Corps. 26p. - Ed
DOCUMENT RESUME95ED 100 899AUTHORTITLESP 008 825Gromfin, Annette; Van Brunt, Vida L.The Cooperating Teacher in the Teacher CorpsDesign.INSTITUTIONSPONS AGENCYUniversity of Southern California, Los Angeles.Office of Education (DREW), Washington, D.C. TeacherNOTECorps.26p.EDRS PRICEDESCRIPTORSIDENTIFIERSMR- 0.75 HC- 1.85 PLUS POSTAGE*Cooperating Teachers; *Guidelines; *TeacherEvaluation; *Teacher Interns*Teacher CorpsABSTRACTThis handbook, which represents the thinking ofcooperating teachers on a number of issues important to all TeacherCorps programs, provides an overview of the area of concern ofcooperating teachers in working with interns. Part 1 describes therole of the cooperating teacher and provides guidelines for a smoothinduction of interns into the classroom and for the evaluation of theteaching experience. Part 2 presents some guidelines for cooperatingteachers and team leaders, including some for practical applicationand some that point out to the interns areas to observe in theclassroom. Part 3, "Nuggets of Wisdom', offers some suggestionsconcerning the physical organization of the class and negative versuspositive comments in the classroom. Part 4 defines the team leader'srole in relation to Teacher Corps and presents some specific dutiesof the team leader. Some hypothetical situations, presented forconsideration, and a list of reminders conclude this handbook.(PD)
4 'V.STATE COt.LEGEI EMPORIA KANSAS'1 CORPSTUX.ITEMNOC.1441EitVII/BEST COPY AVAILABLE45-pl--.FOR INSPECTIONONLY,)THE COOPERATING TEACHERIN THETEAChER CORPS DESIGNU.S DEPARTMENT OF HEALTH.EDUCATION &WELFARENATIONAL INSTITUTE OFEDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINMING it POINTS Or VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OrEDUCATION POSITION OR POLICYCycle VAnnette Gromfin, DirectorVida L. Van Brunt, Asst. DirectorTeacher Corps-UrbanUniversity of Southern CaliforniaItf
THE COOPERATING TEACHERINTHE TEACHER CORPS DESIGNTaere are many ways in waich a Teacher Corps team interacts with tne existing teaching staff of a school.One ofthe most crucial interactors is the person (other than theteam leader) responsible for supervision in the classroomsetting - often a cooperating teacher.Paramount in thesupervision - training relationship is the need for a cooperative effort built on mutual respect and understanding.Additionally, there is a need for common knowledge about theproject's concerns, aims and directions.Quite often, thesupervising or cooperating teacher receives a corpsman intraining without adequate information about his program ornis role.In an effort to bridge the informational gap and todevelop common training goals, tne University of SouthernCalifornia-Urban program offered a special course to allcooperating teachers working with corpsmen.Cooperatingteachers, team loaders, interns, and university staff participated in developing the course.As a result of thisexperience, cooperating teachers nave formed a planning committee to work with tne university towards a one-year experimental Aaster's degree program incorporating many of tne bestfeatures tney experienced in Teacner Corps and in tneir own
work.The program would be offered to experienced teachersworking in the inner-city.The following document represents the tninking of cooperating teacners on a number of issues important to allTeacher Corps programs.Annette Gromfin, DirectorTeacner Corps-UrbanVida Van BruntAssistant DirectorTeacner Corps-Urban
CO-OPERATING TEACHERS WHO PARTICIPATED IN THE SPECIAL COURSEIN SUPERVISION PLANNED IN COOPERATION WITH THE UNIVERSITY.R. E. AlexanderDoris Gertrude ShawCornelia Alice BartowVelouise SimpsonMargaret Ann BensonBetty E. SmithTom Henry BlackmonFrances Wilson SmithEileen BrowittR. W. SortebergJoeneta Ward BucknerRosie T. TruewellBernice Butler CebrunWill Etta ClarkLinda J. DarlingJames DunnSara GuttmanSumeira Juliet HaddadE. L. HendersonL. J. HernandezVinita R. HollandAlberta JacksonRuth H. LoveByron McClureGeorge T. NakakuraLois Countz OsborneGertrude Kelley PryorPamela A. Scnrack
NEW OUTLOOKIn view of tnis handbook and the many aspects of TeacherCorps tnat it covers, it becomes quite obvious that fromtne national level on down to tne roles of interns tnat aprevailing dissatisfaction of our school systems in generalis felt py many wno are concerned.It is a system which isunder scrutiny because it does not meet the basic needs ofstudents and needs constant examination for change:cational system has been described as follows:Our edu-"It is as ifwe are driving a multimillion dollar sportscar screaming,Faster!, while peering fixedly into tne rearview mirror."It appears to be an awkward way of trying to tell wnere weare, mucn less wnere we are going.Since an ideal goal for an educational system is to runder services to people that will enable them to find a productive place in tic: mainstream of society and give to tnem thenecessary skills tnrougn which they may fulfill themselvesas numan beings, it becomes even more apparent tnat the sys-tem needs some changes.Teacner Corps is a very small segment, representing avery positive effort to make some cnanges in our somewhatstagnant educational system.Hopefully, all persons concernedwith tnis program will eventually evolve as innovative creative people displaying new or different ways, means, metnods,tecnniques and attitudes tnat will nelp students fulfill theirpotential.Ida
As Cooperating Tuacnors, ours is a dual opportunity. Wuare not only teacning tnu youngsters in our classes, but wenave tne rare privilege of sharing our knowledge, experiences,dreams, and aspirations with tnose young teacners who willsoon go out, nopefully, to "make the difference".It is areal challenge and we must meet it first py self assessmentin relation to the service we would render.
