University of Wisconsin – River Falls

Agricultural Education

Cooperating Teacher’s

Handbook

TABLE OF CONTENTS

AG TEACHERS CREED......................................................................................... 1

RESPONSIBILITIES OF THE COOPERATING TEACHER.................................. 2

FIRST CONTACTS................................................................................................. 2

PLANNING THE STUDENT/INTERN TEACHING EXPERIENCE................... 3

SUPERVISION OF THE STUDENT/INTERN TEACHER ................................. 3

RESPONSIBILITIES OF THE STUDENT TEACHER............................................ 5

STUDENT TEACHING/INTERNSHIP SCHEDULE............................................ 6

STUDENT TEACHING SEMINARS...................................................................... 6

ABSENCES.............................................................................................................. 6

STUDENT/INTERNSHIP TEACHING GRADE................................................... 6

CHILD ABUSE POLICY & REPORTING PROCEDURES................................... 6

TERMINATION OF PLACEMENT....................................................................... 7

PROFESSIONALISM.............................................................................................. 7

CLASSROOM, LABORATORY & FIELD WORK................................................ 9

GENERAL GUIDELINES & POLICIES............................................................... 10

CAREER SERVICES OFFICE............................................................................... 11

RESPONSIBILITIES OF THE UNIVERSITY SUPERVISOR............................... 12

SUPERVISORY OBSERVATIONS BY UNIVERSITY SUPERVISOR................. 12

EXPECTATIONS OF THE STUDENT/INTERN TEACHER.............................. 12

EXPECTATIONS OF THE COOPERATING TEACHER.................................... 12

EXPECTATIONS OF THE UNIVERSITY SUPERVISOR.................................... 13

EVALUATING TEACHING PERFORMANCE.................................................. 14

FEEDBACK CONFERENCES.............................................................................. 14

IMAGE OF “EFFECTIVE TEACHING”.............................................................. 14

PRINCIPLES OF TEACHING AND LEARNING............................................... 15

Ag Teacher's Creed

I am an agricultural educator by choice and not by chance.

I believe in American agriculture; I dedicate my life
to its development and the advancement of its people.

I will strive to set before my students by my deeds and actions the
highest standards of citizenship for the community, state and nation.

I will endeavor to develop professionally
through study, travel and exploration.

I will not knowingly wrong my fellow teachers.  I will
defend them as far as honesty will permit.

I will work for the advancement of agricultural education
and I will defend it in my community, state and nation.

I realize that I am a part of the public school system.  I will work
in harmony with school authorities and other teachers of the school.

My love for youth will spur me on to impart something from my life
that will help make for each of my students a full and happy future.

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RESPONSIBILITIES of the COOPERATING TEACHER

The role of a cooperating teacher is one of great importance. The student/intern teaching experience is regarded as one of the most important phases in any teacher education program. It is quite likely that you will have more to do with the future performance of the student/intern teacher than any other person. There is no doubt that you will greatly influence the professional attitude of the student/intern teacher as well as provide him/her with the opportunity to increase his/her professional knowledge and skill. It is with this challenge in mind that the following suggestions are made.

First Contacts

1. Assist student/intern teachers in obtaining adequate housing at as modest a cost as possible.

2. Be sure that the student/intern teacher is introduced to the administrator(s) and to other faculty and employees.

3. The cooperating teacher and the student/intern teacher should cooperatively determine the policy on such matters as: (a) daily working hours, (b) weekends in the community, (c) responsibilities, (d) dress, (e) mileage and other expenses, (f) personal conduct, and (g) absences.

4. Acquaint the student/intern teacher with the school and agriculture department facilities and with the activities and procedures of the school and department. This undoubtedly will be a progressive undertaking, but student/intern teachers should be familiar with such items if they are to benefit from their experiences in the student teaching center and if they are to be useful as an assistant to the cooperating teacher.

5. Put the student/intern teacher at ease and make them feel useful and important to your program. Students should address the student/intern teacher as "Mr./Ms. " rather than by his/her first name.

6. Prepare your classes for the student/intern teacher by explaining the purpose of student teaching.

7. Plan ahead! Discuss tentative teaching assignments and responsibilities for the entire student teaching experience.

8. Review the student/intern teacher's expectations, assignments, and projects so you are in a position to oversee their completion.

