Berea College

Teacher Education Programs

Cooperating Teacher Handbook

2011

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Doctors heal, nurses’ nurture, lawyers make peace and justice, scientists

discover and create, entertainers entertain…. but teachers heal, nurture,

create peace and justice, discover and create and even entertain. But above

all, teachers create a community where all children are loved and valued; a

community where every child is treated equally and where every opinion is

not only tolerated but accepted. When this community is created, children

become independent, honorable, just individuals who learn and who later

become the nurses, lawyers, doctors, parents, friends, mail boys, scientists,

and even teachers of our world. Teachers are the enablers who facilitate

lifelong learning and who teach their students with a passion for learning.

Teaching is what I want to do. I want to change the world…teachers do that.

The person inside me could be nothing less than a teacher.

--Brook class of 2012

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Introduction

We know it is only possible to prepare excellent teachers when they

have experiences with excellent and committed teachers who work with

us to mentor candidates into the profession. We are so grateful for your

willingness to provide this service to our students and to the profession.

This handbook is designed to provide an overview of the student

teaching experience and the policies and procedures that will impact

your work with your student teacher. We hope it will also include some

helpful hints, ideas for the preparation for your student teacher’s

arrival, and guidance for supporting student teachers through the

process.

If you have any questions, please do not hesitate to contact me (859-

985-3539) any time.

Again, we are grateful for the gift of time, wisdom, experience, and

expertise you are about to give to an excited and nervous teacher

candidate who has been waiting years—in some cases most of a

lifetime— for this moment.

Thank you so much.

Bobby Ann Starnes, Ed.D.

Chair, Teacher Education Programs

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Table of Contents: Philosophical Framework 4 Program Goals 6 Questions and Answers 9 Contact Information 23 Evaluation Forms 24

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Berea’s Teacher Education Program Conceptual Framework The Unit’s philosophical framework is the community of inquiry, which encompasses the ideas of community and inquiry in relationship. At the heart of that relationship are the means by which human beings convey and create meaning together. Words are a primary means of communication, but other artistic media find their way into communities comprised of diverse individuals working together to create and share meaning. Common to all means of expression is the necessity of careful thinking, vision, and personal integrity. We believe the community of inquiry is an appropriate framework for Berea’s Teacher Education Program because we share its assumptions about the nature of human beings, the nature of learning, and the nature of knowledge:

Human beings are born with the capacity for wonder.

Human beings are social beings who learn from and with others.

Human beings construct their understandings over time by connecting the new to what is already known.

Human beings have a multiplicity of intelligences.

All knowledge is connected.

Wisdom comes from the way in which knowledge is held.

Thinking is central in coming to know.

Communicating is the matrix of thinking.

Teachers are also learners, and students are also teachers.

All students can learn.

Consistent with these assumptions, we believe that the goal of education is to help people become reasonable, just, compassionate, and creative beings who will seek to determine what is of constant value in the world and to live accordingly. The purpose is the same at every level, preschool through post-graduate. Education requires knowledge, but transcends knowledge. It requires reason, though reason without imagination is insufficient. Education requires wonder, without which there can be no awe. Finally, education requires participation in the human community, as we come to truth in dialogue with others. The goal of education may best be described as the development of a

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permanent disposition: a disposition to ask questions and to seek understanding with reason and wonder; a disposition to search for truth through ongoing inquiry into our common and differing experiences as human beings; a disposition to think for ourselves, while knowing that it is through engaging in the pursuit of truth with others that we find hope and the strength to work toward good for all. Teacher Commitments Teacher Education Programs at Berea College seek to prepare teachers who will manifest the values and commitments, the understandings and knowledge, and the skills and abilities necessary to cultivate the disposition of judicious inquiry in themselves and in their students. We believe that it is teachers' values and commitments which direct their work with students in the classroom. We seek evidence in all prospective teachers of the following commitments, and we seek to nurture and extend these commitments through every facet of their preparation:

Teachers should be committed to the value of all individuals as unique, responsible, and worthy human beings.

Teachers should be committed to the intellectual, social, emotional, artistic, and moral growth of all learners.

Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection.

Teachers should be committed to role of inquiry and to reasoned discourse in the search for truth and wisdom.

Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment.

Teachers should be committed to an ethic of service through teaching that extends beyond the classroom.

Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives, especially with respect to the articulations of pedagogies and school culture.

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To enact these values and commitments in their classroom and school communities, teachers must be both knowledgeable and skillful. They must seek continually to deepen and broaden their understandings of children, of content, of teaching, and of learning, and they must be able to act on those understandings in humane, educative, and efficient ways. To guide our candidates’ development toward these ends, we place our work within the context of Berea College’s mission and vision.

“I find that the beauty of learning is that it can be done at one’s own pace, by one’s interest, and in a variety of ways.”

--Jessica, class of 2009

Teacher Education Program Goals

1) As people who have found joy in life, learning, and teaching, and who trust in the power of human relationships to call forth inner strengths, teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful, responsible and disciplined inquiry into the workings and possibilities of our world.

2) As people who value difference in human interactions, ideas and nature; who understand that identity is shaped by diversity, experiences, and environment; and who recognize that we must all work together to build a more just society, teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered, and which encourage students to speak from their own diverse experiences,

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to give value to those expressions, to explore their own diversity, and to bring those experiences to the broader community.

3) As people who appreciate the interconnectedness and

interdependence of our world, teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach. These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world.

4) As people who have experienced the power and beauty of creating

their own knowledge and constructing their own understandings, and who are committed to enabling their students to share this experience, teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry, liberal use of time, self-correction, and engagement with others.

5) As people who see the promise in every person and believe that

individuals have the ability and duty to create a more just society, teachers attend to each and every student by planning, implementing, and assessing meaningful learning experiences and systematically engage in critical reflection and self correction.

6) As people who understand and appreciate the capacity of tools—informational, technological, physical and intellectual—to extend the reach and enhance the quality of work to be done, teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners.

7) A people who are committed to thinking together with others in

the search for truth, wisdom and beauty, teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and

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where they feel the confidence that grows with the development of their ability to participate in a community of inquiry.

Read the full Conceptual Framework at

http://www.berea.edu/educationstudies/ncate/2011/docs/ConceptualFramework.pdf

“Berea made all the

difference for me,” Dwain

says. He believes his college

experience and his years in

Knapp Hall prepared him to

be a visionary leader with the

courage and intellectual

strength necessary to build a

learning environment based

on what is best for children.

--Winter 2008 Knapp Hall

Today article on Roosevelt

Elementary School’s, Berea

Alumnus Principal, Dwain

Arnold

Notes/Questions

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Questions and Answers for Cooperating Teachers

How may I prepare my students for my student teacher’s arrival?

This is an important question. You and your students have established a

classroom community. How well a student teacher is accepted as a part of

your classroom community will greatly affect his or her success. How you

prepare your students can create an atmosphere where the student teacher is

openly accepted as a worthy member of your classroom community. The

following ideas may be helpful.

As appropriate, explain to your students that student teaching is a

culminating experience for college students who have studied teaching

and learning so that they can teach students like them

Indicate your enthusiasm for the student teacher’s arrival

Introduce the student teacher as a co-teacher and explain that the

students should give the same courtesy and respect to a student teacher

as they would to you

Tell your class things about the student teacher that students might be

interested in knowing and provide time to the student teacher so that

they may share information about themselves

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Explain that when the student teacher is teaching your students should

address questions, requests, and comments directly to the student

teacher

Explain that the student teacher’s College teachers will be visiting in

order to see how they learn interesting things when the student teacher

works with them

Let parents know that you have a student teacher and share with them

what you feel is important for parents to know about the student teacher

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What types of orientation materials could help the student teacher learn about my class, the school, the community, etc.?

The student teacher has so much to learn that anything you can do to help him

or her become acclimated would be a great help. One thing you could do

would be to collect a variety of important materials and place them in a folder

and/or notebook or a file box, etc.

