A Guidebook For Preservice and Cooperating Teachers

Adolescent Teacher Education (Grades 7-12)

Le Moyne College Department of Education

Syracuse, NY 13214 315-445-4376

An Open Letter to School District Personnel

The opportunity to place a preservice teacher in a school setting with highly qualified educators is greatly appreciated and welcomed by the Department of Education, Le Moyne College. An appreciation is extended to the building administrator whose support and leadership are vital to the success of the student teaching program. An appreciation is extended to the cooperating teacher whose dedication and competencies will greatly influence the knowledge and skills of the teacher candidate as one learns and benefits from the experience. An appreciation is also extended to the other building personnel who complement and assist in the educational program. To everyone in the school who made it possible for Le Moyne students to be a part of the educational process, we are grateful.

Dear Cooperating Teacher: Thank you very much for your willingness to work with a preservice teacher from Le Moyne College. It is so important that future teachers have an opportunity to gain knowledge and skill by working with effective and experienced teachers. PHASE #1 of Le Moyne’s program: (A) Your teacher candidate is required to visit your classroom for a minimum of 20 clock hours at a mutually agreed to time during the fall semester preceding student teaching. (B) The preservice teacher is required to complete a unit plan for one student teaching site. We hope that he/she will be able to teach all or part of the unit during full-time student teaching. A mutually agreed to topic should be identified as soon as possible. (C) Any textbook(s) or instructional materials being used should be available to the Le Moyne student so that he/she will be able to follow along during the spring semester and use this information when introducing new concepts during full-time student teaching. (D) In October, we ask the cooperating teacher to complete a one- page Mid-Semester Evaluation form regarding the teacher candidate. The form is located in the Index of this guidebook. (E) In December, we ask the cooperating teacher to complete a one page End of the Semester Evaluation form regarding the teacher candidate. The form is located in the Index of this guidebook. (F) At the end of the fall semester, we ask the cooperating teacher to develop a plan for the gradual assumption of the daily schedule by the preservice teacher during full-time student teaching. PHASE #2 of Le Moyne’s program: (A) During the spring semester, your teacher candidate will begin the final part of his/her induction into the teaching profession. He/She will teach in your school for a seven-week (approximately) block of time. During this phase, the Le Moyne preservice teachers follow the public school calendar.

(B) During the field experience, cooperating teachers are asked to approve all lesson plans and complete weekly evaluations of the preservice teacher’s performance. Any/All concerns should be brought to the attention of the college supervisor. This teacher candidate is completing the final phase of a competency oriented preservice teacher training program. With many required education courses there has been fieldwork with a 20-hour minimum requirement. Listed below are suggested activities that you may want the preservice teacher to experience during the spring semester. Please add any additional activities you feel the student is capable of performing. Suggested activities: observe classroom activities develop a journal tutor individual students or small groups read to students teach all or part of a lesson assist with group projects We feel that it is important that our prospective teachers accept their professional responsibilities and demonstrate positive attitudes. If you have any questions about your preservice teacher or any comments that will assist us in improving the program in the future, feel free to call (315) 445-4376. Again, thank you for your support, cooperating, and dedication. Sincerely, Dr. Stephen Fleury, Chair David C. Ringwood Education Department Field Placement Coordinator

Table of Contents

TOPIC PAGE NUMBER A. General Principles and Objectives 1-2 B. Important Topics for Student Teachers 1. Substituting While Student Teaching 2 2. Evaluation 2-3 3. Withdrawal 3 4. Grooming 4 5. Absence or Illness 4 6. Liability 5 7. Preservice Teaching Hours 5 8. Planning 5-7 9. Observations 7 10. Summary 7-8 C. Special Objectives for Preservice Teachers 8 D. Guidelines for Cooperating Teachers 9-10 E. Role of the College Supervisor 10 F. Full-Time Field Experience 11-12 Index Evaluation During Student Teaching A Preservice Teacher Mid-Semester Evaluation B Preservice Teacher End of Semester Evaluation C Lesson Plan Format D Lesson Plan Vocabulary List E Checklist for Cooperating Teachers F