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Planning the Student/Intern Teaching Experience

Cooperatively plan the student/intern teacher’s activities with emphasis on the following:

1. In cooperation with the student/intern teacher review the Student/Intern Teacher Experiences Checklist and develop a plan to complete the tasks (outcomes) during the internship. Allow freedom to arrange a schedule which will include the majority of the desired activities – a self-active process.

2. Make assignments for teaching or participation in FFA activities early enough so that the student/intern teacher can be prepared.

3. Coordinate teaching assignments with course teaching calendars; however, if possible, start the student/intern teacher teaching a unit in a field in which they are well qualified.

4. Plan ahead and set up a long-range schedule of teaching assignments and responsibilities for FFA and other activities which will allow the student/intern teacher to plan his/her work and schedule.

5. Make it a point to have the student/intern teacher visit pupils' agricultural experience programs with you early in the student teaching experience.

Supervision of Student/intern teachers

1. Check instructional plans before each lesson is taught (at least one day in advance to provide time for revision if needed). All lesson plans should be checked and approved by the cooperating teacher before the lesson is taught. An Instructional Plan Checklist (evaluation form) is provided in the appendix to use as a guide for assessing the content and format of instructional plans.

2. Supervise and check student/intern teacher’s activities in supervising agricultural experience programs.

3. Conduct evaluations of the student/intern teacher’s classroom, laboratory, and field instruction and offer constructive criticism during feedback conferences. Set aside time each day for a feedback conference with the student/intern teacher.

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4. A student/intern teacher should have his/her own responsibilities and his/her performance should not be interfered with by another student/intern teacher, if there is one located at the same center. Likewise, the cooperating teacher(s) should not "take away" the control and direction of the class, except in an emergency.

5. Observe the ability of the student/intern teacher to work with other people in the school and community. The development of the ability to follow professional procedures and to communicate well with people is as important for the student/intern teacher as is the development of skill in teaching.

6. Provide the student/intern teacher with verbal and written evaluations of his/her work. The cooperating teacher(s) should provide a mid-semester and final critique of the experience and communicate to the student/intern teacher his/her grade.

7. Write a professional letter of recommendation for the student/intern teacher.

8. Submit all reports as requested by the University of Wisconsin – River Falls.

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RESPONSIBILITIES of the STUDENT/INTERN TEACHER

Carefully study and consider the suggestions and instructions that are offered in this handbook. They are based on the observations and experiences of many professionals. The student/intern teaching experience is without doubt the most important phase of your preparation as a teacher of agriculture.

First impressions are important. Be genuinely courteous, cooperative, and sincere in your dealings with students, cooperating teachers, administrators, other faculty members, school employees, parents, and residents in the community. The ability to work well with other people and to maintain desirable relationships is one that every beginning teacher should cultivate. Appearance and conduct should be acceptable for professionals in the Agricultural Education profession.

The student/intern teaching experience is an opportunity for you to learn. Observe carefully not only what is done but also how it is done in the school to which you are assigned. Be discrete at all times about talking to friends and outsiders about what transpires in the department.

The coming and going of student/intern teachers creates disruptions of the regular school program. At the same time, you are added personnel in the school and, as such, you should have additional ideas to present for consideration that can be of value to the educational program. Endeavor to make some permanent, tangible contributions to the department during the student/intern teaching period.

You will find your cooperating teacher, the school administration, and other persons in the school and community cooperative and helpful. It is your responsibility to contribute to the total program.

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STUDENT TEACHING/INTERNSHIP SCHEDULES

The Department of Public Instruction (DPI) requires that student teaching/interning be a full day, full semester experience following the daily schedule and semester calendar of the cooperating school.

Arrival and departure times will be consistent with the school policy for regular teachers. After school jobs are not valid reasons for leaving school prior to the established departure time. The student will observe the vacation periods of the school system where he/she has been assigned, not those of the University.

STUDENT TEACHING SEMINARS

Student teachers/interns are required to attend one mid-semester seminar during the student/intern teaching experience. Students are expected to be away from their placement only long enough to travel to and attend the seminar.