These materials could be given to the student teacher at the beginning of

student teaching. Below is a partial list of materials that might be helpful. You

may think of other items that you think would help the student teacher make a

quick and easy adjustment.

A list of the names of the students in your room and possible seating

chart

A daily schedule of starting times for teachers, arrival times of students,

dismissal times, etc.

A schedule that shows a typical week in your classroom

List of times for art, music, physical education, library, etc.

A list of other duties you might have – lunchroom duty, playground duty,

bus duty, etc.

Copies of forms such as attendance sheets, hall pass, field trip forms, etc.

Information about how to get things duplicated, any duplicating policies,

how to obtain school supplies, available computers and software, other

resources, etc.

Any curriculum maps you or your colleagues have created

Copies of short and long-range curriculum plans for the year

Curriculum guides

A set of textbooks, teachers’ manuals and/or guides, course outlines,

course of studies, etc., that you use to guide your teaching

A copy of bus schedules and routes

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“I have seen a tremendous amount of growth in Samantha this year. I feel that

Berea did a solid job preparing her for this profession.”

-- Principal evaluation for recent graduate

Notes/Questions

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What will the student teacher need in my classroom?

The student teacher needs the same kind of things a new teacher would need.

A desk and chair, if possible, and a place to put textbooks, notebooks, etc. A safe and secure place where personal belongings can be stored A place to hang up a coat, etc. Types of supplies you normally use

What can I expect from the student teacher?

Your Berea College student teacher is in the Professional Year of our teacher

education program. In addition to course-related field experiences in various

subject areas, Berea students are required to have an extended experience in a

diverse setting. Students, on their own, are also required to gain experience

working with children of the age they plan to teach.

You can expect your student teacher to have high standards, a caring

disposition toward all students, and a firm belief that all children can learn.

You may also expect the student teacher to:

Be punctual

Notify you in advance in case of absence due to illness or other

emergencies

Quickly learn your classroom

procedures and routines

Quickly learn about your school and

the community the school serves

Study your curriculum

Be willing to undertake the same type

of duties you are responsible for

Show respect for all students

Maintain confidentiality

Undertake to understand your

students, what they have learned and

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are learning, and how they learn

Establish rapport with the students

Be open in his/her communication with you, the children, your

colleagues, and with parents

Talk with you frequently about any questions he/she might have

Solicit your feedback about his/her teaching

Use his/her knowledge, skills, dispositions, intelligences, and energies to

provide exemplary learning experiences for your groups of students

Actively involve the students in the teaching and learning processes

Find ways to incorporate a community of inquiry approach in his/her

plans

Provide innovative, multicultural, and linguistically appropriate learning

activities

Create and use ideas, materials, and activities that are developmentally

appropriate

Connect learning activities and plans to Kentucky’s Learning Goals and

Academic Expectations, Core Content for Assessment, and Program of

Studies

Have written lesson plans for all whole-class lessons to show you in

advance for your information and approval

Develop and teach a two week unit.

Strive to increase his/her knowledge and performance in each of the ten

Kentucky Teacher Standards

Abide by the Code of Ethics for Kentucky Educators and reflect the

commitments that underlie Berea’s program

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What will the student teacher expect of me?

The student teaching experience is invaluable for the beginning teacher, and

your guidance and support as a cooperating teacher are very important. Your

student teacher will appreciate your efforts:

To help orient him/her to your classroom

To introduce him/her to your students, colleagues, staff, and parents

To provide an atmosphere of acceptance as a co-worker, albeit a

beginning one

To have your guidance and support as needed

To explain your classroom management approach

To select a time for planning together on a regular basis that establishes

teaching responsibilities

To demonstrate methods and resources for creating daily lesson plans

that are sequential and integrated

To help the student teacher become active in your classroom as soon as

possible

To plan with him/her, in the beginning, learning activities well suited to

the children in your classroom

To review his/her lesson plans and assist in analyzing them to ensure

appropriate attention to individual students’ needs and state curriculum

standards

To provide increasing autonomy over time in planning, teaching, and

classroom management

To act as a role model for a variety of teaching techniques and strategies

To demonstrate a variety of appropriate classroom management and

guidance techniques

Set aside time to communicate openly and honestly on a daily basis.

