Cooperating Teacher Checklist

The following checklist is provided as a guide to suggested mentoring activities for cooperating teachers (CTs).

Spring Semester, 2008, student teaching officially begins with the first day of UGA classes on Monday, January 7.

Before January 7

* Review packet of materials sent by College of Education.
* Contact your ST via email or phone to introduce yourself, discuss scheduling, and possibly plan a meeting. Note: STs are asked to contact you prior to January 7-- the official start date of UGA classes, and the formal start date for the student teaching semester.
* Inform STs of Pre-Planning process at your school (e.g. Open House, teacher reporting periods, department meetings, etc.) and whether and when you would welcome their participation.
* Review S3ITE website for features, content, and program information.

Preplanning, dates variable through January 7

* Consider how you might help STs feel welcome.
* Prepare a work area for your ST.
* Provide access to school orientation information, such as school map, daily schedules, lunch, library policies, administration and department structure.
* Orient your ST regarding your teaching schedule for the semester, courses, curriculum materials, etc.
* Obtain ST's schedule for Spring Semester, including Peer Observations, Seminar, miscellaneous appointments.
* Discuss how you will introduce ST to students, how teaching induction will happen.
* Discuss philosophies of teaching social studies, vision of powerful social studies, and mentoring.
* Expect an introduction contact from University Field Instructor. Preliminary planning for observation dates (see Observation Schedule Deadlines on S3ITE).
* Give ST a tour of the school.

Student Teaching Field Experience, January 7 to April 4

First Quarter, January 7 to January 25

* First day of teaching-write supportive note to ST.
* Introduce ST to support staff.
* Share your reasons for the instructional decisions you make.
* Consider and work towards appropriate professional/personal boundaries.
* Engage in cooperative planning.
* Provide careful observation of ST's initial attempts at instruction.
* Help ST with "incidentals" of life in your school and community, such as hall, duty, bus duty, announcements, fire drills, copies, locations of faculty restrooms, teacher mailboxes, supply areas, etc.
* Have ST explain portfolio assignment. Expect ST to provide examples of past portfolios.Invite ST to lunch or social outing with you and your colleagues.Encourage ST to participate in formal and informal extra-curricular activities.
* Show ST how to use school administration software (attendance program, grade programs, etc.).
* Question ST to reflect about their initial classroom practice vis-à-vis their teaching rationale for Social Studies. For example, "You told me you believe that students are actively engaged in the best social studies classrooms. How much and where do you see active student engagement in these first lessons you have taught?"Provide leadership by questioning/coaching. For example, "How are your assessments measuring powerful learning in social studies?"
* Discuss ST progress with field instructor, possibly during field instructor's visit to observe ST.

Second Quarter, January 26- February 15

* Share your reasons for the instructional decisions you make.
* Engage in cooperative planning and consider when to allow ST to take the lead in planning.
* Provide careful observation of STs continued attempts at instruction.
* Continue to encourage ST to participate in formal and informal extra-curricular activities.
* Challenge ST to reflect about their classroom practice vis-à-vis their teaching rationale for Social Studies.
* Discuss ST progress with field instructor, possibly during field instructor's visit to observe ST. Complete Mid-Term Evaluation and discuss it with the ST.
* Discuss with ST the process for choosing artifacts that reflect his/her teaching rationale for inclusion in e-portfolio.

Third Quarter, February 16 to March 7

* Share your reasons for the instructional decisions you make.
* Ensure that ST has taken the lead in planning and instruction.
* Continue to provide guidance to STs planning and instruction.
* Provide careful observation of STs continued attempts at instruction. Continue to encourage ST to participate in formal and informal extra-curricular activities.
* Question ST to reflect about their classroom practice vis-à-vis their teaching rationale for Social Studies.
* Provide leadership by questioning/coaching. For example, "How are your assessments measuring powerful learning in social studies?"
* Discuss ST progress with field instructor, possibly during field instructor's visit to observe ST.
* Discuss with ST process for choosing artifacts that reflect his/her teaching rationale for inclusion in e-portfolio.

Fourth Quarter, March 8-April 4

* Share your reasons for the instructional decisions you make.
* Continue to provide guidance to STs planning and instruction.
* Provide careful observation of STs continued attempts at instruction.
* Question ST to reflect about their classroom practice vis-à-vis their teaching rationale for Social Studies.
* Provide leadership by questioning/coaching. For example, "How has your sense of what's possible/what's realistic developed over your time in my classroom?"
* Discuss ST progress with field instructor, possibly during field instructor's visit to observe ST.
* Discuss with ST possible artifacts that reflect their teaching rationale for inclusion in their e-portfolio.
* Complete End-of-Term Student Teacher Evaluation by April 11 and discuss it with the ST.
* Celebrate the successful completion of the ST period!
* Expect to be asked to write a recommendation for your ST.
* Plan to help your former ST with his/her e-portfolio.
* Plan to participate in e-portfolio evaluations and/or come to e-portfolio evaluation night at UGA in early December.