A. General Principals and Objectives for Student Teachers Teacher educators and preservice teachers consider field experience to be an integral part of the professional education program. College courses and simulations provide an essential experience and knowledge to the preservice teacher. However, the field experience provides the arena in which to demonstrate and develop teaching skills and competencies and to increase the level of proficiency in teacher characteristics. The preservice teaching program should provide continuous and meaningful experiences through a gradual induction into responsibilities of the classroom teacher. The effectiveness and success of the preservice teacher may be enhanced by: 01. Getting acquainted with the cooperating teacher as early as possible. 02. Learning the names, strengths, and weaknesses of the pupils. 03. Maintaining professional attitudes and relationships with pupils and staff members. 04. Treating, as confidential, that information which comes to the preservice teacher from the personal observations of pupils and personnel in the school. 05. Recognizing the legal responsibility and authority of the cooperating teacher. 06. Being aware of the personal responsibility as a representative of Le Moyne College. 07. Demonstrating an interest in the school’s activities and programs. 08. Being informed about school operating policies and procedures. 09. Maintaining, at all times, a courteous, cooperative, and professional relationship with the entire school staff and student body. 10. Preparing one long-range unit of study and daily lesson plans for the approval by the cooperating teacher and adjusting these plans on the basis of shared appraisal before the plans are implemented. All lesson plans are to be kept in a well-organized 3-ring binder. 11. Fulfilling all assignments as well as possible. B. Important Topics for Student Teachers 01. Substituting while student teaching – The practice of having preservice teachers serve as substitute teachers is strongly discouraged. In an emergency situation, a preservice teacher may be permitted to substitute for their cooperating teacher for one day only in the cooperating teacher’s regularly assigned classes. In case this situation does occur, a regular faculty member shall be identified by the principal as the responsible supervisor for the class. The assigned college supervisor must be notified.

02. Evaluation – The cooperating teacher(s) will be able to provide the immediate evaluation of each lesson to the preservice teacher. If it should be determined that there are serious deficiencies in the teaching competency of the preservice teacher, it is strongly suggested that a statement be prepared by the three people directly involved – the preservice teacher, the cooperating teacher, and the college supervisor. The statement should outline, in behavioral terms, the specific behaviors necessary in order for the preservice teacher to complete his/her student teaching satisfactorily and any necessary training in a particular skill or competency that will be provided by the supervisor. The chairperson of the Education Department stands ultimately responsible to the Registrar to see that an evaluation symbol is recorded on the transcript. The preservice teacher has a continuous responsibility to analyze teaching behavior objectively and to assess personal strengths and weaknesses. However, the process should be formalized midway through the teaching experience. When the preservice teacher, at the midpoint of the experience, has evaluated and assessed personal strengths and weaknesses, both the cooperating teacher and the college supervisor shall review the assessment. The midpoint evaluation should provide and opportunity for candid, constructive criticism in which the preservice teacher’s areas of weakness and existing strengths are identified and agreed upon. In this way, maximum analysis, insight, and guidance will be given at the most critical time. 03. Withdrawal – It is occasionally necessary to withdraw a preservice teacher from a student teaching assignment. In such instances, the following guidelines will be observed: (a) If, at any time, the preservice teacher disrupts the program by his/her unprofessional attitude and/or conduct, lack of skill in providing for learning, personal immaturity to work professionally with children and youth, then he/she will be subject to removal from preservice teaching for the current semester. (b) If, after all factors have been reviewed, a change in the preservice teaching placement seems advisable, the preservice teacher will be notified of this decision immediately. In case of withdrawal, the preservice teacher will be directly involved with the decision along with the college supervisor and the chairperson of the Education Department.

04. Grooming – Personal appearance and grooming is the responsibility of each preservice teacher. Appearance and grooming must be consistent with the standards of the schools to which the preservice teacher has been assigned and the standards of being a professional educator as determined by Le Moyne College (Males – dress shirt & necktie, Females – dress, skirt, dress slacks). 05. Absence or Illness – Each preservice teacher is expected to report to his/her school each day during the field experience. If illness occurs, it is the preservice teacher’s responsibility to report the illness as soon as possible to the cooperating teacher and the college supervisor. In some cases, the principal will also expect to be contacted. On days when the preservice teacher will not be teaching regular classes because of field trips, assemblies or other unusual activities, the college supervisor is to be informed well in advance so that adequate plans may be made for the supervisory visits. In case of an absence deemed unreasonable by joint agreement of the principal, cooperating teacher, and college supervisor, the preservice teaching assignment shall be extended to provide experience equivalent to that missed. 06. Liability – The State of New York provides protection for a preservice teacher through its “safe harmless” statute. The following is an excerpt from the “Handbook on Personnel Practices for Teachers”, New York State Teacher Association, Albany, New York, page 55, 1962 edition: Public school teachers and student teachers in New York State have some protection against suit for negligence. School authorities are required to protect all student teachers, teachers and members of supervisory and administrative staffs or employees from financial loss arising out of claims, demands, suits or judgments by reason of alleged negligence, provided such persons were, at all the time in question, acting within the scope and period of employment or as authorized by the school authorities. 07. Preservice Teaching Hours – Preservice teaching requires extensive time, commitment, and involvement. Social obligations and other activities cannot be permitted to take precedence over the professional obligations of the preservice teacher. The preservice teacher is required to fulfill the same schedule as if he/she were an employed faculty member. He/She must attend all faculty meetings, in-service days, PTA meetings, Parent-Teacher conferences, etc.

08. Planning – Regular sustained teaching requires careful, thorough preparation and should not be attempted without it. One of the primary causes for failure in the preservice teaching experience is the lack of effective planning and proper preparation for teaching. Planning also provides a feeling of security for any teacher. In order to begin teaching as effectively as possible, the preservice teacher needs a perspective on the entire semester’s work and a detailed plan for the induction into teaching. The cooperating teacher is authorized to delegate responsibilities to the preservice teacher only if the preservice teacher has demonstrated a readiness to completely assume such responsibility. * The full Le Moyne lesson plan template introduced and required during the planning course (EDU 315/EDG 545) offers a comprehensive guide to thorough and thoughtful instruction. During the student teaching semester, preservice teachers are to use the Le Moyne format for the first two weeks they begin to teach a new content area (math, social studies, science). The English Language Arts includes a number of different content areas (literacy, writing, spelling, grammar, speaking, etc.). Depending on how these are scheduled and taught at the placement, preservice teachers are expected to use the full lesson plan format for a minimum of two weeks as they gradually assume planning for each subarea. * Use of an alternative format for subsequent weeks should be determined by consulting with the cooperating teacher and the supervisor. A decision to allow and alternative lesson plan format should be based on consensus that the preservice teacher’s preparation, lesson development and implementation have demonstrated that the preservice teacher has internalized the planning skills necessary for effective instruction. * Any alternative lesson plan format must include the following elements: (1) objectives (2) focusing event (3) activities (including thoughtful transitions) (4) formative assessment (5) differentiation/adaptions (6) closure * Policy update (Fall, 2015)

All preservice teachers are expected to maintain a binder during the preservice teaching semester. A properly maintained binder will help the preservice teacher remain organized throughout the field experience. In addition, the binder will facilitate the job of the college supervisor. The preservice teaching binder should be organized as follows: SECTION #1 Le Moyne College program guidebook SECTION #2 Site #1 Inductive Activity SECTION #3 Site #2 Inductive Activity SECTION #4 Preservice Teaching Contract/Schedule SECTION #5 Lesson plan for the day (approved by the cooperating teacher) and all related materials SECTION #6 Upcoming lesson plans and all related materials SECTION #7 Previous lessons, related materials and reflections by the preservice teacher SECTION #8 Evaluation forms completed by the cooperating teacher SECTION #9 Evaluation forms completed by the college supervisor SECTION #10 Evaluation forms completed by the preservice teacher SECTION #11 Grade book, classroom newsletter, parent contact log, etc. SECTION #12 Assignments for the Clinical Seminar Lesson planning should follow the schedule below: a. Each Friday during the preservice teaching experience, the preservice teacher should provide the cooperating teacher with a copy of the lesson for the following Monday for approval and adjustment. Any/All adjustments should be made before the preservice teacher leaves for the weekend. b. Each Monday during the preservice teaching experience, the preservice teacher should provide the cooperating teacher with copies of the lessons to be presented for the remainder of that week for approval and adjustment. 09. Observations – Students are encouraged to make general observations in classes other than the ones in which they teach. After a brief period of teaching, these observations may take on a greater significance. Generally, your supervisor and/or cooperating teacher will be glad to help you make arrangements for you to observe other

teachers in the school. It is suggested that these observations be discussed with your cooperating teacher and/or college supervisor. 10. Summary – Ask for suggestions and evaluations from those whose judgments you respect. All those involved are vitally interested in your success and are dedicated to helping you do your best. Preservice teaching is not the “finishing process” but is intended to be a period of concentrated and observable growth. With an optimistic attitude and analysis by yourself and others, beneficial growth can take place. Some of you will find conditions much more productive for rapid growth than others will. You should, however, face this matter of self-evaluation and constructive criticism frankly and feel to discuss these matters openly with your cooperating teacher and your college supervisor. C. Special Objectives for the Preservice Teacher The following list suggests types of activities that will assist you in gaining experience and assuming responsibility in the classroom. This list is only suggestive. You and your cooperating teacher(s) may want to add to this list: 01. helping to prepare and administer tests 02. assisting in the correction and grading of tests and written work 03. preparing plans, materials, assignments, study sheets and resources 04. assisting and advising students with their individual work, working with small groups or individuals 05. taking over a class when the teacher is called away briefly 06. directing the work of a committee in the class 07. preparing or giving a report or other special presentation to the class D. Guidelines for Cooperating Teachers In agreeing to guide the process of a preservice teacher, please demonstrate a real interest in being a member of a team working together for the education of teachers. Please recognize that preservice teachers are students and, at the same time, accept them as professional associates, thereby creating and maintaining an atmosphere that is conducive to learning and growth.

During the fall semester: 01. provide the preservice teacher with a tentative schedule, appropriate teaching materials, classroom books, the school handbook, and storage area 02. provide a mutually agreed upon time for the preservice teacher to observe/work for a minimum of 20 hours 03. decide on a topic or theme for a unit plan to be taught during full-time student teaching – preservice teachers are required to complete a unit plan for one of their placements 04. assist in establishing the teaching contract/schedule for the preservice teaching semester 05. mentally prepare yourself to allow the preservice teacher to assume complete control of the daily schedule 06. complete the Mid-Semester evaluation in October and return it to the Field Placement Coordinator by fax (445-4744) 07. complete the End of the Semester evaluation in December and return it to the Field Placement Coordinator by fax (445-4744) During the spring semester: 01. establish time for a weekly conference 02. increase teaching responsibilities as the preservice teacher shows evidence of the ability to assume them 03. initial each lesson plan and provide daily feedback on the preservice teacher’s classroom performance 04. schedule time toward the end of the semester for the preservice teacher to observe other classrooms if feasible 05. encourage the preservice teacher’s positive attitude about supervision and the teaching profession 06. complete at least one formal observation of the preservice teacher each week 07. complete a summative evaluation of the preservice teacher’s performance for the entire field experience. E. Role of the College Supervisor The role of the college supervisor serves as the liaison between the Le Moyne College Education Department, the cooperating teacher, and the preservice teacher. The primary responsibility of the college supervisor is to assist the preservice teacher in developing teaching competency. The college supervisor must determine the assistance needed and then use knowledge, skill and resources to help the preservice teacher.

In consultation with the cooperating teacher, the college supervisor is responsible for the proper and regular evaluation of the preservice teacher’s performance. Preservice teachers are observed and evaluated at least one time each week during the field experience. At least one 3-way conference (preservice teacher, cooperating teacher, college supervisor) should be arranged during the field experience. F. Full-Time Experience General statements: 01. The preservice teacher will be in school each day during the same hours as the full time professional staff. In case of absence, the preservice teacher is expected to call the cooperating teacher and the college supervisor. 02. The preservice teacher is to co-plan and co-evaluate his/her various teaching interactions in the classroom with the cooperating teacher(s). 03. Other outside responsibilities may be performed by the preservice teacher as long as those are part of the cooperating teacher’s duties. 04. The cooperating teacher is to initial each lesson plan prior to teaching. The cooperating teacher should receive lesson plans well in advance in order to have time for needed input. 05. The preservice teacher is to implement his/her unit plan as determined by the cooperating teacher. 06. The preservice teacher will keep his/her lesson plans and related materials in a three-ring binder and have them available for the college supervisor to review. 07. The preservice teacher will initiate evaluation of each lesson with the cooperating teacher at a convenient time. The cooperating teacher will provide a written evaluation of the preservice teacher’s performance each week during the field experience. These evaluations are to be kept in the preservice teacher’s binder for review. 08. The preservice teacher will complete a self-evaluation of their performance each week during the field experience. These evaluations are to be kept in the preservice teacher’s binder for review. 09. The college supervisor will complete a written evaluation of the preservice teacher’s performance each week during the field experience. These evaluations are to be kept in the preservice teacher’s binder for review.

10. The cooperating teacher will complete a summative evaluation of the preservice teacher’s overall performance during the field experience at the conclusion of the field experience. 11. The college supervisor will complete a summative evaluation of the preservice teacher’s overall performance during the field experience at the conclusion of the field experience. 12. The preservice teacher will provide the cooperating teacher with access to the weekly evaluation form.

