Cooperating teachers serve as role models, facilitators, and sometimes counselors for student teachers.  The criteria below provide a self-check for you in your efforts to be a supportive and effective cooperating teacher:

I prepared the student teacher for responsibilities as evidenced by:
Providing thorough orientation to the school, the classroom, the students, and available resources.
Discussing the expectations that I have for my student teacher and listening to her expectations.
Assisting the student in developing a comprehensive picture of my goals, curriculum, pacing, etc. so that he can more readily adjust to the learning environment.

I accept the student teacher as a professional colleague as evidenced by:
Providing the student teacher with his own work space.
Introducing the student teacher to other school personnel.
Showing respect for the student teacher's decisions/ideas.
Allowing him to assume responsibility.
Permitting her to assume the same privileges as a cooperating teacher as she demonstrates readiness to do so.

I accept the usual mistakes of the student teacher as evidenced by:
Refraining from overreacting to mistakes.
Allowing the student teacher to continue with responsibilities.
Stating that mistakes are normal and not irrevocable.
Giving the student an opportunity for a "fresh start" if a mistake has been made.
Guiding the student in reflective analysis so that "mistakes" become learning experiences.

I restrain from prescriptive directions as evidenced by:
Discussing options with the student teacher before a decision is made.
Allowing freedom of choice on the part of the student teacher.

I provide ongoing assessment of and feedback to the student teacher as evidenced by:
Regularly observing the student teacher.
Conveying, by verbal and/or written comments, my perceptions of what is observed.
Providing for a regular conference time each week in addition to less formal exchanges of ideas/comments.

I allow a student teacher to observe and discuss my teaching activities and teacher effectiveness as evidenced by:
Allowing frequent times for observation.
Student teacher analysis of one of my lessons.
Student teacher suggesting alternative procedures to me.

I help the student teacher understand my teaching practice, as evidenced by:
Discussing diagnostic procedures.
Explaining why conclusions/decisions were reached.
Explaining why certain teaching techniques will be employed as a result of the diagnosis and analysis.
Sharing my strategies for grading, record-keeping, reporting to parents, etc.

Checklist For Preparing For The First Few Days Of Student Teaching
Prepare for Initial Experiences
1. Introduce the student teacher to a class in such a way that his/her status is established.
2. Place the student teacher in a partnership arrangement with you for planning and determining procedures.
3. Introduce the student teacher to other faculty members, administrative staff, and facilities.
4. Acquaint the student teacher with the classroom routine and management techniques.
5. Apprise the student teacher of the class work which is currently under way, curricular guides and standards being addressed, and instructional goals/expectations.
6. Immediately involve the student teacher in the activities of the classroom.
7. Provide the student teacher with all essential materials and work space for succesful performance.
8. Discuss school policies and regulations with the student teacher.
9. Assist the student teacher in learning student names, background information, and essential information for addressing individual student needs.
10. Delegate responsibility and authority to the student teacher in a gradual manner.

Checklist For Initial Interactions With Student Teachers
Pre-student Teaching Action
1. Learn about the student teacher's background (student teacher resume provided).
2. Read the student teaching handbook and visit the website.
3. Consider a pre-teaching contact with the student teacher in which you clarify expectations for your classroom.
4. Secure materials to be used in orienting the student teacher(handbooks, schedules, teacher manuals).
5. Become familiar with Messiah College's Program and expectations concerning student teacher responsibilities (handbook, workshop).
6. Be aware of legal status of student teachers and responsibility of supervising teacher.
7. Make necessary arrangements for student teacher to comfortably assimilate into the classroom (desk, supplies).
8. Develop a plan for the student teacher's entry into teaching; introduction to the class, faculty, initial teaching, secure texts, curriculum guides,etc.