Cooperating Teachers' Handbook (Reflection 5)

This handy book will serve as a guide to future cooperating teachers who want the inside scoop on how to have a successful relationship with their student teacher.

Chapter 1- Getting to Know Your Student Teacher

The first few meetings between cooperating teacher and student teacher can be intimidating and somewhat uncomfortable. This chapter provides advice on how to show your student teacher that you are excited to have them in your classroom and that you plan to work as a team in the best interest of the students. Your student teacher may not know what they need at this point, so it will be up to you to provide an overview of important information that they need to know right away. Don't feel like you are giving too much advice or information because the more your student teacher knows now, the better off they will be later. Also in this chapter is a detailed list of what you should provide for your student teacher; such as, emergency procedures, building schedules and maps, curriculum information, testing dates and other staff meeting dates, class lists, etc.

Chapter 2 - Sharing Your Space

Your student teacher has had several semesters of observations in various schools and classrooms. When they begin visiting your classroom, they will likely feel like a visitor. It is up to you to make them feel welcome and show your plan to make them a co-teacher, rather than an observer. This chapter outlines several methods to set up an atmosphere conducive to co-teaching. One of the most important steps to do this is to provide the student teacher with a work space of their own. If space is limited, make sure to let your student teacher feel comfortable sharing your work space. Encourage your student teacher to take on early tasks that involve using your work space; such as, entering roll and/or grades on your computer. However, don't assume they will know how to do this right away. You will have to train them and it will take guided practice before they will be proficient on their own!

Chapter 3 - Sharing Your Students

As your student teacher begins to feel comfortable, they should naturally begin getting to know the students in your classroom. Know that you can and should share vital information about your students that will be helpful because, after all, you know your students and their needs. Some information that will be helpful are past performance records, IEP's, and anything else you can think of that will guide instruction. What would you need to know about your students to plan effectively? After sharing this information, give your student teacher tasks that allow for interaction with students. The best way to do this is to have them work with different small groups. This chapter provides other advice on how to introduce your students to the idea that your student teacher is there to help provide instruction for their benefit and that they should be treated with the same respect as other teachers. You will be the best model for students, as they will know from your interaction with the student teacher, and will quickly size-up the student teacher's role in the classroom. Make sure students know their expectations!

Chapter 4 - Sharing Your Wisdom and Resources

Your student teacher will come to you with some resources, but will need plenty of direction on best planning practices for your curriculum. Don't assume that they will know how to plan for instruction in your classroom because, in all likelihood, they will not be prepared for that. As you probably remember, teacher education prepares you for the "big picture", but when it comes to the specifics, it will be up to you to show how you plan, either using textbook resources, district pacing guides, or other methods in your building. Yes, you have a very busy schedule and it may seem overwhelming to train another person to essentially do your job, but if you provide the information in chunks, everyone will benefit and the transition will be much smoother on you, your student teacher, and your students. So, share your resources and best practices for planning!

Chapter 5 - How To Hand Over Control

You have successfully prepared your student teacher to begin taking over control. This chapter defines some rules for how to maintain an environment that allows your student teacher to explore their teaching style, experience what life is like as a teacher, and to lead your students successfully. It is important to give them some freedom when planning, but you can and should provide advice on how you think their lessons might "play out".  Remind your student teacher that they will have days that will not go as planned, but that is part of teaching. Know that they will make mistakes and that is OK! It is all part of the learning process. This is one of the most difficult things for cooperating teachers because you may not want to leave your students alone with the student teacher, but at some point, this will be the best way for them to see how students act when you are not in the classroom. After days when you have left the class in control of the student teacher, conference with them to see how things went and then you can provide advice on how you would deal with any issues that arose. On days that you stay in the classroom, provide both written and oral feedback for your student teacher but remember that constructive criticism will help them grow and become better teachers.

You have taken on a fantastic and challenging role as a cooperating teacher and should be commended for sharing your knowledge! Using the guidelines in this book will help you pass that knowledge along to a future educator!