cooperating-teacher-handbook-for-practica

University of West Georgia College of Education COOPERATING TEACHER Handbook for Practica 2017-2018 Teacher Education Programs University of West Georgia College of Education Office of F

University of West Georgia College of Education

COOPERATING TEACHER

Handbook for Practica

2017-2018

Teacher Education Programs

University of West Georgia College of Education Office of Field Experiences Education Center Suite 207 Carrollton, GA 30118 678-839-5162

Dear Cooperating Teacher:

Thank you for serving as a model and mentor for our teacher candidates during the field experience portion

of their program As educators, we know that real world experience is an important component to professional growth and development Our goal is to provide positive experiences for our teacher candidates that will enable them to grow and develop into teachers and educational leaders who positively impact learning in the school community

The UWG student assigned to you is a teacher education candidate completing an undergraduate practicum The teacher candidates are assigned a specific number of lessons to teach in their field placement These lessons are assigned within the courses they are taking along with the Practicum In addition, the teacher candidate may ask you about your curriculum, instruction, and classroom management design Participation may also include teaching additional lessons, working with students individually or in small groups, and other duties that teachers typically perform Please note that it is critical that you supervise any activity that involves our teacher candidates;

he or she should not be left alone during any activity

The Field Experience packet attached to this letter includes descriptions of additional activities and

requirements; responsibilities of the teacher candidate, supervising teacher, and university supervisor You will be asked to complete observations and CAPS (Candidate Assessment on Performance Standards) on TK20, the COE’s electronic platform The University Supervisor will provide you with all of the information We ask that you address all concerns, comments, and questions with the University Supervisor assigned to your school We want each of the teacher candidates to be successful and to develop the necessary skills to be an effective teacher Please feel free to contact either me with comments or concerns with your candidate or the program Have

a great semester!

Sincerely,

Wanda Calhoun, M.Ed

Director Field Experiences

Office: 678-839-6083

At the beginning of the semester it is important that the cooperating teacher and the teacher candidate review and discuss this information packet and the College of Education Field Experience website Plans need to be made for the teacher candidate to work with individual students, small groups of students, and the whole class Tentative dates should be selected for the teacher candidate to teach the required lessons The candidate can also teach other lessons and participate in other classroom activities as agreed upon by the supervising teacher and teacher

candidate, but be aware that the teacher candidates are also involved with attending classes during this field

experience and have many other responsibilities

The Lessons/Activities

The teacher candidate needs to plan for and teach the required number of lessons listed on the document titled

“Supervision-Observation Requirements” (Resource 7) The teacher candidates are required to complete a Context for Learning form that has information about the school, students, texts used in the class, and students identified with specific learning needs This includes students with IEPs, 504 plans, ESOL, Gifted, RTI, and struggling learners These learning needs must be addressed in lesson plans with modifications and/or accommodations

The UWG lesson plan format used is designed to promote critical thinking when designing a lesson that will meet the needs of ALL learners Each teacher/school has a unique process for developing lessons that may be shared with the candidates However, we ask for your support as our candidates use the detailed format prescribed by the university

Responsibilities of the Teacher candidate

Punctual and Regular Attendance – Sign in and out upon arriving and leaving the school Absences and/or

tardiness will not be considered excused during the field experience However, in case of serious illness or

emergencies, the teacher candidate is responsible for notifying their cooperating teacher, the school office, and the university supervisor of his/her absence or tardiness Absences will be made up according to arrangements agreed upon by the university supervisor, the cooperating teacher, and the teacher candidate It is best that the teacher candidate and their cooperating teacher discuss preferred procedures during the first week of the field placement

Appropriate Dress – Teacher candidates are required to adhere to the dress code of the school to which they are assigned

Code of Ethics and Standards of Conduct – Teacher candidates must act in accordance to the Georgia Code of Ethics and Standards of Conduct for Educators and within the goals and purposes of the Curriculum and

Instruction Department and the College of Education of the University of West Georgia

Teacher Candidate Involvement – teacher candidates may not be left unsupervised with classroom students at

any time during the field experience

Teacher candidates will be actively involved in all types of educational experiences The following are some suggested activities:

 Assist, but not assume full responsibility for such teaching activities as:

 Conducting recess activities

 Supervising and planning playground activities

 Working with individuals, small groups, and the large group

 Participating in art and music activities

 Developing bulletin boards, learning centers, and hands-on instructional materials, etc

 Assisting with evaluation procedures

 Assisting with field trips and special events

 Developing appropriate classroom management techniques

 Evaluating and interacting with students in their use of technology

 Assist with clerical or routine activities such as:

 Recording grades or scores

 Checking student work

 Preparing materials

 Participate in professional activities such as (when appropriate or feasible):

 Attending faculty meetings

 Attending grade level planning meetings

 Observing and/or participating in conferences with parents

 Attending school-community activities

 Discussing specific professional concerns with cooperating teachers

 Attending conferences concerning student placement

 Maintain their portfolio

Teaching of Lessons

 Teacher candidates must plan, type, and teach/implement the required lessons or activities The lesson plan format provided by University of West Georgia will be followed

 Teacher candidates must provide lesson plans to supervising teacher prior to the day the lesson is to be taught in order to receive feedback and make adjustments regarding the plan Submitting the lesson plan to the supervising teacher at least one week prior to the lesson being taught is preferred

Responsibilities of the Cooperating Teacher

 Serve as a positive role model

 Maintain open communication necessary for productive teamwork

 Complete a planning and teaching schedule with the teacher candidate early in the experience

 Review lesson plans and provide feedback prior to the teaching of lessons

 Observe and evaluate various lessons taught by the teacher candidate The form is housed on TK20

 Complete a midterm and final CAPS on TK20

 Assist the teacher candidate in:

 Understanding the comprehensive duties of a teacher

 Becoming acquainted with the diversity of the learners in the classroom and planning instruction to meet their needs

 Learning about the school facilities

 Becoming involved in curricular and professional activities

 Developing an individual teaching style

 Making short and long range plans

 Developing lessons and activities

 Enhancing their creativity and originality

 Communicate at the conclusion of each field experience day with the teacher candidate

 Communicate with the university supervisor on a regular basis

 Communicate with the university supervisor immediately if questions or concerns arise

 Please note that teacher candidates may not be left unsupervised with students

Responsibilities of the University Supervisor

 Serve as a resource person for the teacher candidate, school faculty, and principal

 Represent the entire university

 Model and interpret Georgia’s Code of Ethics and Standards of Conduct for Educators

 Observe and evaluate various lessons taught by the teacher candidate

 Provide suggestions for classroom management, lesson planning, and instructional strategies

 Establish and maintain professional and ethical working relationships with the cooperating schools

 Remain in communication with the cooperating teacher and principal where teacher candidates are

assigned to ensure satisfactory coordination of the program

 Provide adequate individual conference time to assist the teacher candidate

 Emphasize and model the importance of handling certain problems and school situations with discretion and strictest confidence

 Keep adequate records on each teacher candidate

 Conference with the cooperating teacher and teacher candidate concerning the mid-term and final

evaluation Sign the mid-term and final evaluations

 Observe and follow the protocol and/or regulations regarding public school visitors – sign in and out, wear appropriate name badge, etc

Evaluations of Teacher Candidates:

All teacher candidates from University of West Georgia are evaluated throughout field experiences with

evaluative instruments provided by the College of Education The evaluations are aligned with instruments used

by the Georgia Department of Education to evaluate practicing teachers

The evaluation instruments can be located on TK20 (electronic platform for the COE) You will receive an email from the Office of Field Experiences that will have detailed instructions regarding access to these

documents

University of West Georgia’s College of Education has adopted the statewide evaluation for candidates in

Teacher Prep programs – CAPS (http://www.westga.edu/assetsDept/coe/InternKeys.pdf ) This evaluation is aligned with TAPS, which you are all very familiar with This will need to be completed at the end of the

semester by you (the cooperating teacher)

In this handbook, you will find a document titled “Professional Concerns Form” (Resource 2) This document can be used at any time throughout the semester to document professional behaviors If needed, we encourage you to print and complete the document and submit it to the university supervisor We also ask that you confer with your teacher candidate regarding the behaviors noted on the document

Lesson Observation forms (Resource 5) are made available to you on TK20 as well We encourage you to utilize these as you observe your candidate teaching The data collected from your feedback is critical to the success of our programs

Finally, you will find an evaluation document in TK20 for you to complete regarding the university supervisor that is assigned to your teacher candidate Again, this data is very important as we want to insure that we are providing the best support available to our candidates in the field

Teacher candidates will receive a grade of “S” (Satisfactory) or “U” (Unsatisfactory) for the field experience, at the end of the semester The university supervisor is responsible for assigning the grade

Supervision Resources

Teacher Candidate Emergency Form……… Resource 1 Professionalism Concerns Form……… Resource 2