Index

Index A Evaluation During Preservice Teaching Evaluation of instruction should include the following: 01. Knowledge of Subject Matter – Awareness of relationships among fields of knowledge, response to pupil questions, acquaintance with literature in the field, application of subject matter knowledge. 02. Ability to Plan – Writing, selection and use of functional objectives, selection and organization of subject matter, provision for individual difference, help pupils evaluate activities in terms of objectives, develop effective drills and reviews, select and use a variety of evaluating procedures, developing skills in discovering solutions to individual needs, presentation of worthwhile assignments. 03. Ability to Execute Plans & Procedures – Application to principles of learning and teaching, resourcefulness in providing learning experiences, choice in the use of materials, skill in preparing master copies, charts and other materials. 04. Demonstration of Organization – Has materials ready before the class begins, shows accuracy and thoroughness, displays originality and creativity, encourages realistic standards, begins promptly in a professional manner, moves lessons along fast enough to keep reasonably to planned schedules, senses the optimum time for closing the lesson. 05. Class Control – Uses a balance between democratic and autocratic procedures, developing ability to conduct whole class and subgroup activities simultaneously, helps pupils achieve self-control and group responsibility, gives directions with poise, assurance, skill, and considered forethought. 06. Motivation – Leads pupils to set appropriate goals, promotes teacher- pupil planning, inspires pupils with lively enthusiasm for achieving those goals, capitalizes on own interests and abilities, stimulates ideas and interests of pupil to think and work constructively. 07. Skillful Guidance Through Questioning and Discussion – Is developing skill in asking stimulating, varied, clearly-stated, sequential, thought-provoking questions, helps pupils clarify ideas, is alert to pupil suggestions, capitalizes best on what an individual has to offer, helps students organize their questions, directs discussions and promotes orderly thinking. 08. Classroom Management – Attends to need for change in temperature, lighting, and ventilation, takes responsibility for keeping classroom neat, clean, and attractive, is careful and orderly in using and putting away materials, organizes and handles necessary routine smoothly, is resourceful in meeting interruptions and emergencies, makes reference and instructional materials readily available, keeps careful records of progress.

Index B Preservice Teacher Mid-Semester Evaluation Preservice Teacher’s Name ________________________________________________________________ Cooperating Teacher’s Name _____________________________________________________________ School ____________________________________ Grade/Subject _____________________________ Thank you for allowing our preservice teacher to gain experience in your classroom this semester in preparation for student teaching. If you have any serious concerns about this student continuing in our teacher preparation program, please contact David Ringwood (ringwodc@lemoyne.edu). Please address the items below and return the evaluation to me by fax (445-4744). (1) My assigned preservice teacher has contacted me. (Y) (N) (2) My assigned preservice teacher has begun his/her (Y) (N) field observations. (3) My assigned preservice teacher has provided me with (Y) (N) access to the Le Moyne program guidebook. (4) My assigned preservice teacher and I have discussed a (Y) (N) unit plan to be delivered during student teaching. (5) My preservice teacher and I have discussed a plan for (Y) (N) taking over the daily teaching schedule. (6) Please use the space below and the back of this form to add additional comments regarding your preservice teacher’s strengths and areas that require improvement.

Index C Preservice Teacher End of Semester Evaluation Preservice Teacher’s Name ________________________________________________________________ Cooperating Teacher’s Name _____________________________________________________________ School ____________________________________ Grade/Subject _____________________________ Thank you for allowing our preservice teacher to gain experience in your classroom this semester in preparation for student teaching. If you have any serious concerns about this student continuing in our teacher preparation program, please contact David Ringwood (ringwodc@lemoyne.edu). Please address the items below and return the evaluation to me by fax (445-4744). Use the back of this form to add any additional comments. Using the scale below as a guide, please rate your preservice teacher: (0) No opportunity to observe (1) Not yet acceptable (2) Developing (3) Meets professional expectations 01. Subject matter knowledge (3) (2) (1) (0) 02. Teaching skills (3) (2) (1) (0) 03. Leadership potential (3) (2) (1) (0) 04. Ability to research new information prior to (3) (2) (1) (0) teaching it 05. Manners and appearance (3) (2) (1) (0) 06. Self-confidence (3) (2) (1) (0) 07. Ability to express self (3) (2) (1) (0) 08. Alertness (3) (2) (1) (0) 09. Enthusiasm (3) (2) (1) (0) 10. Rapport with students (3) (2) (1) (0) 11. Rapport with adults (3) (2) (1) (0) 12. Reliability/Dependability (3) (2) (1) (0) 13. Willingness to cooperate (3) (2) (1) (0) 14. Emotional maturity (3) (2) (1) (0) 15. Capacity for future development (3) (2) (1) (0) 16. Overall rating (3) (2) (1) (0)

