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 observe in classrooms with more experienced eyes. 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. Asking questions is the best way to learn and show your enthusiasm to know. 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 at least three years of experience before working with a practicum candidate or a student teacher. We ask that cooperating teachers become familiar with the MGE 505/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. b. Review and approve, by initialing, all lesson plans in advance of instruction. We recommend that this be done with enough time for the candidate to make suggested changes. c. Progress from team planning to monitoring the candidate’s individual planning. d. Invite the candidate to participate in department planning sessions, faculty meetings and professional conferences. 2. Provide oral and written feedback to the candidate on instruction. a. Observe delivery of instruction on a daily basis. Give specific feedback on strengths and
MGE MAT PII/ST Handbook 2025-2026
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