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!
- At least three years of full time teaching experience in classroom
- Certification and endorsement in the supervised area
- One full year in current assignment
- Understanding of the Rhode Island Professional Teaching Standards, RI K-12 Standards, and Common Core Standards
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.
- The Office of Partnerships and Placements reviews requests and forwards 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
- After the placements have been approved by the district or school and the teacher candidate has been issued a Student Teaching Permit from RIDE, they receive their placement information and may contact the cooperating teacher.
Expectations of the Cooperating Teacher
For a full list of policies, procedures, and expectations see the
Student Teaching Handbook.
The cooperating teacher works on a daily basis with the student teacher. 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:
- Complete three Observation and Progress Reports (OPRs) and two Professional Behavior Indicators (PBIs) using Chalk and Wire, our online assessment system. The second OPR will be completed in conjunction with the college supervisor. You will also complete an exit survey and submit a grade recommendation.
- 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.
- Enhance the student teacher’s progress by providing constructive criticism and informative feedback on a daily basis.
- 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.
Cooperating Teacher Documents
Cooperating Teacher Pay
Feinstein School of Education cooperating teachers receive a stipend of $500.00 for a full placement and $250.00 for a half semester placement. To receive the stipend, cooperating teachers must submit a request for payment after all cooperating teacher requirements are completed through
this website at the end of each semester. Cooperating teachers receive email reminders and instructions from Tami Mildner, Coordinator, Office of Partnerships and Placements.