Index E Lesson Plan Vocabulary List NYS Standard: a statement of general knowledge, skills, and attitudes prescribed by New York State. All lesson objectives must be linked to at least one of these standards. Common Core Standard: universally accepted skills and knowledge deemed essential for student success. Objective: a statement that describes exactly what students will be able to do as a result of the lesson. Terminal Cognitive Objectives: specific, measurable, behavioral objectives that specify expected student behavior, resources available to students, and criteria for acceptable performance. Affective Objectives: broad objectives that describe feelings, attitudes, beliefs, changes in behavior, or social skills to be enhanced by the lesson (i.e. Students will accept ideas of others even if different from their own). Psychomotor Objectives: objectives that focus on physical movement or coordination (i.e. hand writing). Concept: the big ideas of the lesson (i.e. “Fractions are parts of a whole”). Central Focus: key understanding/skills addressed in the lesson Language Demands: language knowledge and skills students need to successfully reach objective(s), these include: Vocabulary – key terms (subject specific or trans-disciplinary academic vocabulary Language functions – content and language focus (i.e. interpreting) Syntax – conventions of organizing words, symbols, and phrases into structures – the sentence level of meaning. Understanding the structure of a sentence (word order, length, complexity, grammar) can help the reader ascertain its meaning. Discourse – structure of text at the paragraph or full document level, including audience, purpose, voice, format and genre (ie. persuasive essay, research report). These are discipline-specific ways of structuring text, in written or oral form. Enrooted Objectives/Requisite Skills/Task Analysis – a comprehensive list of the skills and knowledge students must master to arrive at the lesson’s stated cognitive and affective objectives

Instructional Aids/Technologies: tools teachers use to facilitate implementation of the lesson such as a computer, projector, websites, handouts, manipulatives, art materials, texts, posters, journals, bells, chimes, etc. Student Adaptations: adaptations in instruction and assessment strategies to meet the individual needs of all your students (different learning styles, ELL students, students with special needs etc.), this could include different levels of leaning objectives, resources, more time, special seating, etc. Set/Focusing Event: an intriguing event, question, or activity that accesses student’s prior knowledge, focuses students, and creates a bridge to the lesson’s objective(s), the teacher should explicitly state the lesson objective(s) Implementation: a variety of teaching methods to lead students to lesson’s objective(s), these should engage all students throughout the lesson and utilize a variety of modes to access different learning styles and multiple intelligences Formative Checks: for each active learning strategy, the teacher has a means for judging whether or not students are mastering knowledge and skills, method of assessment and criteria should be identified Transitions: a verbal link between each active learning strategy in your lesson plan Questions: one strategy to assess students’ understanding of key learning, questions should proceed to higher levels of the taxonomy and involve all learners Closure: an activity or question that allows all students to summarize their key learning, mini-closures should be facilitated throughout the lesson and formal closure at the end Extending Activity: opportunity for students to apply and transfer learning to real life after the lesson, often independently Evaluation: method of judging to what degree students have mastered the stated objective(s) Reflective Practice: the process of self-evaluation, teachers ask themselves, “What went well?” “What evidence do I have from students that they were all engaged and learning?” What would I do differently next time? Why?” “What have I learned?”

Index F Checklist For Cooperating Teachers Put an (X) in the space provided when the particular task has been completed. Fall Semester ( ) Approval of topic for unit plan to be taught by the preservice teacher during the fall semester. ( ) Mutual observation time arranged. ( ) Introduction of preservice teacher to classes/students. ( ) Complete/Sign mutually agreed to contract. ( ) Complete Mid-Semester Evaluation and fax to the Field Placement Coordinator (445-4744). ( ) Complete End of the Semester Evaluation and fax to the Field Placement Coordinator (445-4744). Spring Semester ( ) Initial each lesson plan to be taught by the preservice teacher. ( ) Conference regularly with the preservice teacher. ( ) Conference regularly with the college supervisor. ( ) Complete the Preservice Teacher Performance Checklist at the end of each week and share the feedback with the preservice teacher and the college supervisor. ( ) Complete a summative evaluation of the preservice teacher’s performance during the entire field experience at the conclusion of the field experience (link to the evaluation will be provided by the college supervisor)