ABSENCES

Regular attendance is expected. Absences must be kept to an absolute minimum. Excessive absences, early departures, or late arrivals for any reason may result in extending or repeating the student teaching/interning experience. The university supervisor, cooperating teacher, and Coordinator of Field Experiences will make decisions on extending or repeating the experience on an individual basis. The Student/intern teacher is responsible for reporting absences to the university supervisor and the assigned school, following the same procedures that are required by teachers.

STUDENT TEACHING/INTERNSHIP GRADES

Grading for student teaching and interning is satisfactory/ Unsatisfactory/ Incomplete. Students who receive an “Unsatisfactory” grade may graduate, but will NOT be able to repeat student teaching at UWRF. Therefore, the student will not be eligible for recommendation for certification by the University.

CHILD ABUSE POLICY AND REPORTING PROCEDURES

Any student/intern teacher suspecting or becoming aware of child abuse (physical or sexual) is expected to make a report to his/her cooperating classroom teacher. The classroom teacher will then follow district procedures for reporting the abuse. Student/intern teachers must remember that they are NOT the reporting teacher.

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They must work cooperatively with the team (principal, nurse, counselor, classroom teacher, etc.) to assure that the report is made to the proper authorities. State rules as well as district policies must be followed in making reports regarding child abuse. This is for the student/intern teacher’s protection as well as safeguarding the child/student making the allegations.

Termination of Placements

Either UWRF or the cooperating local education agency may remove any student teacher/intern from an assignment, subject to documented notice to all parties to the assignment.

Professionalism

1. Being a student/intern teacher is a full-time job. It includes being responsible for teaching in the classroom and laboratory plus out-of-class responsibilities. Attendance and preparation should reflect seriousness of this responsibility.

2. Student/intern teachers are guests in the assigned schools; they are expected to support school policies and personnel. All school rules and regulations are to be followed. Always remember the well-defined but invisible channels. Think no more of bypassing your cooperating teacher than you would of going directly to the school board without first going through your administrator. The cooperating teacher is your immediate supervisor.

3. The administration expects you to become one of the teaching staff. Every teacher has certain obligations in the total program and you must be willing to do your share in this respect. At the same time, you are not assigned to the school to do "odd jobs" or be a floating substitute teacher.

4. Student/intern teachers should dress, talk and act as professionals. They should exemplify professionalism in dealing with confidential information. Demonstrate a professional attitude in all your contacts in the school and community.

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5. Student/intern teachers are expected to maintain a friendly, but professional relationship with students. They should not associate with students outside of school, except at a school or teacher-sponsored function.

6. Student/intern teachers should assume responsibility for the quality of their experience, seek out involvement possibilities and ask for new assignments or responsibilities as soon as they feel able to master them. Do not wait to be told what to do. After general instructions have been given to you, or certain activities planned, proceed to get the job done. Use initiative but be sure to keep your cooperating teacher informed.

7. Do not hesitate to ask for assistance from the cooperating teacher(s). If you do not know how to complete a particular job, be sure to say so. Do not put yourself in an embarrassing predicament by claiming to "know it all."

8. You should never criticize one student to another nor should you criticize your class, other student/intern teachers, your cooperating teacher, your administrator, or your school to others. Review the "Code of Ethics" presented in this handbook. Conduct unbecoming of a "professional educator" is considered just cause for removing a student/intern teacher from an assigned placement center.

9. Do not be afraid to suggest new ideas but strive for tact when doing so. If the idea is not adopted or some idea is being used that may be contrary to your past experiences, ask why. Usually there is a very good reason.

10. Learn all you can during your experience. Get all the experience possible in all phases of the job – organization, classroom teaching, field work, supervising agricultural experience programs, FFA Alumni, and FFA activities. The more you experience during student/intern teaching, the less you will face for the first time as a full-time teacher.

11. Take criticism in the spirit in which it is offered. Suggestions will be offered for your professional improvement. Invite suggestions and profit by them. Make positive changes in your teaching as suggested by your cooperating teacher.

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Classroom, Laboratory, and Field Work

1. First contacts are important. Learn the names of students and as much about their supervised agricultural experience programs and home conditions as soon as possible.

2. Prepare your instructional plans carefully and have them checked and approved by your cooperating teacher several days in advance so you can make any recommended changes.

3. Maintain an orderly, business-like learning environment. Secure the cooperation of your class, but do not be too "easy" or overly friendly. As you gain experience, you can more easily direct and supervise classroom work which allows greater and more desirable student activity and freedom. Gain student respect for doing a good job without being overly concerned about them "liking you."

