of Teacher Cadet) to spend one full day in the classroom working under your supervision on ______(date). It is important for the Cadets to know what it is like to be in a teacher’s “shoes” from the beginning to the end of the school day.

By observing and assisting you the full day, he or she will have opportunities to become more knowledgeable about additional teaching duties such as homeroom agendas, lunch duty, bus duty, planning periods, special areas, teacher meetings, or other teacher-based tasks. Some Cadets will also have the opportunity to see different subjects, ability levels, or students.

The Teacher Cadets will have permission to excuse them from their high school classes on this day.

If this is not convenient for you, please contact me and other arrangements can be made.

Again, the Teacher Cadets and I greatly appreciate your working with us.

Sincerely,

Carol Jackson

DFHS High School Teacher Cadet Instructor

To: Principals

From: Carol Jackson, NBCT (Teacher Cadet Instructor)

Subject: Teacher Cadets’ Field Experience

Date: March 1, 2005

Attached is a chart listing the Teacher Cadets and the teachers who have generously agreed to work with these seniors at the designated times. Cadets are scheduled to be in your schools from March 1 to May 10 (dates). Cadets will “shadow” and assist teachers a full day on March 21 (date).

With your permission and that of the cooperating teachers, I will be scheduling observations to observe and evaluate the Cadets’ lessons.

Each cooperating teacher has been given a detailed information packet. If you, too, would like the same material, we will be glad to provide the same printouts for you.

We are sensitive to special rules regarding standardized testing. Cadets will follow through on their Cooperating Teachers’ instructions. They can provide valuable one-on-one instruction to students who need extra help preparing for standardized tests. They can also do clerical work on designated days outside the classroom. We will not interfere with testing procedures.

If you have questions or concerns, please feel free to call me, and I will return your call.

We greatly appreciate your valuable support of the Teacher Cadet Program. Working under the guidelines of the Center for Educator Recruitment, Retention, and Advancement (CERRA), the Teacher Cadet Program represents one of the most effective pre-collegiate teaching recruiting programs in the nation. For more information about CERRA, please visit www.cerra.org.

My phone number and other contact information:

732-8055, ext. 446 (school) or 312-3312 (cell) or 749-2160 (home)

My email is or, in the event our system goes down, use .

Certificate of Appreciation

Awarded to

Teacher Cadet Program

in affiliation with High School

and CERRA-South Carolina

200 - 200

Teacher Cadet Teacher Cadet Instructor