Check out the getting started link in this website. It provides tips on working with your field experience student or student teacher. Also review the roles and responsibilities for the CSS student, cooperating teachers, and college supervisors. Your CSS student should contact you to arrange a meeting to discuss a schedule and requirements for their classroom experience. One of the first things to do is to help your CSS student become oriented to your school and class(es). Introduce your CSS student to your students and get them involved in class activities as soon as possible.
We have developed assessment tools for use to provide formal feedback to your CSS student. This includes lesson observation forms and evaluation forms. You can find these assessment tools using the "Forms" link in this website. We also encourage you to provide informal feedback on a daily basis . Another important role for you is to encourage your CSS student to reflect on their own teaching. Below are some questions for leading a reflective conference with your student teacher:
To clarify or probe:
Danielson, C. (1998) Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development
Paul, R., Binker, A., Martin, D, & Adamson, K. (1989) Critical thinking handbook: A guide for redesigning instruction. Rohnert Park, CA: Sonoma State University.
For most field experiences and student teaching, a college supervisor is assigned to work with you and your CSS student. Typically the college supervisor will formally observe the CSS student in your classroom. That supervisor will also be available for conferencing with you and your CSS student as well as answer any questions or concerns you may have about this experience.
We ask that field experience students are never left alone in the classroom with your students or unsupervised. During student teaching, we do encourage cooperating teachers to leave the room for longer periods of time while the student teacher is teaching. This allows your students to perceive that the student teacher is "in charge". You should not leave your student teacher alone until you are confident of their ability to handle the class. Even when you are out of the classroom, we expect you to be onsite and accessible to the student teacher if needed.
First, meet with your CSS student when the problem occurs and discuss what can be done to avoid future problems. If you are unable to resolve problems with your CSS student, the college supervisor should be contacted as soon as possible. If necessary, a conference can be scheduled with you, your CSS student, and the college supervisor to discuss issues and decide on the best course of action to resolve any problems. In some cases, a contract may be created specifying the CSS student's performance expectations to continue and succeed in this classroom experience. If a problem or issue cannot be resolved, the CSS student my be removed from your classroom. We want to be informed and involved as early as possible with any issues that occur.
All student teachers in the state of Minnesota are required to complete a Teacher Performance Assessment (TPA) during their student teaching experience. This is a state-mandated initiative designed to promote better planning, reflection, and assessment for a teacher candidate. Go to the TPA link in this website to find out more details about the TPA.
At the conclusion of the student teaching experience, cooperating teachers typically write a letter of recommendation for student teachers. The following suggestions are offered to assist both in creating an effective representation of the student teacher's performance.