Cooperating Teacher Responsibilities and Qualifications

Cooperating Teacher Timeline - An editable guide for what will occur each week while you host and work with your student teacher

Cooperating teachers must complete Missouri Educator Evaluation System (MEES) evaluation training each academic year.

The cooperating teacher is the key person in the student teaching program. In many cases the success of the student teacher is determined by this person. The cooperating teacher is a mentor who models effective teaching practices for the student teacher.

Minimum qualifications

Teachers selected as cooperating teachers in placement schools are recommended by their building administrators as educators with outstanding teaching ability and professional expertise. Cooperating teachers must hold valid certification in the same content area and grade level as the student teacher they are mentoring. They hold at least a bachelor’s degree and preferably a master’s degree, and they have a minimum of three years of teaching experience, including at least one year in their current district.

Roles and responsibilities

The cooperating teacher serves a dual function: teaching students and supervising the work of a student teacher. More specifically, the role of the cooperating teacher is summarized in the following list of activities. The cooperating teacher should:

Become familiar with the background of the student teacher (through materials sent by the University).
Plan for the initial orientation of the student teacher to the classroom and the school.
Create an accepting atmosphere of the student teacher among the students, faculty and community.
Acquaint the student teacher with instructional materials.
Introduce the student teacher to classroom routines and instructional procedures.
Provide opportunities for observation and participation in various classes and extra-curricular activities.
Provide opportunities in which the student teacher may gradually develop skill in planning while evaluating procedures currently in place.
Provide opportunities for the student teacher to test theory in practice in a variety of classroom situations.
Formulate a plan with the student teacher to create a gradual transition from observation to full-time teaching responsibilities. Also, formulate a plan if the co-teaching model is utilized.
Provide for the continuous evaluation of the student teacher’s teaching through planned conferences, weekly evaluations, self-evaluation and a formative and summative evaluation.
Guide the student teacher in attaining cooperatively established objectives.
Provide opportunities for professional growth through attendance at professional and staff meetings.
Complete the student teacher’s formative and summative MEES student teacher assessment. Final student teaching grades should be aligned with formative and summative MEES scores. (The recommended grade from cooperating teachers and university supervisors are simply recommendations. The instructor of record for the student teaching course should determine a final grade based on the summative MEES scores, cooperating teacher and university supervisor recommendations, and overall performance in student teaching. It is generally expected that the MEES score and course grade will be in alignment for each student teacher. In exceptional circumstances, these two evaluation elements may differ.)
Verify that all assessments and other evaluations are completed for each assigned student teacher.

Student teaching must be a carefully directed experience based on the unique abilities of the student teacher. Conditions for success must be built into the experience.

I. Orientation and Guidance

Have I:

Properly prepared the students in the classroom for the arrival of a student teacher?
Had an informal visit with the student teacher?
Introduced the student teacher to the building personnel?
Acquainted the student teacher with school and classroom routines, including AMI (Alternative Methods of Instruction)?
Given the student teacher copies of the texts and manuals, seating charts and lists of students’ names?
Provided the student teacher access to classroom materials, such as the building handbook, safety procedures and classroom and building schedules?
Acquainted the student teacher with files and records?
Provided an opportunity for the student teacher to participate in teachers’ meetings and professional development activities?
Provided the student teacher an opportunity to share such tasks as room preparation, attendance, and other classroom duties?
Provided a place in the room for the student teacher? (If possible, the student teacher should have a desk.)
Informed the student teacher about any relevant student needs, backgrounds, or community factors that may impact the learning environment.
Provided the student teacher access to appropriate district procedures and/or permission forms?

II. Directed Observation and Participation

Have I:

Directed the student teacher’s observation for specific purposes?
Provided opportunities for the student teacher to participate in classroom tasks?
Observed and provided immediate feedback to the student teacher in initial attempts at teaching
Observed when students are beginning to approach the student teacher for assistance?
Provided opportunities for the student teacher to gradually assume more responsibility in the teaching process provided by modeling best teaching practices?
Provided opportunities for the student teacher to observe other teachers?

III. Demonstration

Have I:

Demonstrated research-based teaching methods?
Prepared the student teacher for observation of demonstration lessons?
Demonstrated a variety of teaching techniques?
Demonstrated effective techniques of differentiated instruction?
Demonstrated the use of instructional technology?
Demonstrated effective planning procedures?

IV. Planning

Have I:

Acquainted the student teacher with curriculum guides, units of study and daily plans, including AMI (Alternative Methods of Instruction)?
Assisted the student teacher with setup of email and Learning Managment System (LMS) login credentials.
Acquainted the student teacher with the overall objectives and content of the course or courses?
Informed the student teacher of the content that the students have studied?
Conferenced with the student teacher regarding daily, long-term and unit planning?
Discussed students’ individual needs with the student teacher?
Explained to the student teacher how various school resource materials may be used in planning?
Conveyed to the student teacher that lesson plans should be approved before they are used?
Set a specified time for the student teacher to turn in plans before actual teaching?

V. Teaching Techniques

Have I:

Provided opportunities for the student teacher to use, and experiment with, a variety of teaching approaches?
Provided opportunities for the student teacher to relate techniques to intended learning outcomes?
Conferred with the student teacher about instructional strategies and learning activities?
Provided opportunities for the student teacher to use differentiated learning techniques in small-group and large-group instruction?

VI. Conferences

Have I:

Discussed school policies with the student teacher?
Arranged for frequent formal and informal conferences to provide meaningful feedback and complete necessary paperwork?
Informed the student teacher of the conference purpose?

VII. Evaluation

Have I:

Assisted the student teacher with the development of reflective self-evaluation strategies?
Familiarized the student teacher with observation forms?
Used the observation forms as focal points for the conferences?
Conferred with the student teacher about each point on the evaluation form?
Completed evaluations of the student teacher?

Grading for student teachers

Student teacher as a Substitute Teacher

Since the Culminating Experience is a state requirement for teacher certification, student teachers should be present in their assigned classes with the cooperating teacher as much as possible. If a need arises for a student teacher to serve as a substitute in their assigned school, each student teacher must get permission from the program coordinator for their program. Student teachers must only sub in their content area for certification, and they must be paid for the hours as a substitute.