Online Reflection #4

Teaching Prosody and Avoiding Torment – A Guide for Cooperating Teachers and University Supervisors

Chapter 1: Should You Be a Cooperating Teacher?

·         The ultimate question that you need to ask yourself is, “Should I be a Cooperating Teacher for a Student Teacher?” While your initial reaction is to say yes, there are multiple people that need to be taken into account before this decision is made. Being a cooperating teacher is time consuming. Don’t assume that you are going to be able to turn over control of the class to your student teacher and expect to sail through the semester. You need to be comfortable with instructing your student teacher, as well as your regular class students. In addition, you must be willing to give up control of your classroom. Most importantly, do you have the right personality to instruct an adult on the fine points of teaching? Personalities, control issues, and class sizes are major concerns for teachers and student teachers. Do you have what it takes to teach and let go?

Chapter 2: Planning for a Successful Semester – GO!

·         In planning for the student teachers semester, one must think about Student Teachers, Cooperating Teachers and University Supervisors. Planning should begin in the semester leading up to ones student teaching semester. That being said, the student teacher should have as much time as possible with the texts that they will be teaching. In order for the experience to be as authentic as possible the ST, US, and CT should all be having a fluid conversation about the planning an implementation of the material. Other things to take into account before student teaching begins include: having a binder ready with schedules, policies, behavior management, class list, school handbook, grading policies, teacher dress expectations, standards, and school calendars. Have kids write to introduce themselves BEFORE student teaching begins. Furthermore, share lesson plans, have a desk ready with a few supplies such as paper clips, sticky notes, pens, clipboard, stapler, etc. You plan your teaching intentionally, begin teaching, and modeling for, your student teacher with the same intentionality you apply to your classes. In addition, because of widespread confusion, there are three student teaching schedules, designed to be customizable and with flexibility and in mind, that give the cooperating teacher and student teacher an understanding of expected teaching responsibility timelines. These include specific times when the ST should be observing, co-teaching, have full responsibility, and transfer back to the co-teaching model.

Chapter 3: Building Confidence in Your Student – This is not Boot Camp.

·         No one is ever perfect. Even seasoned teachers can use critique and advice on how to better reach their students, plan lessons, and assess students. That being said, there are multiple accounts of teachers who spend the entire semester tearing down their student teacher. Student teaching is stressful enough without the cooperating teacher tearing down to build back up. Using authentic examples from the point of view of student teachers, cooperating teachers, and university supervisors, this chapter explores the fine line between constructive and debilitating criticism. Largely, teaching is about confidence; build that confidence in your student teacher.

Chapter 4: The Teacher Portfolio and Licensure

·         Sitting in and among the assignments hazarded by student teachers is the teacher portfolio that they must complete in order to get licensed. Many student teachers see this as just another hoop to jump through, and cooperating teachers and university supervisors seem to take a hands-off approach to this assignment. However, completing this assignment not only shows the state that you should be licensed but also prepares the student teacher for interviews, planning, differentiation, and the realities of teaching. Unfortunately, students report frustration with the organization and execution of a professional teaching portfolio. They have also expressed that, with the amount of money they spend on tuition and their entire college degree, teachers and professors should have a proactively intentional approach to the portfolio and licensure process; after all, professors and teachers are in the public SERVICE industry. Often times it is the students themselves that share information on these topics, and often this information is incorrect. In this chapter we explore why this approach is not conducive to producing quality teachers and how to effectively guide student teachers toward successful licensure, without giving them too much in regard to their portfolios. This includes:

o   The organization of the document, task by task.

o    The break-down of what type of information is required in each task, including relating the information to previous assignments in other core classes (Field Experience Reports).

o   Department approved formatting changes to the document as it is written.

o   Refreshers and suggestions on where to find the resources needed to complete the document.

§  Data leaders

§  Counselors

§  Education Department Websites (Website redesigns happen so often this is a must)

o   A timeline which includes formal progress checks.

Chapter 5: Pedagogical Approaches

·         Much to the dismay of local school districts, and your university, not all of your students are going to remain in or around the area where they get their degree. While tailoring the education program and student teaching to address the local districts pedagogical programs, other districts have vastly different approaches to education. This chapter focuses on present, and emerging philosophical movements within education. Movements include: peer-taught classes, student-centered learning, progressive inquiry, blended learning, critical literacy, and Montessori education. Instructors should supplement this chapter with models and approaches from surrounding communities throughout the state. In addition, this chapter goes hand in hand as your students head off into the job hunting world.

Chapter 6: Jobs, Jobs, Jobs

·         On top of navigating the student teaching process, student teachers must also face the harsh realities of the job search. Often, relationships that were built over the course of their college career can be severely damaged as class mates begin finding jobs and getting hired. Most of this is due to the ambiguous nature of the job process. Nuances, such as when most applicants should post their resumes, help answering some of the most common questions on applications, and communication protocol will all be addressed. In addition, an up-to-date district map with list of the school districts and HR contact information in your state is included.

Chapter 7: Professional Contacts, Networking, and Resources

 Included in this chapter is a section on first year teaching. This section focuses on supporting your student teacher even after they have left the college and the classroom. Small things like phone calls and emails can be a great benefit to teachers and their success. Other sections include:

o   Email lists: students trade email addresses that will work long after their college email list is defunct. This allows the professionals that you have cultivated to stay in touch, support each other, and share ideas.

o   List of resources for teachers in your state

§  Supply stores

§  Continuing education resources

§  Union representative contact information

§  Technology resources for the classroom

§  A website list categorized by content area and resource focus area