Roles & Responsibilities in Student Remediation……… Resource 3 Documentation of Student Conference……… Resource 4

Sample - Observation Instrument……… Resource 5

FERPA……… Resource 6 OFE website……….……… Resource 7 Office of Field Experiences Contact Info……… Resource 8

Resource 1 University of West Georgia College of Education Teacher Candidate Emergency Form

NAME: _

ADDRESS:

HOME TELEPHONE: _ CELL:

EMAIL ADDRESS:

COOPERATING TEACHER – SITE MENTOR:

 Full time Internship (follows schedule of Cooperating Teacher)

 Part-time Practicum (Please list approximate days and times of attendance)

Emergency Contact #1:

Name: Phone: Relationship to teacher candidate: _

Emergency Contact #2:

Name: Phone: Relationship to teacher candidate: _

Resource 2 Professionalism Concerns Schedule: (Circle one)

Emergency Contacts

Professional behaviors should be exhibited by teacher candidates/interns at all times Concerns need to be identified early and problems need to be resolved as soon as possible All teacher candidates will be evaluated

on the following indicators*, but only those candidates who have engaged in behaviors that suggest a negative disposition should be reported

Indicators:

Collaboration Issues: The ability to work together, especially in a joint intellectual effort

Honesty/Integrity: The ability to demonstrate truthfulness to oneself and to others; demonstrate moral

excellence and trustworthiness

Respect: The ability to honor, value, and demonstrate consideration and regard for oneself and others.

Preparation and Punctuality: Respect and seriousness of intent to be prepared and punctual.

Emotional Maturity: The ability to adjust one’s emotional state to a suitable level of intensity in order to

remain engaged with one’s surroundings

Reflection: The ability to review, analyze, and evaluate the success of past decisions in an effort to make better

decisions in the future

Flexibility: The willingness to accept and adapt to change.

Responsibility: The ability to act independently, demonstrating accountability, reliability and sound judgment Verbal and Written Communication: The ability to communicate with various audiences through clear and

organized verbal and written communication

Explanation of Concern(s):

This concern has been discussed with the teacher candidate My signature verifies that I am aware of the

contents and existence of the document

Send a copy of this report to: The Office of Field Experiences

University of West Georgia

ED Center, Suite 207 Carrollton, GA 30118

(This form is also located in TK20)

Adapted from materials created and used by the Special Education Department, Illinois State

Resource 3

Roles/Responsibilities in Student Remediation

The following offenses negate the need for the process and can lead to

immediate removal from a field placement and/or program:

 A felony offense

 Violation of the Code of Ethics

 Behavior that is deemed to be offensive, egregious or dangerous to

students and/or faculty that the cooperating school system deems that the candidate is not allowed to return.

The Director of the OFE should be contacted immediately upon removal from a field placement and/or program.

Resource 4

1 Any time a concern is noted by any professional person who is involved in the education of UWG teacher

candidates the first action is always a discussion of the concern between the student and the professional who noted the behavior(s) (usually the cooperating teacher, university supervisor or university faculty) The discussion

is documented on the “Student Conference” form in Tk20

STEP 1

Student

Conference

(documented)

2 Follow-up on the concern is carried out by the professional who initiated the form within the time frame (2 weeks or less) noted on the Student Conference form Actions that may be taken upon follow up include: 1 Resolved, no further action needed 2 Improving, continue monitoring or

3 worsening/no improvement, initiate professional growth plan Notice

of the action is documented in Tk20 and the appropriate program coordinator and COE OFBP are notified The development of the professional growth plan is the primary responsibility of the faculty who assigns the student grade Collaboration with other appropriate

professional staff including the cooperating teacher, university supervisor or university faculty is encouraged

The professional who develops the professional growth plan schedules a conference with the student within 7 days developing the plan and invites those individuals who will be involved in implementation of the plan to attend the conference The plan is discussed with the student and contains clear description of the questionable

behaviors/dispositions; expected changes; time frames for improvement; and consequences of failure to comply which may range from

STEP 2

Development of

Professional

Growth Plan

3 A follow up conference is scheduled to monitor progress

on the plan Actions that may be taken include 1

Resolved, no further action needed 2 Improving, continue monitoring, 3 Worsening/no improvement, proceed to next appropriate step outlined in the plan

Notes and outcomes of the conference are noted in Tk20 and sent to the appropriate program coordinator and the

STEP 3

Follow up

Conference

Professional