© Illinois State University Teacher Education Programs
The Cecilia J. Lauby Teacher Education Center
Office of Clinical Experiences and Licensure Processes
DeGarmo Hall 56
Campus Box 5440
Normal, IL 61790-5440
(309) 438-5416
Illinois State University
COOPERATING TEACHER
Handbook for Student Teaching
2014-2015
Illinois State University
Teacher Education Programs
© Illinois State University Teacher Education Programs
Dear Cooperating Teacher:
Thank you! Your willingness to serve as a cooperating teacher for our student teachers is
greatly appreciated. Illinois State University recognizes that our teacher education program
could not develop or continue without the cooperation of dedicated professionals. The
experiences you provide enable your student teacher to demonstrate skills for planning,
organizing, evaluating, and relating to students and parents. Additionally, your interactions will
allow them to observe professional commitment and professional development in action. We
constantly remind our teacher candidates and student teachers that learning to teach is a lifelong
journey.
Student teachers will officially begin their work at your school on the date listed on your
copy of the student teaching confirmation letter. If your student teacher does NOT report at the
time scheduled, please call the appropriate Clinical Coordinator in The Cecilia J. Lauby Teacher
Education Center (Appendix A). Student-teacher absences should be reported to the university
supervisor, who will work with you on appropriate supplementary experiences to fulfill the
student teaching assignments.
The Cooperating Teacher Handbook contains statements of our policies and other
pertinent information. Additional information for cooperating teachers can be found at:
http://education.illinoisstate.edu/teacher_education/cooperating/
At least once every two weeks a supervisor from our University will visit you and the
student teacher. The university supervisor will notify you of the visit in advance. During a
typical student teaching internship, the university supervisor will visit and observe the student
teacher and will confer with both of you following an observation.
© Illinois State University Teacher Education Programs
I. Suggested Cooperating Teacher Responsibilities
a) Please arrange to meet with your student teacher before the official start of the
experience. Spend time learning about one another.
b) Introduce the student teacher to other faculty members, support personnel and
administrators.
c) Please provide a tour of the school including staff work areas, staff lounge, adult
restrooms, etc.
d) Post the student teacher’s name (Mr. /Ms. Smith) along with your name near the
classroom door.
e) Send a note to families to let them know you will have a student teacher with you for the
next several weeks.
f) Provide a desk or designate a work area for the student teacher with supplies and copies
of necessary manuals, textbooks, etc.
g) Provide a picture of the class or individual students to help the student teacher learn
names more quickly.
h) Review policies that directly affect the student teacher: the length of the school day,
school security, emergency plans, where to park, etc.
i) Explain any staff activities or special events that the student teacher could choose to
participate in or attend. However, if it is an event you are required to attend; your
student teacher must be in attendance as well.
j) Please review your classroom rules and expectations for student behavior as well as
acceptable rewards and consequences. Provide the student handbook for review.
k) Discuss a timetable for immersion of the student teacher into full-time teaching
responsibilities.
l) Work closely with your student teacher in planning initial lessons. Require a detailed
lesson plan for each class until the student teacher shows by his/her performance that it is
possible to operate successfully with less written details. Please know that many Illinois
State University Teacher Education Programs require detailed written plans throughout
the student teaching experience.
m) Discuss the lesson plan with the student teacher before the lesson is taught and again after
it is completed. Observe the lesson and help the student teacher evaluate it in terms of
whether the objectives were met, and how it could be improved. A key reflective
© Illinois State University Teacher Education Programs
question might be “If you had the opportunity to re-teach this lesson, what would you do
differently?”
n) Please allow the student teacher to try various teaching methods and techniques, even
though you may choose not to use them yourself.
o) Plan for the student teacher to assume full teaching responsibility for at least three or
more weeks or as indicated by department preference.
p) Provide the student teacher with verbal and written feedback. Highlight their basic
strengths as well as identifying areas needing improvement. Both informal and formal
conferences will be beneficial.
q) Notify the university supervisor if the student teacher is unable to complete the required
work. Concerns need to be identified and conveyed early and problems need to be
resolved as soon as possible. Please use the Disposition Concerns form as a remediation
tool to help concerns be resolved (Appendix B). This form can be found at:
http://education.illinoisstate.edu/downloads/teacher_education/dispositionassessment.pdf
r) An example of a completed disposition concern form can be found in Appendix C.
s) Please return Illinois State University evaluation forms and other specified materials to
the assigned university supervisor.
