Cooperating Teachers and College Supervisors
If you host a RIC student for student teaching experience, you are a Cooperating Teacher. Student teaching, the culmination of a student's teacher preparation program, is a semester-long experience that requires the candidate to assume the role and duties of the classroom teacher under the guidance of the cooperating teacher and the college supervisor. Your willingness to open your classrooms and to offer your time and expertise to Feinstein School of Education and Human Development students is appreciated!
About Practicum Placements
- In most cases, a RIC instructor will contact you with request to host teacher candidates. Before agreeing, please make sure your building principal is informed.
- Next, the RIC instructor completes an on-line Ricplacements.org.
- We then collect the information and send it to your district for approval. Our faculty must have formal approval that has been obtained through Office of Partnerships & Placements and your district prior to working with you and your students.
- When the practicum placement is almost over, complete a payment requisition at http://RICpay.org. To do that, you will need to know the name of the RIC instructor you deal with, and his or her exact e-mail; we are also asking for names of teacher candidates, and dates of placement. We cannot pay much, but appreciate your help!
What else do you need to know about practicum courses?
- Every teacher candidate has gone through the criminal background check
- We have a rigorous admission process, and will not send to you someone we do not know and have not assessed. However, if for any reason you believe a specific candidate should not be a teacher, let us know as soon as possible, and feel free to discontinue placement.
- Read about our undergraduate, post baccalaureate, and graduate programs
- Keep in close contact with your RIC instructor and with us.
Placement for student teaching
- Potential student teachers complete an on-line request for placement. Note, teacher candidates may not be placed in districts and buildings where they were students, or with close family members. They are allowed to request a specific building and even a cooperating teacher. However, the requests are never guaranteed, and are subject to multiple approvals. No self-placements are allowed.
- We review requests, and forward them to your district office (unless the district asked us to contact schools directly)
- District officials contact schools, and then confirm, reject, or modify our requests
- Teacher candidate is then given a confirmation and is allowed to contact you directly
- Preferred Masters degree in Education or a closely related field
- At least three years of full time teaching experience in classroom
- Recognition and recommendation as a master teacher by the school principal
- Certification and endorsement in the supervised area
- Understanding of the
Rhode Island Professional Teaching Standards, RI K-12 Standards, and Common Core Standards
Things to know about student teaching at RIC
- Every teacher candidate has gone through the criminal background check, and at least two other field placements before coming into your room
- We have a rigorous admission process, and will not send to you someone we do not know and have not assessed. However, if for any reason you believe a specific candidate should not be a teacher, let us know as soon as possible, and feel free to discontinue placement
Expectations Of The Cooperating Teacher
The Cooperating Teacher works on a daily basis with the Student Teacher (Teacher Candidate). Initially, the Cooperating Teacher will oversee the activities of the
Teacher Candidate very carefully and extensively. As the proficiency of the Teacher Candidate improves, the Cooperating Teacher will transfer increasing duties and responsibilities to the Teacher Candidate. Ultimately, the Teacher Candidate should function in the complete teaching role; maintaining and performing all functions and activities normally performed by the Cooperating Teacher.As the Cooperating Teacher you should:
- Accept the Teacher Candidate as a professional novice by providing a warm, supportive atmosphere in the classroom and school.
- Model the characteristics of a
Reflective Practitioner to foster effective teaching and learning. Participate in regular conferences with the College Supervisor.
- Assist the Teacher Candidate in the development of the
Teacher Candidate Work Sample
- You will be expected to complete three Observation and Progress Reports (OPR) at: Ricassessment.org. At least one will be completed in conjunction with the College Supervisor
- Establish and maintain a specific time for joint planning and evaluation. Confer daily with the student teacher on constructive approaches to classroom management, special needs students, and performance assessment. Establish a mutually agreed upon plan of activities leading from observation to full-time teaching.
- Involve the student teacher in planned opportunities to observe and participate in a variety of professional experiences such as PTA meetings, parent conferences, student clubs, and field trips.
- Invite the student teacher to all professional development and other out-of-classroom engagements (e.g. data days, common planning periods, department meetings, union meetings, etc.)
- Enhance the Teacher Candidate's progress by providing constructive criticism and informative feedback on a daily basis.
- When the experience is over or almost over, please submit the payment requisition at RICpay.org
Student Teaching Assessment Timeline
- Dates for Submission for the Observation and Progress Report or OPR, the Teacher Candidate Work Sample or TCWS, and Grades
Expectations of the college supervisorTeacher Candidates with a single placement are observed and evaluated by the College Supervisor a minimum of three (3) times during each student teaching experience. Teacher Candidates in elementary education/special education, early childhood education/special education, and secondary education/special education are assigned an elementary education, early childhood education or secondary education College Supervisor, and a special education College Supervisor. In instances when two different Supervisors supervise a student in two placements (for example, elementary/middle level), each Supervisor will observe and evaluate a minimum of three (3) times.
Teacher Candidates with two assignments may be supervised by the same College Supervisor or by two different Supervisors. The same College Supervisor usually observes and evaluates Teacher Candidates with two (2) placements in the following areas: art education, elementary/middle education, health education, music education, physical education and secondary/middle education. The College Supervisor observes a minimum of three times during each of these placements. A conference between the College Supervisor and the Teacher Candidate occurs following each observation. If individual schedules and teaching responsibilities do not permit a conference after the observation, a meeting will be scheduled at a time convenient for the College Supervisor and the Teacher Candidate. It is recommended that at least one post-observation conference include the Cooperating Teacher; it is ideal if the Cooperating Teacher could also participate in each debrief. If individual duties and teaching schedules do not permit a three-way conference immediately following the observation, the College Supervisor will schedule a mutually convenient meeting time. The College Supervisor:
1.Understands and implements the policies and procedures related to the student teaching experience;
2. Provides adequate conference time with the Cooperating Teacher and the Teacher Candidate;
3. Evaluates the work of the Teacher Candidate jointly with the Cooperating Teacher;
4. Serves as a resource person by providing counseling for individual Teacher Candidates concerning professional problems;
5. Completes the appropriate number of observation and evaluation visits and provides additional visits if requested by the cooperating teacher, building principal, or Teacher Candidate;
6. Completes and submits observation and evaluation reports in a timely manner, and shares these reports with the Teacher Candidate and the Cooperating Teacher;
7. Conducts conferences with the Teacher Candidate, and, when possible, the Cooperating Teacher;
8. Informs the Cooperating Teacher and Teacher Candidate of specific strengths and weaknesses of the Teacher Candidate and solicits information from the Cooperating Teacher in order to address the professional development of the Teacher Candidate;
9. Explains the School's Conceptual Framework, the Reflective Practitioner, and applies knowledge about the reflective practitioner; and,
10. Understands the Rhode Island Professional Teaching Standards and assists the Cooperating Teacher and Teacher Candidate in the application of these standards in the development of the Teacher Candidate Work Sample (TCWS).
Problems or concerns about a student teacher or a student teacher's placement are to be directed to the Assistant Dean of Partnerships and Placements. Dr. Sullivan and her assistant, Kimberly Crabill may be reached at: