This module was designed to introduce you to the framework for Teacher Education at UW-Stout, the duties and definitions, policies and procedures to follow as cooperating teachers. After reading the pages of this module, you will be asked to complete a brief assignment. This exercise is designed to meet the Department of Public Instruction's criteria for cooperating teachers.
Framework for Teacher Education
At the University of Wisconsin-Stout, the process of becoming a reflective practitioner follows a framework for teaching that includes: a) planning and preparation, b) classroom environment, c) instruction and d) professional responsibilities (Danielson, 1996). These four domains are aligned with the Wisconsin Standards for Teacher Development and Licensure and contain necessary and specific components that are assessed throughout each student’s program.
Domain 1: Planning and Preparation
1a. Demonstrating Knowledge of Content and Pedagogy
1b. Demonstrating Knowledge of Students
1c. Selecting Instructional Goals
1d. Demonstrating Knowledge of Resources
1e. Designing Coherent Instruction
1f. Assessing Student Learning
Wisconsin Teacher Standards
1. Teachers know the subjects they are teaching.
2. Teachers know how children grow.
3. Teachers understand that children learn differently.
7. Teachers are able to plan different kinds of lessons.
8. Teachers know how to test for student progress.
Domain 2: Classroom Environment
2a. Creating an Environment of Respect and Rapport
2b. Establishing a Culture for Learning
2c. Managing Classroom Procedures
2d. Managing Student Behavior
2e. Organizing Physical Space
Wisconsin Teacher Standards
5. Teachers know how to manage a classroom.
6. Teachers communicate well.
Domain 3: Instruction
3a. Communicating Clearly and Accurately
3b. Using Questioning and Discussion Techniques
3c. Engaging Students in Learning
3d. Providing Feedback to Students
3e. Demonstrating Flexibility and Responsiveness
Wisconsin Teacher Standards
1. Teachers know the subjects they are teaching.
4. Teachers know how to teach.
6. Teachers communicate well
7. Teachers are able to plan different kinds of lessons.
Domain 4: Professional Responsibilities
4a. Reflecting on Teaching
4b. Maintaining Accurate Records
4c. Communicating with Families
4d. Contributing to the School and District community.
4e. Growing and Developing Professionally
4f. Showing Professionalism
Wisconsin Teacher Standards
6. Teachers communicate well.
9. Teachers are able to evaluate themselves.
10.Teachers are connected with other teachers and the Community
Duties and Definitions
Cooperating Teacher
UW-Stout cooperating teachers play an important role in preparing our teachers. To enhance the student teaching experience, the cooperating teacher should provide the student with an opportunity for an initial visit to the school, an orientation to the classroom that includes dress code, discipline policy, lunch information, school district policies, weekly schedules, etc. The cooperating teacher plays a crucial role in providing the student teacher/intern experiences that will help students to identify their goals and strengths as well as areas that may need improvement.
Tips for a Successful Experience (click & save)
- Prepare your class for the arrival of the student teacher/intern
- Prepare a space for the student teacher to work on planning and preparation
- Clarify expectations of the student teacher/intern to help them feel a sense of security and direction
- Prepare a PowerPoint presentation to introduce the student teacher to the school and community
- Assemble an introductory packet of information regarding the school and beginning teaching units to help the student teacher feel more prepared for this experience
- Assist the student teacher in analyzing their strengths and weaknesses using the framework as a basis to build their confidence
- Suggest artifacts that the student teacher might use as portfolio evidence in meeting the domains of learning that correlate to the Wisconsin Teaching Standards
- Discuss problems that are observed privately
- Positively influence the student teacher by reflecting professionalism, enthusiasm and respect for the teaching profession
- Share your goals and educational philosophy as related to students and practices within the classroom, because they will help formulate the student teacher/intern’s own educational philosophy
- Incorporate a variety of teaching experiences such as: classroom teaching, preparation time, study hall or other supervision to enhance the overall experience of the student teacher/intern
- Offer suggestions on maintaining student-teacher-parent rapport
- Encourage creativity by the student teacher
- Have a regularly scheduled time to conference with the student teacher
- Discuss expectations you have of the student teacher and what the student teacher can expect from you.
University Supervisor
The university supervisor assumes responsibility for the supervision of student teachers and serves as the liaison between UW-Stout and the personnel of cooperating schools and agencies. While their responsibilities may vary from one program area to another, university supervisors generally share the following common responsibilities.
- Establish and maintain positive relationships between the university and cooperating schools.
- Help student teachers, cooperating teachers, and building administrators develop an understanding of UW-Stout’s framework for becoming a reflective practitioner.
