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.
Student Teaching Handbook - 1
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.
Student
Teaching Handbook - 2
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.
Student Teaching Handbook - 3
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.
Student Teaching Handbook – 4
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.
Student Teaching Handbook
- 5
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.
Student Teaching Handbook - 6
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.
Student Teaching Handbook -7
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.
Student Teaching Handbook - 8
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.