handbook for cooperating teachers - Wilmington University

77. Policies regarding Teacher Intern use of media materials78. Teacher Intern access to school e-mail/internet79. Policies regarding Teacher Intern observation of/participation in special classes80. Copy machine protocols, restrictions, paper supply, times, Teacher Intern access81. Access to computer labs and equipment82. School/classroom discipline plans; discipline referral procedures, documentation83. District/school policies concerning class parties (holiday, birthdays, etc.)84. Breakfast/lunch procedures (times, tickets, pre-pay, procedures for handling free/reducedprice lunch, charges/choices/costs for Teacher Interns?)85. Regulations regarding consumption of food/beverages in classrooms86. Procedures for parent visits to the classroom87. Rules concerning access by private tutors/outside agencies to student information/schoolmaterialsTIPS/SUGGESTIONS FORCONFERENCING WITH TEACHER INTERNSTeacher Interns need personal, professional, and instructional guidance. Teacher Interns aremore likely to become competent, reflective teachers when they have honest, sensitive feedbackthroughout the Teacher Internship experience.Many Supervising Teachers (Cooperating Teachers and/or Mentor Teachers) are apprehensiveabout “telling others what to do,” and are reluctant to be too critical of Teacher Interns.Supervising Teachers want their Teacher Interns to succeed. Sometimes Supervising Teachersfeel that a Teacher Intern’s lack of knowledge or experience is a negative reflection on theSupervising Teacher’s own competence. Sometimes, the close relationship that developsbetween a Supervising Teacher and Teacher Intern causes the Supervising Teacher to “soften” alesson analysis in a desire to protect the feelings of the Teacher Intern. Yet, when surveyed,Teacher Interns consistently express a strong desire for their Supervising Teachers to observelessons and provide honest, frank feedback.Researchers have found that conferences with Teacher Interns often feature far too much“teacher” talk – where the Teacher Intern assumes a subordinate role and just listens to theSupervising Teacher. It is extremely important for the Supervising Teacher treat the TeacherIntern as a colleague and confidante, to minimize teacher talk, and to encourage Teacher Internanalysis and reflection.Feedback sessions may be formal or informal. It is important that they occur frequently and thatthey are arranged when the Supervising Teacher and Teacher Intern are not hurried or likely tobe interrupted. The Reflection Sheet can be used to structure informal conferences, and can beused in formal conferences as well.College of EducationProfessional PartnersCreating Environments for Learning33August 2011