handbook for cooperating teachers - Wilmington University

WHAT ARE THE RESPONSIBILITIES OF THE UNIVERSITY SUPERVISOR?It is important to understand that the primary function of Wilmington University supervisors ischanging--from the traditional role of periodic inspection--to one of continuous support andcollaboration. Our intentions are for Wilmington University supervisors to serve as valuable linksbetween the University and our partner schools, and to help support the instructional programs andeducators in those schools. This means that the Wilmington University supervisors are expected to bemuch more than “sit-in-the-back-of-the-room” evaluators of lessons. We want our UniversitySupervisors to emphasize team-building, problem-solving, and shared decision-making.We expect our University Supervisors to be good listeners, good coaches, good (meaning honest,knowledgeable and forthright) critics, and, most of all, good teachers. We expect our University-basedsupervisors to support and promote the mission of the University and to understand and implement theconceptual framework on which our teacher preparation programs are based. We expect our Universitybasedsupervisors to have an unwavering commitment to the worth, potential, and dignity of everyindividual; and we expect advisors to maintain a firm conviction that every child can and will learn. Weexpect our University Supervisors to work closely with Teacher Interns, University faculty, and theCooperating Teacher to articulate a clear and shared vision of what effective schools and teachingshould be. We expect the University supervisors to work collaboratively with site-based teachereducators toward implementation of school improvement initiatives and to facilitate achievement oflocal, state, and national goals.All Wilmington University supervisors have had extensive public school teaching experience. Theyunderstand the demands and realities of teaching in today’s schools. They can, by drawing on their ownexperience and the resources of the University, provide practical assistance to the Teacher Interns andthe Cooperating Teachers by identifying and solving problems, recommending alternative approachesand resources, suggesting methodologies, establishing mutual goals, designing management strategies,aligning curriculum and content standards, and assessing outcomes.We are trying to establish an atmosphere of collaboration, mutual trust, respect, professionalcollegiality, reciprocity and equity. We want all stakeholders (teachers, Teacher Interns, Universityfaculty, school administration, parents, etc.) to feel a sense of ownership and empowerment in theteacher preparation process. In simpler terms, we believe that the schools and the University should beprofessional partners, working together to solve common problems and to create learning environmentsthat work.You should expect the University Supervisor to Help Teacher Interns make “seamless” transitions from the University to the classroom.Make personal contacts with partner schools and the Cooperating Teachers prior to thebeginning of placements.Provide alternative and efficient methods of communication (home telephone, e-mail).Provide clear and accurate information regarding program expectations.Be familiar with a variety of teaching strategies and show how those strategies can be usedmost effectivelyConduct all conferences in a professional manner.Visit, counsel and coach Teacher Interns on a regular basis (once each week) and keepCollege of EducationProfessional PartnersCreating Environments for Learning38August 2011