II. Planning with your Student Teacher and University Supervisor
a) Provide time to develop plans jointly, providing for a range of well-balanced activities
and experiences.
b) Plan an appropriate place and amount of time for conferencing with the university
supervisor and teacher candidate.
c) Supervision of a student teacher requires a great deal of careful planning. Pre-planning on
the part of the classroom teacher and university supervisor can create a good learning
atmosphere and alleviate many problems before they arise.
III. General Information
a) Attendance
Regular attendance is expected of all student teachers. Attendance is a factor that reflects the
professionalism of the student teacher. Unauthorized or lengthy absences may require an
extension of the student teaching experience. The student teacher’s work day is the same as that
of the cooperating teacher. Student teachers are expected to arrive early each morning to allow
ample time for planning and organizing before classes begin. Likewise, they are expected to
remain a short time after dismissal to allow time for planning and conferencing.
© Illinois State University Teacher Education Programs
b) Absences
When illness occurs, the student teacher has the responsibility of immediately contacting the
assigned school and the university supervisor. Procedures for reporting absences should follow
the policy of the assigned school. If the student teacher is absent to attend any University-
sponsored activity such as a seminar, he/she should make arrangements well in advance with the
cooperating teacher for the absence.
c) Appearance
Appropriate professional dress and conduct is expected of all Illinois State University student
teachers. As a rule, student teachers should be guided by the dress code of their assigned school.
d) Calendar
Student teachers are expected to follow the calendar of the school district in which they teach,
not the university calendar. Exceptions should be discussed and approved by school personnel
and the university supervisor.
e) Corporal Punishment
Student teachers are not permitted to administer corporal punishment.
f) Observations by University Supervisors
A University supervisor will plan to make visits every two weeks during the student teaching
internship to observe the student teacher’s performance and to confer with the cooperating
teacher. After each observation, please note that the student teacher should plan to spend time
with the university supervisor, in a post observation conference.
g) Observations by Student Teachers
When possible, student teachers should have the opportunity to observe teachers in other
classrooms. These arrangements may be made by the student teacher in consultation with the
cooperating teacher and the principal. The purpose for such observations is to broaden the
student teacher’s perspective as to teaching styles, classroom environments, and methods of
classroom management. It also helps to acquaint the student teacher with responsibilities of
teachers across the curriculum. Such observations are often scheduled during the final stages of
student teaching as the cooperating teacher resumes teaching responsibilities.
h) Outside Activities
Attempts to work or to carry on responsibilities outside of student teaching are not encouraged
by Illinois State University as such activities usually mean that the long hours of preparation
demanded in student teaching may not be met.
i) Seminars
Student teachers may be required to attend on-campus seminars by their university teacher
education program. Cooperating teachers should be informed of these seminars by the student
teacher within the first two weeks of student teaching.
© Illinois State University Teacher Education Programs
j) Substitute teaching
Student teachers, by law, are not allowed to fill the role of substitute teacher.
k) Work Stoppage and/or Strikes
Student teachers will assume the role of neutral persons and will maintain an uninvolved status
with respect to a work stoppage. In the event that the work stoppage continues for a week or
more, the university may make arrangements for an extended experience or an alternate
placement in another agency.
IV. University Required Student Teaching Assignment: edTPA
What is edTPA?
edTPA (educational Teacher Performance Assessment) is a national performance based
assessment that is designed to assess a student teacher’s readiness to teach. The edTPA was
developed by faculty and staff at the Stanford Center for Assessment, Learning, and Equity
(SCALE) and has a design and review team of more than 120 members including university
faculty, national subject-matter organization representatives, and K-12 teachers. The edTPA is
currently being implemented in 24 states and Washington, D.C.
What is edTPA based on?
edTPA is based on the concept that effective teachers do the following things:
• Engage students in active learning
• Create intellectually ambitious tasks
• Use a variety of teaching strategies
• Assess student learning
Continuously adapt teaching to student needs:
• Create effective scaffolds and supports
• Provide clear standards, constant feedback, and opportunities for revising work
• Develop and effectively manage a collaborative classroom in which all students have
membership.
edTPA assesses student teachers’ ability to do these things at the beginning teacher level. This is
referred as the Core of Effective Beginning Teaching (CEBT).
© Illinois State University Teacher Education Programs
Core of Effective Beginning Teaching (CEBT)
What do teacher candidates need to do?
To complete the edTPA, student teachers must submit a portfolio that consists of three tasks:
Planning for Instruction and Assessment, Instructing and Engaging Students in Learning, and
Assessing Student Learning. Within this portfolio, students are asked to submit artifacts (lesson
plans, video clips, student work samples, etc.) to show evidence of their teaching and
commentaries to describe the thinking behind their work. All of the artifacts and commentaries
must come from the same learning segment (3-5 interconnected lessons). Specific instructions
for each task and related artifacts/commentaries can be found in the edTPA handbooks, which
are subject specific.
