handbook for cooperating teachers - Wilmington University

In any event, solo teaching should not begin until after a three-way conference is held involving thesupervisory triad (Teacher Intern, Supervising Teacher and University advisor … and in some cases,the building principal). While the primary purpose of this conference is to assess the teachercandidate’s overall growth toward meeting professional teaching standards, a secondary purpose is toassess the Teacher Intern’s readiness to assume full professional responsibility. It is also importantfor the supervisory triad to plan for a “seamless” takeover … the assumption of full responsibility insuch a manner that children are generally unaware (or undisturbed) that it is happening … and to planfor a seamless exit strategy as well.The implementation of any solo teaching model must take into account specific conditions existing atplacement sites. For example, some schools do not want Teacher Interns to assume totalresponsibility for more than a few days at a time, and some schools will not permit “solo” teaching atall, requiring that Supervising Teachers remain in classrooms at all times. In the latter situations,Teacher Interns can take full responsibility for planning the instructional program, and can then carryout that program in a “co-teaching” mode, sharing teaching responsibilities with the SupervisingTeacher. The “co-teaching” model is educationally sound and is used successfully in many teacherpreparation programs.The important point is that there is much flexibility in making decisions about “solo” time. It isessential, however, that those decisions be made in collaboration with all stakeholders: theSupervising Teacher, the Teacher Intern, the building principal, the University advisor (and why notinclude children and parents?). I encourage all participants to think creatively and critically about theexperience, and encourage you to suggest models and alternatives which build on our currentknowledge of what works … and maybe even go “a little farther out” to explore ideas that might nothave been tried, but which seem to hold some promise. That’s how we make progress in ourprofession.Other Responsibilities and RequirementsTeacher Interns are expected to focus a major part of their energies and efforts on the TeacherInternship experience. Part-time employment and/or taking additional University courses during theTeacher Internship semester are strongly discouraged. Teacher Interns are expected to report toschool on time, every day. Most schools require Teacher Interns to sign in (and out) of the buildingeach day. In the event of illness, the Teacher Interns must notify the Cooperating Teacher and theUniversity supervisor as early as possible, preferably the evening before.Behavior on the part of the Teacher Intern that violates any school, school district, or Universitypolicy, or failure of the Teacher Intern to demonstrate minimum expected competencies could resultin immediate termination of the Teacher Intern’s placement. In such cases the program coordinatorwill issue a notice of termination to the Teacher Intern. No refund of tuition or fees will be made tothe Teacher Intern, and Wilmington University is under no obligation to the Teacher Intern in termsof program continuation, degree completion, or other Teacher Internship placements. The TeacherIntern is legally obligated to arrange for the return of any books, materials, or supplies that belong tothe Supervising Teacher or the placement school.Failure to satisfactorily complete and submit any the Teacher Internship requirement (logs, units,lesson plans, reflections, projects, units, research papers, professional portfolio, etc.) will result in theCollege of EducationProfessional PartnersCreating Environments for Learning44August 2011