Specific Responsibilities of the Student Teacher

Below is a possible list of responsibilities of what a cooperating teacher might assign a student teacher during a semester.  Please understand that this is only a guideline and it is expected that each teacher will develop a specific list that fits the needs of the teacher, student teacher, children and curriculum of the center.  In some cases, the cooperating teacher develops a calendar for the semester with specific requirements for each week of the student teaching experience.

The responsibilities listed below include:

• student teachers placed in classrooms with children two years old to six years old
• student teachers placed in classrooms with children under two years of age
• student teachers placed in classrooms as team teaching partners.

• Read the entire Center Handbook(s) {may also be titled Parent Handbook and/or Staff Handbook}.

• Read the Childcare Licensing Manual (center will have a copy and this is also covered in Administration of Preschool Programs).

• Locate and bring at least 5-10 picture books for each theme or topic into the center or school.  Explore the books at Anderson Library and the Whitewater Public Library.  Seek out the award winning books.  Compile a reference list for each set.  This will create a resource list of theme-related books for future use.

• Create an “About Me” book to introduce yourself to the children, the center and the families.  Read it at group time during the first week.  Afterwards, display it where families can read it.

• Schedule regular meetings with the cooperating teacher.  Discuss daily/weekly and lead week responsibilities and other concerns (see Appendix D for possible lesson plan format).

• Create at least five file folder games for children ages 4 and older.  Adapt the games to the assigned age group.

• Lead large group time at least eight times during the semester, including the two lead weeks.  Include planned transitions to the next event or location.

• Plan small group activities for at least two weeks, preferably more.

• Create activities for the following areas of interest in relation to an ongoing theme or topic (if applicable):

  Science                                              Woodworking (if available)
  Sensory table                                     Dramatic play
  Block area                                         Creative Art
  Math manipulatives                             Language arts
  Library (see #1 above)                       Movement

• Create at least one dramatic play prop box.

• Plan two theme-related snacks and involve the children in the preparation.  It is important to work closely with the cooperating teacher.  Keep both the food and preparation simple.  Consider whether or not a child might prepare only his/her own snack, as opposed to many.  Work with the center staff to insure that the food can be purchased within the center’s budget.  Students’ are not expected to purchase food for the center (see section, Commonly Asked Questions). 

• Complete the environmental design evaluation exercise (see Appendix C), together with the required report.  Submit the floor plan and report to university supervisor during the third or fourth week.  (check with university supervisor – each has slightly different expectations for this assignment).

• Prepare and present at least two flannel-board stories.  Feel free to use any previously made materials, as long as the materials are appropriate for the age and theme.  

• At least six times, read a book to the class and follow up with related activities.

• Create at least two bulletin boards.  Try to involve children (interactive bulletin board) or the children’s work.

• Assume the position of lead teacher for at least two days for each of two different weeks.  Each week should have a different theme.  It is preferred that the two weeks are not one after the other.  Because lead weeks require much time for planning and preparing materials, it is helpful to students to place one or two regular weeks in between the two lead weeks)

• Expand teaching experiences beyond the requirements listed.

Student Teachers Placed in Classrooms with Children Under Three Years of Age

• Read the entire Center Handbook(s) {may also be titled Parent Handbook and/or Staff Handbook}.

• Read the Childcare Licensing Manual, specifically the section for Care of Infants and Toddlers (the center will have a copy and this is also covered in Administration of Preschool Programs).

• Locate and bring developmentally appropriate books into the center, one or two per week.  Compile a reference list of the books.  This will become a resource list of books for children from birth to two years of age.

• Create an “About Me” poster or book.  The poster or book should include a few photos and words written in large print.  Be sure to laminate the book or poster so very young children can handle it.  Share it, one-on-one or in small groups, with interested children during the first week.  Afterwards, display it where families may read and examine it.  The poster or book can be used to introduce yourself to future classes.  If designing a book, design it so that pages can be added or deleted to make it appropriate for children from 2 through 8 years of age.

• Schedule regular meetings with cooperating teacher.  Discuss daily/weekly and lead week responsibilities and other concerns.

• Plan and implement individualized activities for all infants.  Examine infant activity books.  The cooperating teacher and university supervisor will have curriculum books to lend student teachers.  If working specifically with infants, devise and carry out developmentally appropriate activities for 4 infants per week, starting at the fourth week.  Thus every 2 weeks, student teachers will work with eight infants.

  Plan a variety of activities by planning experiences that promote the development of:
                    The senses (tactile, visual, olfactory, auditory)
                    Language
                    Large and small muscles
                    Self help skills
                    Exploratory play
                    Dramatic play for children 12 months or older
  For each activity, include a planned transition to the next event of the day (see Appendix E for possible lesson plan format).

• For children over one year of age, create at least one simple dramatic play area.  Be sure it is meaningful (related to everyday life) and purposeful for those child(ren) for whom it is prepared.

• Create at least two activity boxes.  Present one for a given week, and the second for a different week.  The boxes are intended to elicit exploration behaviors from children under three years of age.  Relate the box items to a theme for children 20 months and older if possible.

Specific Responsibilities of the Student Teacher for Children Under Three (Con’t)

• For children over one and one-half years of age, plan and carry out one theme-related snack, possibly one they can help prepare.  Consider ways to make the connection between theme and snack understandable to children.

• Complete the environmental design evaluation exercise (see Appendix B) by drawing a floor plan and preparing the required report.  Submit the floor plan and report to your university supervisor during the third or fourth week (check with university supervisor – each one may have slightly different expectations for this assignment).

• Prepare a very simple flannel board story or magnet board story. Laminate the pieces.  Be careful to prepare the materials specifically for this age group.  For example, illustrate a favorite board book or nursery rhyme.

• At least 6 times, read a book to a child or several children and follow up with a prepared activity.  Interact with children by playing, communicating, reading and reading activities.

• Bring in 10 or more laminated pictures, which are appealing to very young children.  Fasten pictures to the floor for non-walkers and low on the wall for children who are walking.

• Assume the position of lead teacher for at least two days each for two different weeks Consult with cooperating teacher about your ideas for appropriate activities.

• Take an active role with all care giving routines such as diapering, learning to use the toilet, dressing and undressing, eating, and preparing for recovery from naps.  Remember that for infants and toddlers, caring is the curriculum.

• Extend experiences as a student teacher beyond the requirements shown here.