How are teacher candidates assessed?
edTPA portfolios are assessed based on 15 rubrics (5 per task), each of which looks at a different
aspect of effective teaching. Official scoring is done by trained content experts who are hired,
trained, and supervised by Pearson.
The rubrics are designed on a progressive scale of 1 to 5, with a “1” representing a struggling
teacher candidate and a “5” representing a stellar candidate. A “3” represents an acceptable level
for the beginning teacher.
The student teacher’s work in the three tasks is judged on five components of teaching practice:
1. Planning
2. Instruction
3. Assessment
4. Analyzing Teaching
5. Academic Language
© Illinois State University Teacher Education Programs
How does edTPA benefit student teachers?
edTPA allows student teachers to show their readiness to teach as well as preparing them for the
new teacher evaluation system that they will encounter as they embark on their careers.
What role does edTPA play in teacher preparation at Illinois State University?
edTPA is a required student teaching assignment for all Illinois State University teacher
candidates. Effective September 1, 2015, passage of the edTPA will be a requirement for teacher
licensure in the state of Illinois.
V. Evaluations of Student Teaching:
a) Realizing the Democratic Ideal
Student teachers from Illinois State University are evaluated throughout the student teaching
assignment(s) with evaluative instruments provided by The Cecilia J. Lauby Teacher Education
Center. The student teacher evaluations are based on the Realizing the Democratic Ideal’s
Ethical and Intellectual Commitments listed below (developed by ISU’s Council for Teacher
Education). Individual departments may also use additional evaluation instruments.
Illinois State University has a historic and enduring commitment to prepare teachers and other
school personnel who will be responsive to the ethical and intellectual demands of a democratic
society. The democratic conception of education informs all aspects of teacher education at
Illinois State University. Graduates ready to meet the challenges and rewards of serving students
in a democratic society embody these ethical and intellectual commitments of teaching and
learning:
The ethical commitments are
Sensitivity toward the varieties of individual and cultural diversity
Disposition and ability to collaborate effectively with others
High regard for learning and seriousness of personal, professional, and public purpose
Respect for learners of all ages, with special regard for children and adolescents
The intellectual commitments are
Wide general knowledge and deep knowledge of the content to be taught
Knowledge and appreciation of the diversity among learners
Understanding of the factors that affect learning and appropriate teaching strategies
Interest in and ability to seek out and use informational, technological, and collegial
resources
Contagious intellectual enthusiasm and courage enough to be creative
These commitments are observable in daily professional practice as outlined by the 15
indicators below:
© Illinois State University Teacher Education Programs
Professional Demeanor
1. Demonstrates specialized content knowledge for teaching
2. Communicates effectively (written, verbal, nonverbal)
3. Uses effective classroom management skills to maintain safe and positive learning
environments
4. Demonstrates practice consistent with an appropriate philosophy of education
5. Seeks appropriate opportunities for professional development
Teaching and Learning
6. Plans and develops lessons to meet instructional goals and serve diverse learners
7. Differentiates instruction
8. Appropriately integrates instructional resources, including technology, into the
curriculum to support student learning
9. Uses multiple assessment strategies
10. Uses reflection to improve instruction
11. Demonstrates persistence in helping all students learn
12. Demonstrates a positive impact on student learning
Interpersonal Skills
13. Demonstrates respect for all students
14. Develops positive working relationships with others involved in the educational setting
15. Includes families in the education process
b) Final Evaluation The final evaluation is summative in nature and serves to indicate the quality of the student
teacher’s total performance. The final grade is determined by the university supervisor and
should reflect the combined judgment of the cooperating teacher and the university supervisor.
The following standards are prepared for arriving at final grades in student teaching. Illinois
State University does not use plus and minus with letter grades, however, several programs use
split grades for the hours earned in student teaching. The university supervisor will provide the
criteria to be used when this is an option to assigning a single letter grade.
1. The “A” student teacher demonstrates beginning level competencies to such degree that
he/she can be recommended without reservation to prospective employer.
2. The “B” student teacher demonstrates beginning level competencies to such a degree that
he/she can be highly recommended to a prospective employer.
3. The “C” student teacher demonstrates potential beginning level competencies which would
allow him/her to be recommended with certain reservations to a prospective employer.
4. The “D” student teacher demonstrates such limited potential for teaching that he/she will not
be recommended for teacher certification.
© Illinois State University Teacher Education Programs
5. The “F” student teacher is as completely ineffective as a teacher that he/she would not be
awarded any college credit for student teaching nor be recommended for teacher certification.
