Weeks 4 – 6 : This is the time to teach the PTA learning segment. Submission of the documents and commentaries required for the PTA needs to happen before the end of the term. PTA: • Implement the 3-5 lessons you planned in Task 1. • Complete Task 2 & 3. • Submit all 3 tasks to D2L. Weeks 5 – 9: This is the ‘ Fine Tuning’ phase. The student teacher continues to assume more responsibilities until taking over all of the classroom teaching. Sometime during weeks 5-10, student teachers must assume full responsibility for everything that happens in the classroom – planning, assessment, instruction, management, everything. Student teachers are required to have full responsibility for a minimum of 2 full weeks. We strongly encourage student teachers to do more if possible. Weeks 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. While it is intended that the student teacher eventually assume full responsibility for all teaching responsibilities, it is likewise emphasized that the student teacher is not to take on additional roles such as substitute teacher when the cooperating teacher is absent or supervision beyond the cooperating teacher's usual and typical responsibilities . 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, assessments, 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 IEP understanding and development, methods of teaching, planned supports, assessment, use of state standards, school protocol, lesson ideas, and much more. Constant communication plays a major role in all relationships and is extremely important in this experience. In addition to one-on-one dialogues or team meetings, it is important to have genuine, meaningful communication with the cooperating teacher. For example, ask questions for clarification no matter what the issue might be. Whether it is about a student’s IEP, 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. Some cooperating teachers will ask student teachers to write questions that emerge outside of the school day or continue discussions by e-mail.
Special Education P2/ST Handbook 2025-2026
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