4. Work to improve such things as your handwriting, board work, grammar, and spelling. You must set a good example for your students.

5. Do not talk down to the students; nor go above their heads. Take into consideration their age and experience. Check often to see that the whole class is following you. Study the work of the cooperating teacher(s); always trying to determine why they did what they did.

6. Teaching in the laboratory also requires careful planning and organization. Secure and organize your materials and equipment in advance.

7. On field trips, plan what you want the students to observe or do and follow this up later in class by means of discussion, a quiz, further explanation, or other appropriate activities.

8. Be prompt in meeting all your classes and appointments. It is better to arrive ahead of time than to rush into a room out of breath a split-second ahead of the bell.

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General Guidelines and Policies

1. The local school authorities have granted permission for you to complete your experience in their school. The continuance of this privilege to those who will follow you depends upon how well you do your work and the manner in which you conduct yourself.

2. Be prepared to spend the time necessary to participate in the activities expected of agriculture teachers. You are expected to take an active role in evening and weekend activities. Remember, student/intern teaching is an opportunity for you to experience the role and responsibility of teaching agricultural education. Plan to be involved in a variety of activities and budget your time and other resources in order to allow for your participation. "Moonlighting" employment is strongly discouraged as it would detract from the potential benefits of the student/intern teaching experience.

3. Keep the required records and reports and submit them on time.

4. Whenever you leave the school for any reason, be sure that you have the consent of your cooperating teacher and the school administrator. Report absence, due to any reason, to the cooperating teacher as soon as possible. Inform the university supervisor of any absence of this nature. Also, inform your cooperating teacher of your whereabouts if you leave the community over a weekend or holiday.

5. Set aside time each day for a conference with your cooperating teacher.

6. Attend to all financial matters and any other obligations before leaving the community.

7. Do not “ransack” department files and take materials. Ask the cooperating teacher for permission to make copies of the desired materials.

Before leaving your school, be sure to express your appreciation to your cooperating teacher(s) and administrators. Follow this up with written expression of appreciation.

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VII. CAREER SERVICES OFFICE

A successful field experience and letters of recommendation are the most important references a student/intern teacher can have to support candidacy for professional employment. Prior to beginning student/intern teaching experience, the student should initiate a Brass Ring Account in the Career Services Office (CSO). For further information, go to:

http://www.uwrf.edu/career/brassring-registration.htm

Once signed, a contract should be honored. It is unethical for a

professional to renege on a signed contract.

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RESPONSIBILITIES of the UNIVERSITY SUPERVISOR

University supervisors are a liaison between the University of Wisconsin – River Falls and the cooperating schools. In addition to their liaison role, they are charged with the following responsibilities:

1. The university supervisor will work with the cooperating teacher and the student/intern teacher in planning, executing and evaluating the student/intern teaching experience.

2. The university supervisor will make observations on at least four separate occasions. Each observation will be followed by a conference to evaluate progress, make constructive suggestions and provide help as requested by the student/intern teacher and/or cooperating teacher.

3. The university supervisor will act as a resource person for the student/intern teacher and cooperating teacher. The supervisor should be contacted immediately when a problem or concern arises.

SUPERVISORY OBSERVATION by the UNIVERSITY SUPERVISOR

Expectations of the Student/Intern Teacher

1. Have instructional plans ready for review upon the university supervisor’s arrival.

2. Complete a Pre-observation Worksheet.

3. Be prepared to explain the objectives for the classes being taught.

4. Describe how the instructional objectives will be accomplished.

5. Participate in a feedback conference with the cooperating teacher and the university supervisor.

Expectations of the Cooperating teacher

1. Be present with the university supervisor in the classroom or laboratory to observe the student/intern teacher teach.

2. Complete the UWRF Student/Intern Teaching Assessment (three times over the semester).

3. Participate in a feedback conference with the student/intern teacher and the university supervisor.

4. Share any concerns that might strengthen the student/intern teacher’s preparation program.

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Expectations of the University Supervisor

1. Arrive at the cooperating department in time to adequately review the instructional plans with the student/intern teacher prior to the start of classes.

2. Observe teaching with the intent of providing support and encouragement to the student/intern teacher and the reinforcement of successful teaching.