- Provide the student teacher with feedback regarding UW-Stout’s framework for becoming a reflective practitioner.
- Learn the philosophy, objectives, organization, and content of the cooperating school program.
- Help cooperating teachers understand their supervisory role in the teacher education program.
- Clarify the role of the student teacher in the school program.
The cooperating teacher and university supervisor consult regarding the final grades for student teaching. The final grades as determined by the University Supervisor will not be submitted to the Registrar’s Office until the student teaching experience has been completed, the e-Portfolio completed and assessed, and four signed evaluations of the experience have been submitted to the School of Education
Student Teacher
The student teacher is placed with a cooperating teacher in the classroom setting. A goal of student teaching is continual assimilation of the knowledge, skills and dispositions needed to be a successful teacher. To accomplish this goal, the student must use prior knowledge and experience and the guidance and expertise of the cooperating teacher.
Cooperating teachers and students will be given additional information from their respective programs that clarify program specific expectations for student teaching. Students are informed of these program requirements in the discipline specific methods courses or at special meetings held by their program director.
Intern Teacher
The intern teacher is a university student in the process of completing a teacher preparation program leading to professional licensure. The interested school district submits a Wisconsin Improvement Program intern application form with their proposed design (schedule) of the intern’s duties. This design is approved or denied at the state level by Wisconsin Improvement Program officials. The assignment can be no more than 50 percent of the workload of a full-time teacher in the district.
Once the internship design is approved, the school district would interview potential candidates. The selected candidate would be offered the internship and if accepted, enter into a contract with the school district.
Interns are paid a minimum stipend of $4,500 per semester by the district while working under the guidance of an experienced, verified cooperating teacher.
For more information regarding Wisconsin Improvement Program Teacher internships, visit: http://www.dpi.state.wi.us/dlsis/tel/wip.html
Policies and Procedures
Calendar
Student teachers are expected to follow the local school calendar, vacation dates, and building policies of the school in which they are placed. The student teacher is expected to function as a regular staff member of the school in terms of arrival and departure times, and attendance at school functions such as team meetings, faculty meetings, in-service sessions, and parent-teacher conferences.
Workload of a Student Teacher
The student teaching experience is a full-time commitment for the assigned period. The student teacher’s experience in the school should include such activities as direct teaching responsibilities, small and large group instruction, planning and conference time with the cooperating teacher, and observation experiences.
Intern Teacher
The intern teacher assumes a partial teaching assignment. The assignment can be no more than 50-percent of the workload of a full-time teacher in the district. The intern is assigned a variety of instructional duties: planning, teaching, observing, and conferring with colleagues. The intern is not a substitute teacher.
Students as Substitute Teachers
Student teachers may not serve as substitute teachers because they are not licensed and because they don't have the legal authority in the classroom like that of the cooperating teacher. This is a UW-Stout policy and is intended to protect the cooperating school system and its students, as well as the student teacher
Absences
All students must follow proper notification procedures of the cooperating school when illness or an emergency necessitates an absence from student teaching responsibilities. The university supervisor, the cooperating teacher and school principal, should be informed of the absence. Time lost due to an absence may require that the student make up this time through an appropriate extension of the assignment.
Work Stoppage
This policy is declared not to favor one side or the other but to realistically recognize the intern or student teacher’s status as a temporary assignee to the school and non-participant in the negotiation process and to protect all parties in the field experience program from conflict and concern. If an extended work stoppage should occur, the University will attempt to arrange an alternate placement.
If a work stoppage occurs in a cooperating school system where interns or student teachers are assigned, it is the policy of UW-Stout that interns or student teachers be declared non-participants to either party involved. Interns and student teachers will remain on a standby basis, interns without pay, during the period of time when schools are closed or during the period of time when schools are declared open without resolve of conflicting issues between the Board of Education and the local teacher association.
Termination of Placement
Students who do not perform their duties satisfactorily in the school may be withdrawn from the placement by the university supervisor with the consensus of the cooperating teacher at any time during the student teaching experience.
The University recognizes the right of the cooperating institution to terminate a student’s participation in that school. In the event that a placement is terminated but the student is performing satisfactorily, the University will attempt to arrange an alternate placement.
Professional Liability Coverage
Student teachers represent the University and the State of Wisconsin in the performance of their duties as part of their professional training placements and are protected under the State of Wisconsin program of Self-Insurance for Liability Protection. If a liability action should arise as a result of a student’s placement, protection for that action would be provided by statute and, if need be, the student would be defended by the State of Wisconsin Attorney General’s Office. This coverage is meant to include only those situations in which a student is performing duties related to the professional training placement.
