ROLE AND RESPONSIBILITIES OF THE LOCAL SCHOOL OR AGENCY ADMINISTRATOR

Pre-teaching Period

Coordinates the Assignment of Students and Cooperating Teachers.

1. Conducts a formal or informal survey of teachers in the system who are qualified and willing to become cooperating teachers.

2. Compiles a tentative list of certified cooperating teachers for the Director of Field Experiences using established criteria. (See "Criteria for Selection of Cooperating Teachers" in this handbook.)

3. Arranges conferences between student teachers and cooperating teachers when necessary.

4. Confirms assignments with the Director of Field Experiences.

Student Teaching Period

Explains the Student Teaching Program to Staff, School Board, Community

1. Releases information to the news media in the local community about the program and the participants, both student teachers and cooperating teachers.

2. Explains the values of participation:

a. Professional growth of the cooperating teacher.

b. Opportunity to observe and hire prospective teachers.

c. Participation in the pre-service training of teachers.

d. Opportunity to communicate the needs of schools to the university.

Participates in the Teacher Education Program

1. Orients the student teacher to the school.

a. Introduces student teacher to the philosophy and curriculum of the school.

b. Encourages the student teacher's participation in orientation and inservice programs.

c. Makes school records available.

d. Arranges for the first meeting with the cooperating teacher.

2. Observes and evaluates student teacher's progress.

a. Observes the student teacher at work at the request of the cooperating teacher or the student teacher, or as determined to be warranted.

b. Offers oral or written suggestions to the student teacher, cooperating teacher, or university supervisor.

c. Consults with cooperating teacher or university supervisor during the semester.

3. Ensures and provides a climate which stimulates professional growth.

a. Encourages a variety of experiences, both extracurricular and curricular, but guides the student teacher's energies toward classroom teaching responsibilities.

b. Guards against the student teacher's assuming clerical duties at the expense of experiences in teaching.

c. Provides a qualified substitute teacher when the cooperating teacher is absent. See Substitute Teaching policy on page 21 in this handbook.

d. Encourages the student teacher's controlled experimentation with new methods and materials and the participation in various school organizational patterns.

4. Provides time for the cooperating teacher and the student teacher to confer.

5. Makes suggestions to university personnel for the improvement of the program.

6. Provides broad observation opportunities, making it possible for student teacher to observe a variety of teaching styles.