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Responsibilities

The student teacher should be given an opportunity to orchestrate many types of learning experiences in which he/she assumes increasing responsibility for enabling students to learn. The student teacher should assume all of the regular responsibilities of the cooperating teacher. The speed at which this occurs will be determined by the cooperating teacher and student teacher in consultation with the university supervisor. As the student teaching experience comes to a close, there may be a gradual reduction of instructional responsibilities for the student teacher.

RESPONSIBILITIES OF THE STUDENT TEACHER
Prior to student teaching, the candidate will:

  • Pick up an application in the Center for Teacher Education office and submit the completed form to the executive education placement specialist.
  • Attend the student teaching orientation meeting held during the semester previous to the student teaching placement.
  • Arrange to meet the cooperating teacher prior to the beginning of the student teaching experience to get acquainted and obtain any textbooks or other materials that are available.
  • Complete and return to the Center for Teacher Education office a news release form regarding his/her student teaching placement which will be forwarded to the Office of Public Information.

During student teaching, the student teacher will:

  • Attend the weekly seminar class, EDUC 4451 Leadership Seminar in Education. Attendance is required.
  • In EDUC 4451, submit a schedule of the classes in which he/she will be student teaching. This schedule is used by the university supervisor and major department supervisor to plan visits to the student teacher.
  • Be responsible for the “teacher's day” including practice, competitions and extracurricular activities outside of the normal school hours. Candidates should not take classes during student teaching and will not play varsity sports. Student teaching is a full-time experience.
  • Follow the calendar of the school in which he/she is student teaching.
  • Notify both the cooperating teacher and the university supervisor (at the earliest time possible) before an absence from student teaching. The Center for Teacher Education office must also be informed. A student may be absent for professional or personal reasons. Whether or not these days are made up is to be determined by the university supervisor in consultation with the cooperating teacher and the director of the Center for Teacher Education.
  • Obtain approval two weeks in advance for attendance at any professional conferences which will occur during student teaching. This approval must be agreed upon by the cooperating teacher, school administrator, and university supervisor and a final recommendation will be given by the director of the Center for Teacher Education.
  • Follow all policies of the assigned school.
  • Develop a professional portfolio which will include lesson plans, unit plans, special projects, etc.
  • Present lesson plans for review to the cooperating teacher in accordance with school policy. A special lesson plan and reflection shall be completed for the university supervisor and major department supervisor at each visit.
  • Plan and submit test and study sheets for review and approval by the cooperating teacher in advance of their intended use.
  • Keep accurate records of student work in accordance with school policy. Papers should be corrected immediately and carefully; results should be recorded for diagnostic purposes. Papers should be returned to students for appropriate action.
  • Maintain the confidentiality of student records and other data.
  • Complete mid-semester and final self-evaluations. A three-way conference is desired between the student teacher, cooperating teacher and university supervisor.
  • If possible, participate in a parent-teacher conference. Help prepare information and materials for this conference as appropriate.
  • Maintain high and appropriate standards of personal grooming, manners, speech, moral character and professional ethics. The patterns of behavior and dress expected of school staff apply to the student teacher.
  • Refrain from administering corporal punishment.
  • Listen to the radio for school delays and cancellations and notify the university supervisor of such.
  • Obtain a copy of the narrative final evaluation form from the seminar instructor or the university supervisor. Be sure the top portion of this form (regarding retaining or waiving the right to inspect the contents) is filled out. Be sure to sign before giving to the university supervisor or cooperating teacher.

RESPONSIBILITIES OF THE COOPERATING TEACHER
The cooperating teacher will:

  • Complete the student teaching assignment form, the W-9 form, and the teaching experience form sent to the school by the Center for Teacher Education.
  • Prepare the students for the reception of the student teacher as an integral part of the faculty. This is of utmost importance. Introduce the student teacher the first day.
  • Acquaint the student teacher with an overall picture of the school system and explain school policies and programs. Share the faculty and student handbooks.
  • Invite and encourage the student teacher to attend and participate in school and community functions.
  • Inform the student teacher of classroom rules, regulations, procedures (such as fire and disaster drills), expectations of students and methods of classroom management.
  • Acquaint the student teacher with his/her responsibilities and authority.
  • Support the student teacher in making decisions regarding problems related to students.
  • Show the student teacher how to keep school records and make school reports.
  • Determine with the university supervisor and student teacher the readiness of the student teacher to assume the various responsibilities in the classroom.
  • Assist the student teacher in achieving the student teaching performance outcomes.
  • Guide the student teacher in the following:
    • resolving subject matter difficulties;
    • setting up objectives, organizing plans, and developing evaluation instruments;
    • using effective teaching methods and techniques;
    • selecting, securing, and utilizing media/materials;
    • implementing classroom management strategies.
  • Allow the teacher candidate to apply different strategies and methods of teaching which have been learned.
  • Arrange for frequent conferences to determine the status and progress of the student. The evaluation of student teacher form may be used for observation and conferences. Request these from the university supervisor.
  • Be cognizant of the policies and procedures of the student teaching program.
  • Notify the university supervisor immediately if the student consistently fails to abide by school regulations or if teaching is unsatisfactory.
  • Notify the university supervisor when the student teacher is absent or tardy.
  • Complete and discuss the Mid-quarter and the Final Evaluation forms with the student teacher and the university supervisor. These forms may be submitted to the university supervisor or mailed directly to the Center for Teacher Education (Attn: executive education placement specialist).
  • Complete the narrative final evaluation/reference form and submit to the executive education placement specialist via the university supervisor or by mail.