Evaluation of a Student Teacher
Evaluation
The evaluation of a student teacher is a continuous process that includes conferences, day to day feedback, and formal evaluations by the cooperating teacher, the university supervisor, and the students.
Comments regarding a student’s knowledge, skills and dispositions in teaching should be specific and constructive. The emphasis on the domains of learning, the ten teaching standards and on authentic assessment using a variety of tools and techniques will provide students with a successful experience. On-going day to day evaluative feedback can be made through comments written on the student's lesson plans, separate evaluation sheets or through verbal discussion. Time should be set aside daily to discuss questions, concerns, or reflections on the days events.
Mid-quarter evaluation serves as a progress check for the student teacher and is based upon the UW-Stout framework for Teacher Education. The evaluation is used by the cooperating teacher, student teacher, and supervisor and summarizes the student teacher's strengths and areas for continued growth. Reviewing the evaluation form together will help your student teacher understand areas of strength and needed growth. Student teachers appreciate forthright evaluations to help them channel their efforts.
A Final Evaluation is to be completed by the cooperating teacher and reviewed and signed by the student teacher and the university supervisor.
The cooperating teacher should assist the student teacher/intern in identifying valuable artifacts that support the domains and standards. These artifacts as well as the cooperating teacher's evaluation will be included in the student teacher's ePortfolio.
The evaluation forms should be turned into the university supervisor who will submit it to the School of Education office.
ePortfolios
All student teachers and intern teachers are expected to have an ePortfolio.
The students begin an ePortfolio based upon the UW-Stout conceptual framework for teaching when they are in the Foundations of Education course and program introductory courses.
What is an ePortfolio?
ePortfolio is a tool education students develop that will assist in assessment, employment search and professional development.
The ePortfolio contains evidences of teaching ability and performance that will be used for assessment purposes as students proceed through the benchmarks in teacher education. Carefully chosen artifacts and reflections will help demonstrate student’s understanding and competency in acquiring the knowledge, skills and dispositions necessary for teaching licensure.
ePortfolios will also be used as a tool for job placements. Students will be guided in their efforts to use their assessment portfolio to create a professional portfolio which will help them obtain a teaching position. Finally, ePortfolios can be used as the basis for developing a professional development plan.
What is a reflection?
Reflections are an important component of the ePortfolio.
A reflection demonstrates how an artifact fits into a domain of the UW-Stout framework and Wisconsin teaching standard. The reflection gives rationale for placing the artifact in the domain and standard and helps demonstrate student’s understanding and competency in acquiring knowledge, skills and disposition.
Reflections can also summarize a student’s professional growth in the knowledge skills and dispositions they have acquired through their learning.
How to Write a Reflection
Title of artifact/artifact cluster: Provide a short, descriptive title.
Creation Date: Approximately when was/were the artifact(s) developed
Context: This/these artifacts were developed to… describe on one or two sentences the condition under which the artifact(s) were created (part of a course requirement/ field placement requirement/ purpose related to licensure.
Role: (Optional). This field is placed here to allow you to indicate what your contribution to the overall development of the artifact(s) presented. This is ethically a requirement if you collaborated with others who also made contributions.
Description: I have included/associated/linked this… NAME OF ARTIFACTS(S) with NAME OF THE DOMAIN, COMPONENT AND STANDARD(S). I feel…NAME OF ARTIFACT(S) belongs under this domain and standard because… PROVIDE RATIONALE IN TWO OR FOUR SENTENCES. This artifact(s) demonstrate(s) my ability/position/emerging skill/competence with regard to… NAME A DOMAIN/COMPONENT/STANDARD in that…PROVIDE AN EXPLANATION OF HOW THE EXPERIENCE YOU HAVE HAD CLEARLY SHOWS YOUR CONFIDENCE/SKILL/CAPACITY RELATIVE TO THE DOMAIN/COMPONENT/STANDARD. Given my experience, I am determined/intend/will/plan…IF APPROPRIATE, DESCRIBE SPECIFIC ACTIONS YOU WILL TAKE TO FURTHER DEVELOP YOUR PROFESSIONAL SKILLS IN THIS AREA.
Final Portfolio Rubric
Each graduate needs to have an ePortfolio of evidence that illustrates a student has met the Domains of Learning (Ten Wisconsin Teaching Standards).
The following rubric is proposed for use by University seminar instructors to assess ePortfolios. [ Rubric ]
Final assessment of the ePortfolio will be done at the conclusion of student teaching.