Effective Strategies for Cooperating Teacher Orientation in Education Programs
Explore the key elements of a successful Cooperating Teacher Orientation for fall 2022 EDPR420 Year 2 candidates, covering placement sequence, attendance policy, professional expectations, academic guidelines, feedback mechanisms, and more. Learn about attendance requirements, absences policy, and the importance of providing constructive feedback to candidates. Dive into the characteristics of feedback, and get insights on student placement sequences and academic expectations in educational programs.
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Presentation Transcript
COOPERATING TEACHER ORIENTATION Fall 2022 EDPR420 Year 2 Candidates
WELCOME PLACEMENT SEQUENCE EXPECTATIONS PROFESSIONAL EXPECTATIONS ACADEMIC AGENDA GIVING FEEDBACK EVALUATIONS TUITION WAIVERS QUESTIONS
WELCOME! Do you remember your own experience as a licensure candidate? What was the most significant part of it? Share a story about a rock star candidate you hosted in the past.
PLACEMENT SEQUENCE Year 1 Fall Infants and Toddlers at Child Development Lab on campus Year 1 Spring Primary placement (K-2) Year 2 Fall Preschool Year 2 Spring STUDENT TEACHING! Most candidates student teach in kindergarten
ATTENDANCE Weeks 1-6: M-Th Start of school day (contracted hours) until noon-ish FOUR HOURS Weeks 7-15 M-F Start of school day (contracted hours) until noon-ish FOUR HOURS
ABSENCES Candidates are allowed two excused absences that do not need to be made up. These are reserved for illness, emergencies, and other urgent situations. Other absences must be made up during finals week
PROFESSIONAL EXPECTATIONS Promptness Mature and appropriate attire and hygiene Communication Engagement PROFESSIONAL BEHAVIOR CHECKLIST
ACADEMIC EXPECTATIONS Four observations Midterm/Final evaluation Course assignments Content test Placement Guide
GIVING FEEDBACK Cooperating teachers submit weekly written feedback usually emailed to candidate and supervisor. Any format is acceptable. How do you reinforce? How do you correct and shape?
CHARACTERISTICS OF FEEDBACK (POSITIVE AND CORRECTIVE) Descriptive rather than evaluative Similar to evidence on the Danielson, based on observations Specific Actionable
UNEXPECTED NEGATIVE FEEDBACK (IT'S AWKWARD FOR EVERYONE) "I have some feedback for you, and it may be uncomfortable. I feel a bit uncomfortable myself, but I care about you and your development more than I care about how uncomfortable I feel. So, if you're feeling a little unsure about what to expect here, we are in this together. Can we talk a bit about _____________ ?"
EVALUATIONS Observation feedback Weekly feedback Midterm/Final Portal:https://cote.illinois.edu/cote-portal-access Support plans
SUPPORTS Disposition Concern Form Remediation Plan Professional Growth Plan
THE SUPERVISOR Role, responsibility Communication
IMMEDIATE ACTIONS TO WELCOME YOUR CANDIDATE Exchange contact information (set boundaries!) Show them where to put their belongings Tour the school Introduce them to staff Teach them how to access your online curriculum and classroom Ask them to plan to introduce themselves to the students in a creative way Post their name on the board/Give them a nametag Be clear and specific about what you would like them to do the first few days and weeks
TUITION WAIVERS Non-degree vs. Master s/Endorsement/Doctoral Contact Council on Teacher Education with questions! cote-waivers@illinois.edu https://cote.illinois.edu/cooperating-personnel-supervisors/cp-tuition-fee-waivers
RESOURCES SCE:https://sce.education.illinois.edu/ Portal:https://cote.illinois.edu/cote-portal-access Email Cara or Sue directly: caraknox@illinois.edu stalbott@illinois.edu
