responsibility for a minimum of 10 consecutive days. We strongly encourage student teachers to do more if possible. Week 10: This is the ‘ Transferring Back’ stage. The student teacher gradually returns responsibilities for teaching back to the cooperating teacher, following a reverse process. This is also a time when student teachers are encouraged to visit other classrooms and grade levels in their school. Student teachers are now able to look in classrooms with more experienced eyes. Focus on Roles during Student Teaching For the Student Teacher Theory and Practice are two concepts that are closely linked. These should be second nature to student teachers during this capstone experience. Student teachers should continue to keep in mind the pragmatics of how theory and practice are experienced in school communities, how schools and districts, state standards, goals, and tests, and cultural and political factors influence the decisions that are made while interacting with children, families, colleagues, and the community. Student teachers and cooperating teachers have an essential relationship to develop as fully as possible. It is critical to communicate on a consistent basis before school, during school, and after school. This can be challenging as time is always at a premium. Student teachers will need feedback for collaborative learning, methods of teaching and assessment, and use of state standards, school protocol, lesson ideas, and much more. In addition to one-on-one dialogues or team meetings, it is important to have genuine, meaningful communication with the cooperating teacher. Some will ask student teachers to write questions to be answered outside of the school day or continue discussions by e-mail. Constant communication plays a major role in all relationships and is extremely important in this experience. For example, ask questions for clarification no matter what the issue might be. Whether it is about a lesson plan, goal setting, or a puzzling remark heard, it is important to understand expectations clearly. Cooperating teachers understand the limited experience student teachers often bring but can best help when asked. This also lets the cooperating teacher know how highly motivated the student teacher is. For the Cooperating Teacher A major purpose of the linked Practicum/Student Teaching experiences is to provide the candidate with concrete experiences to help in the development of a realistic perception of self in the professional role of teacher and inappropriate relationships with others within the school organization. In this critical role, the cooperating teacher must hold a standard Professional Educator License with an endorsement in the grade level or middle level content area being taught and have a minimum of three years of experience prior to working with a practicum candidate or a student teacher. We ask that cooperating teachers become familiar with the Practicum II/Student Teaching requirements as described in this handbook and assume the following responsibilities. 1. Provide oral and written feedback to the candidate on planning. a. Articulate the school’s program goals and assist the candidate in creating appropriate learning experiences.
ECE MAT P2/ST Handbook 2025-2026
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