Student Teaching
Student teaching is often considered to be the most crucial and beneficial learning experience of a preservice teacher’s preparation program (Coulon, 2000; Griffin & Combs, 2000; Veal & Rikard, 1998). Student teachers take their newly acquired pedagogical knowledge and apply it in a classroom/gymnasium setting. A quality student teaching experience includes all of the following: shared goals between the cooperating teacher, student teacher and university supervisor; positive partnerships between the school and university; cooperating teachers who utilize a variety of supervisory techniques; collaborative communication among triad members (student teacher, cooperating teacher and university supervisor); and an environment that is positive and meaningful (Boudreau, 1999; Darden, Darden, Scott, & Westfall, 2001; Johnson, 2003; Silva, 2001;Wilson & Saleh, 2000).
Training Materials for Cooperating Teachers
Making the commitment to work as a cooperating teacher should follow some careful reflection. Cooperating teachers serve an important role in PETE programs. Certain expectations should be met in order to provide a quality experience for both the student teacher and the cooperating teacher. Before accepting the challenge of becoming a cooperating teacher, it might be helpful to reflect upon the following questions (see Table 1).
Table 1: Reflections
- Why do I want to become a cooperating teacher?
- What does it mean to be a mentor? Do I have these qualities?
- Am I prepared to “give up” control of my classes?
- What is my role/job?
- How will my students react to a new teacher?
- Is my program stable enough to have a student teacher?
- What are the university expectations?
Table 2 lists some common characteristics of quality cooperating teachers (Bullough & Draper, 2004; Silva, 2001; Tsui, Lopez-Real & Law, 2001).
Generally, physical education teacher education (PETE) programs expect the following from cooperating teachers:
Cooperating Teacher:
- Orient student teacher to the school policies and guidelines
- Model professional behavior
- Provide assistance with planning
- Offer honest and practical suggestions for improved teaching
- Give daily, appropriate feedback and support through systematic observations, discussions and conferences
- Act as a day-to-day mentor by being an active participant throughout the school day
- Be prepared to evaluate and assess the progress of the student teacher
Most colleges/universities will have some type of guidebook intended to help cooperating teachers understand what is expected throughout the semester. It is important to read through the appropriate guidebook prior to the arrival of the student teacher at your school. This enables cooperating teachers to become familiar with specific university expectations and to help answer commonly asked questions.
Some teaching programs require potential cooperating teachers to attend in-service training/workshop prior to the student teaching experience, where important information is discussed. Many cooperating teachers find it useful to take a graduate course on supervision before they engage in a student teaching experience. All of these experiences will help you as you transition from physical education teacher to student teacher mentor.
According to Pelletier (2000) there are four essential areas of quality mentoring: (1) content knowledge, (2) instructional practice, (3) assessment/feedback and (4) communication.
Observation/Evaluation forms (downloadable)
- Movement Maps
- Video Reflections
- Feedback Tally Forms
- Scripting
- Time Management Observation Instrument (TMOI)
- Behavior Management Observation Instrument (BMOI)
- Positive Reinforcement Observation Instrument (PROI)
On Your Mark, Get Set…Go! A Guide for Beginning Physical Education Teachers (2004). This book as some great systematic observation instruments.
Training Materials for University Supervisors
We should find an online example(s) (or have people share them) of a guidebook from a university to put here…. This one looks interesting http://www.education.eku.edu/FieldExperiences/FieldExpi/supervisor_info.php
Sample in-service training sessions for CTs- solicit info here
On Your Mark, Get Set…Go! A Guide for Beginning Physical Education Teachers (2004). This book as some great systematic observation instruments.
Quality Placements:
I’m wondering if we need to have a section on the importance of making good placements?
Suggestions for success (seminar ideas, etc.)
Observation forms (downloadable)
Database of potential cooperating teachers
Training Materials and ideas for University teachers to use for potential CT's (observation forms, courses, books to read, etc.)
Student Teaching Cooperating Teacher Database Registration Form Questions
these are brainstormed questions that could be asked when a future Cooperating Teacher would like to be included in our database. most of these can be true/false questions.
First Name:
Last Name:
School:
School Address:
Street
Street 2
City
State
Zip
County taught in? type it in
Phone:
Email:
Years teaching experience:
Grade levels you current teach? drop down, elem, middle, high
Average number of kids in a PE class?
Do you teach health?
Familiar with AAHPERD? Yes/No
Familiar with NASPE? Yes/No
Ever served on any NASPE Committees?
Ever published an article before?
List the last 5 conferences you have attended?
Familiar with NASPE Developmentally Appropriate Docs? Yes/No
Have you worked with Student Teachers Before? If so, describe below text box
What is your philosophy of teaching PE? Write it down below.
Include a brief statement about why you wish to be a cooperating teacher?
Is it OK for professors in your area to contact you using the information you provide above?
Please include a short video of you teaching a portion of a lesson. Upload here.
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