Expectations of the Cooperating Teacher, Director, University Supervisor and Student Teacher

Expectations of the Cooperating Teacher

The cooperating teacher will:

• complete orientation checklist with student teacher by end of the first week of the placement

• include the student teacher as part of the teaching team.

• inform the student teacher about the requirements of the setting such as the need for lesson plans, planning time, and so forth.

• act as a sounding board for the student teacher.

• encourage and support the student teacher in his/her work.

• provide feedback to the student teacher on a daily and weekly basis, including both positive comments and areas to be improved (things to think about).

• acknowledge student teacher’s ideas and perspectives.

• act as a resource person to the student teacher.

• enable the student teacher to act as a lead teacher as often as possible but at least for two days each, during two different weeks

Expectations of the Director or Principal

The director of the center or principal of the school will:

• act as the student teacher’s “welcoming agent.”

• orient the student teacher to the center or school or assign someone to do so.

• provide a link to the facility by being a resource person who can answer questions about the center or school, policies, and philosophy.

• encourage the student teacher in his/her progress.

Expectations of the University Supervisor

The university supervisor will:

• act as a sounding board for the student with respect to ideas and concerns.

• serve as a resource person

• assist the student teacher to place into perspective the circumstances and events which are observed in the center or school.

• mediate discussion between the student teacher and cooperating teacher if conflict arises.

• track the progress of the student teacher, providing written and verbal feedback.

Expectations of the Student Teacher

The student teacher will:

• work with the cooperating teacher in planning activities for the children.

• interact with children in a positive, nurturing way.

• promote the philosophy of the center/school.

• support children’s development of self-esteem.

• encourage children in becoming more independent, while realizing that times of seeking comfort and support will occur.

• encourage problem-solving skills in children.

• work as a team with other staff members to ensure the safety and health of the children.  Share responsibilities such as diapering, cleaning duties, or assisting at meals.

• respect differences in children and adults.

• create learning materials and plan activities that are meaningful, interesting, and challenging to children.

• complete weekly assignments as determined together by the student teacher and the cooperating teacher, and those requested by the supervisor.

• act as a professional teacher in interactions with parents and staff.

• prepare creative, comprehensive plans for two lead weeks, reflecting two different themes.

• allow time in one’s own life for self-reflection and personal growth.