During this time you both can ask questions, seek answers, discuss

curriculum and teaching strategies, plan for who will teach what when,

etc.

To share your own continuing questions as an experienced teacher

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To observe him/her on a daily basis and offer constructive criticism

through oral and written comments on his/her progress in lesson

planning, teaching, assessment, classroom management, teacher/student

interactions, etc.

To coach him/her in developing teaching strategies and practices that

ensure learning for all students

To complete a mid-term and final written evaluation

To confer with the College instructors regularly and as needed

To encourage the student teacher throughout the experience toward

becoming a teacher of integrity who is focused on student learning and

guided by his/her vision for all students and for the world

What type of planning outline should I expect from student teaching?

Helping the student teacher to establish teaching responsibilities, timeline, and

schedule will be very crucial. The student teaching experience can be divided

into four phases:

Orientation and beginning phase, which usually lasts for about a week,

during which the student teacher works with individuals and small

groups, reads to children, and the like while coming to know the students,

the classroom, and the school.

Shared and increased responsibility phase in which you and the student

teacher plan together. In this phase, you allow the student teacher to

assume more and more responsibility as you feel he or she is ready. Since

Berea College student teachers have had a good amount of prior teaching

responsibility, we expect most all to be ready to step in quite quickly.

Full-teaching phase in which the student teacher assumes full

responsibility for teaching for at least 2 weeks. The student teacher

shares his/her plans and confers with you but the responsibility of

planning, teaching, and assessment is his/her own.

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Closure, where you and the student teacher work together to provide a

smooth transition for you and your students for the student teacher’s

departure.

When the student teacher assumes full-teaching responsibility, do I have to stay in the room and observe?

To provide feedback to the student teacher, you will need to spend some time

in the room observing. Using your best professional judgment, you may allow

the student teacher to teach independently without your presence if you are

aware of the lesson plan content, and if in all your previous observations and

conferences with the student teacher, you have not seen or heard anything that

would lead you to believe he/she is not ready for independent teaching.

“She made clear the requirements and helped me whenever I asked. She

also gave gentle constructive criticism that improved my lessons. She is a

caring teacher who always keeps the needs of the students in highest

priority.”

--Student Teacher comments on her experience with her Cooperating

Teacher

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What are some ways to give effective feedback for their teaching?

One way to offer formative feedback is to ask questions that help the student

teacher to think about his/her teaching. When meeting with the student

teacher to discuss your observation of a lesson, you could start by asking

questions such as:

How do you think the lesson went?

Why do you think it went as it did?

What worked well with this lesson?

What did you do to engage the students at the beginning of the lesson?

How could you tell the students were interested?

How involved were the students?

What surprised you as you were teaching?

Was there anything that did not work well? If so, why do you think that

was?

I saw that (student’s name) seemed to be having trouble with (blank).

What could you do to help him/her grasp this concept?

While planning and teaching the lesson, did you make any assumptions

that turned out not to be valid and affected the lesson’s success?

What was the purpose of your lesson? Did the children accomplish what

you intended? How do you know?

If you had to do this lesson over, what would you do differently? For the

whole class? For specific children?

What would be a good follow up activity for this lesson?

After drawing on the student teacher’s thinking through such questions, you

can be more direct by sharing your own knowledge and experiences. Because

you have more experience with the teaching and learning process and with

working with your students, you have a broader and deeper experiential basis

to use when critiquing a lesson/activity. The overarching goal in providing

feedback is to guide the student teacher in thinking about the various factors

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that need to be considered, to promote self-assessment, and to help him/her to

develop confidence in his/her own thinking and teaching.

Another way to provide feedback is to take notes while you are observing the

student teacher, describing what is happening and writing down questions

that might be helpful in guiding the student teacher’s thinking. The aim is not

to point out errors but to become another pair of eyes and ears about all the

many aspects that go into teaching. Tying your observations to the

performance criteria of the appropriate Kentucky Teacher Standard(s) can help

the student teacher reflect on key aspects of good teaching.