3. Provide student/intern teacher with objective feedback on the current state of his/her instructional skills.

4. Analyze what happens in the classroom in terms of the objectives for the lesson.

5. Lead the student/intern teacher and the cooperating teacher in a feedback conference.

6. Assist the student/intern teacher and cooperating teacher in diagnosing and solving instructional problems.

7. Review with the student/intern teacher the UWRF Student/Intern Teaching Assessment completed by the cooperating teacher.

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EVALUATING TEACHING PERFORMANCE

Evaluation instruments serve as a way to communicate to the student/intern teacher his/her progress and areas of needed improvement. Selected instruments are used to enhance the individual’s growth. These evaluation instruments and experiences help the student/intern teacher in determining personal abilities at the beginning of the experience and throughout the student/intern teaching experience. Evaluation tools identify difficulties that prevent progress, help determine progress, and provide feedback to the student/intern teacher.

During the student/intern teaching experience evaluation and grading will be treated as two separate processes. Evaluation, as stated previously, is an on-going process completed by the student/intern teacher, the cooperating teacher, and the university supervisor. Grading is completed at the end of the semester by the cooperating teacher and university supervisor. A grade of Pass/Incomplete/Fail will be determined.

FEEDBACK CONFERENCE

A feedback conference should be held as soon as possible after a teaching experience. At least one daily informal feedback conference between the student/intern teacher and cooperating teacher is recommended. During the feedback conference, the student/intern teacher should be encouraged to evaluate his/her progress. At the conclusion of the conference recommended procedures for improvement of teaching should be agreed upon by the student/intern teacher, the cooperating teacher and the university supervisor.

IMAGE OF "EFFECTIVE TEACHING"

I. Initiating and Maintaining Interest

A. Initiated the interest of the students in the lesson by helping them see the importance of the lesson in terms of their needs.

B. Maintained the interest of the students in the lesson by appealing to various student desires and values, and varying the types of student participation.

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II. Stimulating Student Thinking

A. Used questions and obtained student participation in the lesson.

B. Questions helped the students to think and reason, to make judgements, and to analyze problem situations rather than emphasize memorization.

III. Use of Instructional Tools

A. Selected appropriate instructional tools (audio-visual equipment, charts, samples, films, reference materials, chalkboard, transparencies, etc.).

B. Effectively used the selected instructional tools.

IV. Classroom Management and Interpersonal Relationships

A. There was variety and proper pacing in the classroom activities.

B. Verbal and non-verbal expressions reinforced desirable student behaviors.

C. There was evidence of congeniality and rapport between the teacher and students and among students. They accepted the opinions of others, differed courteously, and there was an overall favorable "emotional tone" associated with the teaching-learning situation.

D. Maintained high time-on-task rates and effectively used available lesson time.

V. Application and Practice

A. Brought the students to the point where they could practice or apply what was taught.

B. Student practice and application were part of the teaching-learning process.

PRINCIPLES OF TEACHING AND LEARNING

1. When the subject matter to be learned possesses meaning, organization and structure that is clear to students, learning proceeds more rapidly and is retained longer.

2. Readiness is a prerequisite for learning. Subject matter and learning experiences must be provided that begin where the learner is.

3. Students must be motivated to learn. Learning activities should be provided that take into account the wants, needs, interests and aspirations of students.

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4. Students are motivated through their involvement in setting goals and planning learning activities.

5. Success is a strong motivating force.

6. Students are motivated when they attempt tasks that fall in a range of challenge such that success is perceived to be possible but not certain.

7. When students have knowledge of their learning progress, performance will be superior to what it would have been without such knowledge.

8. Behaviors that are reinforced (rewarded) are more likely to be learned.

9. To be most effective, reward (reinforcement) must follow as immediately as possible the desired behavior and be clearly connected with that behavior by the student.

10. Directed learning is more effective than undirected learning.

11. To maximize learning, students should "inquire into" rather than be "instructed in" the subject matter. Problem-oriented approaches to teaching improve learning.

12. Students learn what they practice.

13. Supervised practice that is more effective occurs from a functional educational experience.

Newcomb, L.H., McCracken, J.D., & Warmbrod, J.R. (1993). Methods of Teaching Agriculture (Chapter 2). Danville, IL: Interstate Printers and Publishers, Inc.

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