RESPONSIBILITIES OF THE UNIVERSITY SUPERVISOR
The university supervisor will:

  • Serve as liaison between the Center for Teacher Education and the school. Time will be spent in the school for general orientation purposes, such as conferring with the cooperating teacher and principal and getting acquainted with the various curricular offerings.
  • Cooperate with the classroom teacher and the student teacher in order to arrange a desirable schedule of teaching and related activities.
  • Report to the principal's office before visiting with the student teacher. It is suggested that education faculty sign out at the Center for Teacher Education office before each visit.
  • Pre-arrange and schedule to observe the student teacher a minimum of five times to become acquainted with his/her teaching performance and to make specific suggestions and recommendations for ways of improving. A pre- and a post-conference are necessary. (All AYA and multi-age candidates will be visited a minimum of seven times, five visits from the university supervisor and two visits from the major department supervisor).
  • Complete the evaluation of student teaching forms (clinical supervision and checklist) at each visit and arrange for a conference with the student teacher and/or supervising teacher as all schedules will permit. Give evaluation forms to student teacher and supervising teacher each visit. Please give extra copies to the executive education placement specialist.
  • Offer suggestions that will help the student teacher to solve personal and professional problems related to school and community personnel.
  • Assist the student teacher in achieving the student teaching performance outcomes. Fill out goals on the student teaching evaluation form (clinical supervision plan.)
  • Offer guidance to the student teacher in lesson planning, classroom management, keeping records, constructing tests, understanding individual learners, motivating learning, evaluating learners and meeting individual differences.
  • Encourage student teachers to participate in non-class experiences encountered by regular teachers, such as guiding homeroom programs, chaperoning school affairs, directing plays, and/or sponsoring special clubs, debates, forums, sports, school trips or concerts.
  • Urge student teachers to take an active part in the professional activities of the teaching profession and professional organizations.
  • Help the student teacher experiment with different approaches and methods of teaching that are approved by the cooperating teacher.
  • Complete the mid-semester and final evaluation rating forms. These forms must be turned in at the time they are completed. Do not hold until the end of the semester.
  • Write the narrative evaluation/reference form for inclusion in the student's credential file.


RESPONSIBILITISES OF THE MAJOR DEPARTMENT SUPERVISOR
(for adolescent and multi-age teaching areas)
The major department supervisor will:

  • Serve as liaison between the major department and the Center for Teacher Education regarding student teaching matters.
  • Report to the principal's office before visiting with the student teacher.
  • Prearrange and visit with the student teacher at least twice during the semester to become acquainted with the student teacher's performance, and to make specific suggestions and recommendations for ways of improving, especially in terms of content and content pedagogy.
  • Complete the evaluation of student teaching forms (clinical supervision plan and checklist) at each visit and arrange for a conference with the student teacher and/or cooperating teacher as schedules will permit. Distribute the evaluation form as instructed on the form.
  • Confer with the university supervisor and/or cooperating teacher and/or student teacher as appropriate. Initiate such conferences when deemed necessary.
  • Give guidance to the student teacher with regard to the following:
    • resolving subject matter content difficulties;
    • setting up objectives, organizing plans and developing evaluation instruments;
    • using effective teaching methods and techniques;
    • selecting, securing, and effectively utilizing media/materials.
  • Assist the student teacher in achieving the student teaching performance outcomes.

RESPONSIBILITIES OF THE SCHOOL ADMINISTRATOR(S)
The school administrator will:

  • Assist the director of the Center for Teacher Education in the placement of student teachers.
  • Verify that cooperating teachers hold a bachelor's degree and have completed three or more years of successful teaching, including at least one full year in the present school system in the subject area in which he/she is supervising a student teacher.
  • Orient and help the student teacher become a participating member of the school staff.
  • Offer assistance and support to student teachers when appropriate.
  • Provide opportunities, if possible, for the student teachers when appropriate.
  • Provide opportunities, if possible, for the student teacher to participate at grade levels or with groups of pupils other than those to which the student teacher is assigned, if the student teacher requests (as appropriate).
  • Evaluate the student teacher, if requested and as time allows, using the school district evaluation form. This is especially encouraged if the student teacher is interested in employment in that school district.
  • Cooperate with the university supervisor and director of the Center for Teacher Education to assure that final evaluation forms are completed by the cooperating teacher.

RESPONSIBILITIES OF THE DIRECTOR OF THE CENTER FOR TEACHER EDUCATION
The director of Teacher Education will:

  • Assign university supervisors.
  • Officially recommend the student for an Ohio Four-Year Resident Educator License upon complete of:
    • graduation,
    • additional licensure requirements including successful student teaching experience (favorable recommendations),
    • and successful completion of the Praxis II Assessments (Principles of Learning and Teaching and specialty area(s), where applicable).
  • Oversee the work of the Executive Education Placement Specialist and the Senior Administrative Assistant who are responsible for the following:

Executive education placement specialist

  • Place student teachers in schools based upon their request (if possible) and the recommendations of their department advisors, chairpersons and education advisors.
  • Confer with the appropriate school administrator, superintendent, assistant superintendent or principal in the mutual selection of cooperating teachers.
  • Obtain written confirmation from the cooperating teachers and school administrators regarding placement of student teachers.
  • Confirm receipts of final evaluation forms from cooperating teachers.

Senior administrative assistant

  • Obtain written agreements with school districts regarding honoraria to be paid to the cooperating teachers.
  • Send honoraria request forms to the controller's office for payment.
Education Department

Dr. Diana Garlough

419-772-2127
d-garlough@onu.edu
Dukes 306
525 South Main Street
Ada, Ohio 45810
Monday: 8 a.m.-4:30 p.m.
Tuesday: 8 a.m.-4:30 p.m.
Wednesday: 8 a.m.-4:30 p.m.
Thursday: 8 a.m.-4:30 p.m.
Friday: 8 a.m.-4:30 p.m.
Saturday: Closed
Sunday: Closed