Individuals who demonstrate inadequate performance should be counseled early to consider
dropping student teaching.
The Illinois State University Teacher Education Community greatly appreciates your effort and
commitment in helping us prepare our next generation of teachers. We welcome your comments
and suggestions and ask that you share them with our university supervisors or with me directly
My best to you,
Deborah A, Garrahy
Deborah A. Garrahy, Ph.D.
Professor and Director
The Cecilia J. Lauby Teacher Education Center
Illinois State University
309-438-5103
© Illinois State University Teacher Education Programs
Appendix A
The Cecilia J. Lauby Teacher Education Center Staff Directory
Director: Phone Number Email
Dr. Deb Garrahy 309-438-5103 [email protected]
Associate Director
Lynn Steffen 309-438-5056 [email protected]
Clinical Coordinators:
Colleen Herald 309-438-5029 [email protected]
Gary Higham 309-438-2682 [email protected]
Marleen Monts 309-438-3549 [email protected]
Karen Mills 309-438-5053 [email protected]
Annette Raver 309-438-3716 [email protected]
Carolyn Rutherford 309-438-5024 [email protected]
edTPA Coordinator:
Elisa Palmer 309-438-1837 [email protected]
© Illinois State University Teacher Education Programs
Appendix B
Disposition Concerns
Disposition concerns are very important for teacher candidates as disposition becomes
increasingly important to the development of collaboration skills and other professional
behaviors. Concerns need to be identified early and problems need to be resolved as soon as
possible. All teacher candidates will be evaluated on the following disposition indicators*, but
only those candidates who have engaged in behaviors that suggest a negative disposition should
be reported.
Disposition Indicators
Collaboration Issues: The ability to work together, especially in a joint intellectual effort.
Honesty/Integrity: The ability to demonstrate truthfulness to oneself and to others; demonstrate
moral excellence and trustworthiness.
Respect: The ability to honor, value, and demonstrate consideration and regard for oneself and
others.
Reverence for Learning: Respect and seriousness of intent to acquire knowledge.
Emotional Maturity: The ability to adjust one’s emotional state to suitable level of intensity in
order to remain engaged with one’s surroundings.
Reflection: The ability to review, analyze, and evaluate the success of past decisions in an effort
to make better decisions in the future.
Flexibility: The willingness to accept and adapt to change.
Responsibility: The ability to act independently, demonstrating accountability, reliability and
sound judgment.
_____________________________________ __________________ _____________________
Student’s Name (please print) UID# Major
Explanation of Concern(s):
This concern has been discussed with the teacher candidate. My signature verifies that I am
aware of the document’s contents and existence.
_________________________ _______________________________________________
Faculty/Staff Signature Student Signature
______________________________________________________________________________
Faculty/Staff Name (please print) Department Date
Send a copy of this report to: The Lauby Teacher Education Center, Campus Box 5440
Illinois State University, Normal Illinois 61790-5440
* Adapted from materials created and used by the Special Education Department, Illinois State
© Illinois State University Teacher Education Programs
Rubric
Disposition Concerns
Indicator Does Not Meet Expectation Meets Expectation
Teacher candidate has
appropriate disposition to
work with children or young
adults.
Teacher candidate has shown
a pattern of behavior through
three unresolved referrals and
student’s department has not
notified CECP that the issues
have been resolved.
Teacher candidate has no
referrals or no referrals that
have not been resolved by the
student’s major department
(student’s major department
has notified CECP of
resolution.)
General Procedures: Teacher candidates must meet expectations for Admission to Professional
Studies and for Admission to Student Teaching.
Faculty/Staff will report disposition concerns after discussing the concern with the teacher
candidate. The faculty/staff member will complete the Disposition Concern form and have the
teacher candidate sign and date the form. The original form is then sent to CECP.
The CECP office will send a copy of the concern to the student’s major program coordinator. It
is the responsibility of the department to investigate and resolve dispositional concerns with the
teacher candidate. Departments must notify CECP when they are satisfied that specific concerns
have been resolved.
When a student has a record of three dispositional concerns in the CECP office that have not
been resolved by the teacher candidate’s major department, the student will have a “No” for
meeting this disposition assessment and will not be admitted to Professional Studies and/or
Student Teaching. CECP will contact the major department to verify that the 3 dispositional
concerns have not been resolved.
© Illinois State University Teacher Education Programs
Documentation of Student Conference
(May be used by Program Coordinators to resolve disposition concerns.)
Student: _____________________________ Other Participants_______________________
_______________________________________
_______________________________________
_______________________________________
Concern:
Plan:
______________________________________ ______________________________________
Student Signature Faculty Signature
Date: ____________________
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