If you find that questioning and sharing your own experiences is not working

and/or you are uncomfortable with the amount of feedback the student

teacher needs, please contact the College instructors. They will be more than

willing to talk with you. If you wish, a three-way conference with the student

teacher, the College instructors, and yourself can be scheduled.

Mid-term and final evaluations

The evaluation process leading up to the written evaluations is interwoven

throughout the student teaching experience. All feedback and evaluations are

based on the concept of what constitutes good teaching. Each time you

observe the student teacher and talk with him/her you are collecting

information for the evaluation process. Each time you refer to the

performance criteria in the Kentucky Teacher Standards when you talk with the

student teacher, you are helping prepare yourself and the student teacher for

the final evaluation. Mid- term and final evaluations should: (a) recognize

specific teaching criteria that the student teacher meets well; (b) identify

specific areas that need improvement, and (c) provide specific suggestions for

learning and improving.

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What Evaluations are included in the student teaching term?

Cooperating Teacher Evaluation of Student Teacher (mid-term and final)

Cooperating Teacher Evaluation of College Faculty

Student Teacher Evaluation of College Faculty

Student Teacher Evaluation of Cooperating Teacher

Notes/Questions

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How much contact should the student teacher have with parents and guardians of my students?

Kentucky Teacher Standard VI focuses on collaborating with others, including

parents. In order to develop skill in working with parents, your student

teacher needs opportunities to do so. As a teacher, you know that you come to

understand your students better if you have regular contact with their families.

If you can, please share the types of contacts you normally have with your

student’s families. These contacts could include things like parent-teacher

conferences, PTA/PTO meetings, working with parent volunteers, field trips,

school fund raisers, and writing newsletters to send home to parents, etc.,

depending on your school’s policies.

What should I do if the student teacher seems to be having difficulty or is not performing as he/she should?

As soon as you see a potential problem, we hope you will speak directly and

openly with the student teacher and with the College instructors. The welfare

of your students is our shared and primary concern. Together we will develop

strategies to correct and/or change the situation. Having problems is part of

being human, and all of us involved in teaching are just that. Problems also

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tend to get bigger with time rather than disappearing as we might wish. But if

we work together responsibly and respectfully, in a timely manner, we can

develop good solutions.

What can I expect of the student teacher’s College instructors?

You can expect these teachers to:

Provide information about Berea’s philosophy and aims for the student

teaching experience

Visit and observe a minimum of 3 times during the semester.

Try to answer any questions you might have

Be willing to meet with you whenever needed

Answer your phone calls and/or e-mail promptly

Work with you and the student teacher to strengthen his/her teaching

and further all students’ learning

Schedule and conduct conferences with you and the student teacher as

needed

Will I be paid for being a cooperating teacher?

All cooperating teachers who supervise student teachers will receive a small

stipend from Berea College at the end of the student teaching placement along

with one from the state totaling around $200.

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Education Studies Supervising Faculty

Elementary and 5-9 Kathryn Akural Office: 859-985-3177 Home: 859-986-1900 Email: Kathryn_Akural@berea.edu Art, English, Math, Sciences, Engineering and Technology, and Social Studies Jon Saderholm Office: 859-985-3101 Home: 859-985-9495 Email: Jon_Saderholm@berea.edu Health and Physical Education Kelly Ambrose Office: 859-985-3433 Email: Kelly_Ambrose@berea.edu Music Liza DiSavino Office: 859-985-3466 Email: Liza_Disavino@berea.edu IECE Neil Mecham Office: 859-985-3803 Email: neil_mecham@berea.edu

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Berea College

Student Teacher Evaluation Form

Mid-Term and Final

Student Teacher: Date:

Cooperating Teacher: KTIP training (yes or no)

Grade levels and/or subject taught: Term and Year

School:

Instructions: The performance criteria used in this evaluation reflect Berea College’s Teacher Education Program Goals

and connect with the Kentucky Teachers Standards. We ask you to assess the candidate on the individual objectives

listed under each standard and to provide a global assessment of the candidate’s performance on each standard. Please

use the following scale to evaluate the student teacher’s performance as observed during his/her work under your

guidance.

