Draft ARP (b through i) Final ARP 3-Way Midterm Student Teaching Evaluation 3-Way Student Teaching Evaluation Electronic Portfolio Facilitate your supervisor’s visitation schedule and the timing of the evaluation sessions by communicating with both your cooperating teacher and your supervisor about the best times for all three of you. If you struggle in any area, discuss your difficulties with your cooperating teacher and supervisor. The student teaching seminar is also a place to talk about challenges and get support, feedback, and advice from the seminar instructor and your peers. Tips for Success Be prepared, personally and professionally, for each day's teaching. Be willing to assume responsibilities in the classroom and in the school. Take the initiative in formulating activities and projects. Seek and accept professional advice with an open mind. Utilize the cooperating teacher, university supervisor, and other professionals as valuable resources for maximizing development. Interact with students in a manner that expresses appreciation and concern for each individual while maintaining their respect as a teacher. Participate in school-community life. Establish a working relationship with all school personnel and members of the community as opportunities arise. Actively attempt to develop habits of self-analysis and reflection that will lead to continuous personal and professional growth. 14. Cooperating Teacher’s Responsibilities Conduct three 3-way meetings with CUA supervisors (approximately 1 hour each) Initial briefing meeting Midterm student teacher evaluation Final student teacher evaluation Complete end-of-semester paperwork (approximately 1 hour) Personal evaluation forms for: Student teacher University supervisor CUA teacher education program (including general impact of Action Research Project) Stipend Voucher Form(s) Application for Vendor Attendance Form Cooperating Teacher Qualifications and Diversity Form Provide daily supervision and immediate feedback on your student teacher’s Content knowledge Instructional strategies
Draft ARP (b through i) Final ARP 3-Way Midterm Student Teaching Evaluation 3-Way Student Teaching Evaluation Electronic Portfolio Facilitate your supervisor’s visitation schedule and the timing of the evaluation sessions by communicating with both your cooperating teacher and your supervisor about the best times for all three of you. If you struggle in any area, discuss your difficulties with your cooperating teacher and supervisor. The student teaching seminar is also a place to talk about challenges and get support, feedback, and advice from the seminar instructor and your peers. Tips for Success Be prepared, personally and professionally, for each day's teaching. Be willing to assume responsibilities in the classroom and in the school. Take the initiative in formulating activities and projects. Seek and accept professional advice with an open mind. Utilize the cooperating teacher, university supervisor, and other professionals as valuable resources for maximizing development. Interact with students in a manner that expresses appreciation and concern for each individual while maintaining their respect as a teacher. Participate in school-community life. Establish a working relationship with all school personnel and members of the community as opportunities arise. Actively attempt to develop habits of self-analysis and reflection that will lead to continuous personal and professional growth. 14. Cooperating Teacher’s Responsibilities Conduct three 3-way meetings with CUA supervisors (approximately 1 hour each) Initial briefing meeting Midterm student teacher evaluation Final student teacher evaluation Complete end-of-semester paperwork (approximately 1 hour) Personal evaluation forms for: Student teacher University supervisor CUA teacher education program (including general impact of Action Research Project) Stipend Voucher Form(s) Application for Vendor Attendance Form Cooperating Teacher Qualifications and Diversity Form Provide daily supervision and immediate feedback on your student teacher’s Content knowledge Instructional strategies
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