4 – Meets the objective or standard with a high level of consistency. A candidate should be assigned a “4” if

his/her teaching and related work meet the objective or standard on most occasions.

3 – Is clearly developing the ability to meet the objective or standard with some degree of consistency. A

candidate should be assigned a “3” if he/she clearly understands and is working toward the objective, and

his/her teaching and related work meet the objective or standard on some occasions.

2 – Shows some development in addressing the objective or standard. A candidate should be assigned a “2” if

his/her teaching and related work only rarely meet the objective or standard.

1 – Shows little or no evidence of development in addressing the objective or standard. A candidate should be

assigned a “1” if he/she does not yet possess adequate understanding of the objective or standard, and/or

has not yet recognized its importance, and/or needs additional time to achieve it.

Reviewing the Evaluation with the Student Teacher. After completing this evaluation, please discuss it fully with the

student teacher. If you and/or the student request a three-way conference, the college supervisor will also attend the

meeting; however, a three-way conference is not required.

Returning the Evaluation to the Education Studies Department. After making a copy of this evaluation for your own

records, please ask the student to return the original evaluation form to his/her college supervisor, after making a copy

for his/her own portfolio.

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As people who have found joy in life, learning, and teaching, and who trust in the power of human relationships

to call forth inner strengths, teachers strive to relate to their students in ways that free both teacher and learner

to engage in joyful, responsible and disciplined inquiry into the workings and possibilities of our world. [KTS 1, 2,

4]

Connects content to life experiences of student. Effectively connects most content, procedures, and activities with relevant life experiences of students. (1.2)

Plans instructional strategies and activities that facilitate multiple levels of learning. Plans instructional strategies that include several levels of learning that require higher order thinking. (2.5)

Implements and manages instruction in ways that facilitate higher order thinking. Instruction provides opportunity to promote higher-order thinking. (4.5)

Global Evaluation:

Comment:

As people who value difference in human interactions, ideas and nature; who understand that identity is shaped

by diversity, experiences, and environment; and who recognize that we must all work together to build a more

just society, teachers create learning environments based on democratic principles which ensure that multiple

perspectives are valued and considered, and which encourage students to speak from their own diverse

experiences, to give value to those expressions, to explore their own diversity, and to bring those experiences to

the broader community. [KTS 3]

Communicates high expectations. Sets significant and challenging objectives for students and verbally/nonverbally communicates confidence in students’ ability to achieve these objectives. (3.1)

Establishes a positive learning environment. Establishes clear standards of conduct, shows awareness of student behavior, and responds in ways that are both appropriate and respectful of students. (3.2)

Values and supports student diversity and addresses individual needs. Uses a variety of strategies and methods to supports student diversity by addressing individual needs. (3.3)

Fosters mutual respect between teacher and students and among students. Treats all students with respect and concern and monitors student interactions to encourage students to treat each other with respect and concern. (3.4)

Provides a safe environment for learning. Creates a classroom environment that is both emotionally and physically safe for all students. (3.5)

Global Evaluation:

Comment:

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As people who appreciate the interconnectedness and interdependence of our world, teachers seek to add

depth and breadth to their general knowledge as well as in-depth understandings of the content they teach.

These teachers provide experiences that allow learners to recognize and value the interconnections that emerge

as they explore their unfolding world. [KTS 1]

Communicates concepts, processes, and knowledge. Accurately and effectively communicates concepts, processes and/or knowledge and uses vocabulary that is clear, correct and appropriate for students. (1.1)

Demonstrates instructional strategies that are appropriate for content and contribute to student learning. Uses instructional strategies that are clearly appropriate for the content and processes of the lesson and make a clear contribution to student learning. (1.3)

Guides students to understand content from various perspectives. Provides opportunities and guidance for students to consider lesson content from different perspectives to extend their understanding. (1.4)

Identifies and addresses students’ misconceptions of content. Identifies misconceptions related to content and addresses them during planning and instruction. (1.5)

Global Evaluation:

Comment:

As people who have experienced the power and beauty of creating their own knowledge and constructing their

own understandings, and who are committed to enabling their students to share this experience, teachers

create dynamic learning environments providing both direct and vicarious experiences oriented around student

interest and characterized by active inquiry, liberal use of time, self-correction, and engagement with others.

[KTS 2, 4]

Develops significant objectives aligned with standards. States learning objectives that reflect key concepts of the discipline and are aligned with local or state standards. (2.1)

Uses contextual data to design instruction relevant to students. Plans and designs instruction based on contextual (i.e., student, community, and/or cultural) and pre-assessment data. (2.2)

Plans assessments to guide instruction and measure learning objectives. Prepares assessments that measure student performance on each objective and help guide teaching. (2.3)

Plans instructional strategies and activities that address learning objectives for all students. Aligns instructional strategies and activities with learning objectives for all students. (2.4)

Uses a variety of instructional strategies that align with learning objectives and actively engage students. Uses a variety of instructional strategies that engage students throughout the lesson on tasks aligned with learning objectives. (4.1)

Implements instruction based on diverse student needs and assessment data. Implements instruction based on contextual information and assessment data. (4.2)

Uses time effectively. Establishes efficient procedures for performing non-

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instructional tasks, handling materials and supplies, managing transitions, and organizing and monitoring group work so that there is minimal loss of instructional time. (4.3)

Uses space and materials effectively. Uses classroom space and materials effectively to facilitate student learning. (4.4)

Global Evaluation:

Comment:

As people who see the promise in every person and believe that individuals have the ability and duty to create a

more just society, teachers attend to each and every student by planning, implementing, and assessing

meaningful learning experiences and systematically engage in critical reflection and self-correction. [KTS 5, 7]

Uses pre-assessments. Uses a variety of pre-assessments to establish baseline knowledge and skills for all students. (5.1)

Uses formative assessments. Uses a variety of formative assessments to determine each student’s progress and guide instruction. (5.2)

Uses summative assessments. Uses a variety of summative assessments to measure student achievement. (5.3)

Describes, analyzes, and evaluates student performance data. Describes, analyzes, and evaluates student performance data to determine progress of individuals and identify differences in progress among student groups. (5.4)

Communicates learning results to students and parents. Communicates learning results to students and parents that provide a clear and timely understanding of learning progress relative to objectives. (5.5)

Allows opportunity for student self-assessment. Promotes opportunities for students to engage in accurate self-assessment of learning. (5.6)

Uses data to reflect on and evaluate student learning. Reflects on and accurately evaluates student learning using appropriate data. (7.1)

Uses data to reflect on and evaluate instructional practice. Reflects on and accurately evaluates instructional practice using appropriate data. (7.2)

Uses data to reflect on and identify areas for professional growth. Identifies areas for professional growth using appropriate data. (7.3)

Identifies leadership opportunities that enhance student learning and/or professional environment of the school. Identifies leadership opportunities in the school, community, or professional organizations and selects one with the potential for positive impact on learning or the professional environment and is realistic in terms of knowledge, skill, and time required. (10.1)

Develops a plan for engaging in leadership activities. Develops a leadership work plan that describes the purpose, scope, and participants involved and how the impact on student learning and/or the professional environment will be assessed. (10.2)

Implements a plan for engaging in leadership activities. Implements the approved leadership work plan that has a clear timeline of events/actions and a clear description of how impact will be assessed. (10.3)

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Analyzes data to evaluate the results of planned and executed leadership efforts. Analyzes student learning and/or other data appropriately to evaluate the results of planned and executed leadership efforts. (10.4)

Global Evaluation:

Comment:

As people who understand and appreciate the capacity of tools—informational, technological, physical and intellectual—to extend the reach and enhance the quality of work to be done, teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners. [KTS 6]

Uses available technology to design and plan instruction. Uses technology to design and plan instruction. (6.1)

Uses available technology to implement instruction that facilitates student learning. Uses technology to implement instruction that facilitates student learning. (6.2)

Integrates student use of available technology into instruction. Integrates student use of technology into instruction to enhance learning outcomes and meet diverse student needs. (6.3)

Uses available technology to assess and communicate student learning. Uses technology to assess and communicate student learning. (6.4)

Demonstrates ethical and legal use of technology. Ensures that personal use and student use of technology are ethical and legal. (6.5)

Global Evaluation:

Comment:

As people who are committed to thinking together with others in the search for truth, wisdom and beauty,

teachers create learning communities grounded in inquiry where students come to understand the critical role

of communication in inquiry and where they feel the confidence that grows with the development of their

ability to participate in a community of inquiry. [KTS 8]

Identifies students whose learning could be enhanced by collaboration. Identifies one or more students whose learning could be enhanced by collaboration and provides an appropriate rationale. (8.1)

Designs a plan to enhance student learning that includes all parties in the collaborative effort. Designs a plan to enhance student learning that includes all parties in the collaborative effort. (8.2)

Implements planned activities that enhance student learning and engage all parties. Implements planned activities that enhance student learning and engage all parties. (8.3)

Analyzes data to evaluate the outcomes of collaborative efforts. Analyzes student-learning data to evaluate the outcomes of collaboration and identify next steps. (8.4)

Global Evaluation:

Comment:

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Cooperating Teacher’s Evaluation of College Faculty

During this semester, you have worked with the Berea College faculty member assigned to work with your student teacher. To help

us improve all aspects of our program, please evaluate the effectiveness of that individual in working with you as a cooperating

teacher.

Name of College Teacher: ________________________________ Date: __________________________

Approximate number of times s/he visited your classroom during the student teaching placement: _____

Please circle the item that best suits your response to each statement below.

Y= Yes N=No U=Unsure

1. The college teacher made an initial visit to my classroom Y N U

during the first two weeks of the semester.

2. The college teacher made observation visits on a regular Y N U

basis over the course of the placement, providing feedback

to me and to the student teacher.

3. I understood what the college teacher expected Y N U

the student teacher to do during student teaching.

4. I understood what the college teacher expected me Y N U

to do in working with the student teacher.

5. The college teacher was available to assist us. Y N U

6. I felt free to request a three-way conference if I felt Y N U

one was needed.

7. The college teacher treated the student teacher, Y N U

my class, and me with respect.

8. The college teacher helped the student relate on- Y N U

campus coursework and best practices to

his/her student teaching experiences.

9. The college teacher’s manner, language, and practice Y N U

reflected the philosophical framework of Berea

College’s Teacher Education, the community of inquiry.

COMMENTS: Please write any additional comments and/or suggestions below and/or on the back of this sheet.

Thank you very much for your work this semester with our student teacher and for your time in completing this

evaluation.

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Student Teacher’s Evaluation of Cooperating Teacher

Name of CT: __________________________ School: ___________________ Grade: _____ Name of ST: __________________________ Sem/Yr: ___________________ Date: _____

1. Please rate your cooperating teacher on the following characteristics using a scale of 1-4, with 4 high:

___Treated me with respect

___Communicated openly with me

___Was willing and able to set aside time to talk on a daily basis

___Provided regular and constructive criticism

___Was supportive of my efforts to plan, teach, and assess

___Challenged me to stretch myself

___Let me experiment responsibly in planning, teaching, and assessing

___Let me experiment responsibly in classroom organization and management/discipline

___Genuinely cares about children

___Knows his/her children well

___Is respectful and democratic in his/her relationships with children

___Is respectful and democratic in his/her relationships with colleagues

___Is respectful and democratic in his/her relationships with parents and guardians

___Demonstrated best practices in teaching (active learning, student choice, interdisciplinary teaching,

cooperative learning groups, authentic assessment, reading to students, etc.)

___Encouraged student responsibility and self-discipline in classroom management/discipline

___Other:

2. What do you see as the chief strengths of your cooperating teacher?

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

3. What suggestions do you have for him/her to improve as a cooperating teacher?

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

4. Would you recommend this teacher to be a cooperating teacher in future years? Why or why not?

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________

Please write any additional comments or suggestions on the back of this page. Thank you.

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