FORWARDYou're Hooked and There's No ReturniniDedicated to all Cooperating TeacnersTne sweltering heat of the September sun coupled withthe tnirty or more pair of bright eyes, anxiously awaitingthe adventurous experience of a new teacher, new room, anda new school year - together, these factors alone make forHowever, it's on just such aan overly full-days schedule!day that you'll be fortunate enough to receive a bulletinfrom your principal to attend a staff meeting immediatelyafter the 3:00 P.M. class - business of importance.Nowwhat could be important at that time of day, that time ofyear, except surviving the heat and preparing for tomorrowsHowever, you fold up operations and 3:05 finds you ratnerirritably entering the meeting, only to discover that thereare several completely new faces in the crowd, all seatedtogether as if one, and their eyes closely following eachperson entering - suarhing?evaluating?sensing?Anway,once the meetiag is under way, you learn that these "new faces"are tnose of young people mu) are part of a Teacner Corpsteam which will be based in your scaool.They will be con-tacting each teacher arranging to observe or assist in thevarious classes.ay this time you're off on "track 395" andyou miss the remaining introductory notesmainly becauseyou nave fully decided that you never again want anyone "in.- 3
and-out" of your room.besides, it just makes more work.As the meeting breaks and you start on your way backto Room 6 to clear out for the day and set-up for tomorrow,you overhear many remarks from other staff, supportive ofyour attitude toward having "extra people" in the room."Ihad a teacher aid last year and she was very nice, keptthings strict and helped out, but these people want to learnto teacn and now can you fool with thirty-six kids and thentry to nelp somebody else teach.I just don't believe teach-ers should have to do this without pay.Why can't the uni-versities set-up tneir own schools?""It just makes me nervous to nave anybody around.""Wot for me, I had my dose last year."And on it goes.so you must be justified, yet youkeep feeling that maybe you could use a student.there'sthw work to be run off, bulleting boards and tnose four reallytough little boys WAO kept you irritated all daycould be put outside.maybe theyWnile you're still meandering, thedoor opens and what snould stand before you as big and aliveas day, but the five new faces you left behind.However, asthey are standing there, there is something equally as interesting as the searching, exploring, questionning, evaluatingeyes that you noticed in the meeting. it's the total scene,beards - -to clean shaven, long hair, naturals, black, brown,white, yellow.slignt smiles, big grins.yes, you're involved.and as you open your moutn to say in your usual cool, profus- 4
sional, tone."Could I help you?", you're met with a cnorus"Could we nolp you?"They then explain that they hadjust noticed that you returned to the room and thought sinceit was the first day, you needed help.Suddenly the roomtemperature was mucn less sweltering, the unfinished bulletinboards were much less drudgery, packed, the stacks of materials and supplies were suddenly very small.chatSo you sit .youthey "fracture you" with their ideas for cnange andtneir enthusiasm for entering what you know can be a cold,cruel world.Yet, somehow you know they'll make it and youdecide definitely that you can help and so you're hooked andthere's no returning.You're on the road to "Becoming" oneof the many whom others wonder about, usually saying, "Wnata tnankless jobs"On the other nand, yours becomes a life ofreally "Becoming," in relation to what.every really goodteacher knows, feels, believes, implements, and most of allhelping others toward these same goals.
EmposeThere is a constant need for the continuous re-evalua-tion of various facets of the Teacher Corps program with particular umpnasis on the role of the Team Leader and Cooperating Teacner.It is therefore our hope that tne effective implementation of our suggestions, ideas and observations will serveas a source of reference for future Team Leaders and Cooperating Teachers.aotn in groups and an individual reports, Team Leadersand Teacners have expressed concern about problems relatingto tne Teacner Corps program in the various schools and communities.We hope that this study will be useful in provid-ing an overview of the area of concern of coop:: acing teachersin working with interns.1. Role of Cooperating TeachersThe major role of tne cooperating teacher is to providea teacning-learning experience in the classroom that will givethe intern an opportunity to ooserve and learn nowhandlethe many curricular activities, choose materials of instruction, and now to plan and evaluate learning experiences.The cooperating teacher assists the intern in planningfor observations and participation from week-to-week.
Cooperating teachers, recognizing that the intern isjust beginning training, will readily accept the fact thattnere will be some mistakes.However, it is understoodtnat many times mistakes may motivate further study in aparticular area, tnereby, assisting the intern in understanding now to plan more effectively and explore additional skillsin the area needed.It is important for tne cooperating teacher and the intern to utilize observations made by the interns as a basisfor identifying tne methods and techniques, being used intne classroom by an experienced teacher, clarifying purposesand goals, and identifying student reactions and responses.The intern may record ideas, discuss them with tne teach-er and thus begin to build an understanding of the classroomsetting that will be helpful in formulating a "style of teaching.";The cooperating teacher should be a secure and flexibleveteran, capable of delegating selected tasks to a studentteacher.He retains responsibility for official communica-tions, signed reports, contacts with parents, etc.The in-tern, where appropriate, should be able to help the teacherin making decisions and in doing necessary work preceedingdecisions (e.g., deciding final grades, selecting instructional materials, snaring in discussions with parents.)Fi-nal responsibility always remains with the cooperating teacher.
Working together helps interns and cooperating teachersbuild mutual respect for each other.While the cooperating teachers maintain a very strongrole in the training of the interns, the Teacher Corps design provides a plus in this total endeavor.This plus isthe team leader who brings the skill greatly needed to builda relationship between the three which affords the maximumdevelopment of the intern, not only in classroom performanceas a teacher, but also in involvement with total school staff,parents and community groups.A.For smooth induction of Intern into classroomTne following listJuggestions gives some idea ofthe variety of ways in whicn cooperating teachers nave viewedtneir role in inducting interns into classroom situations:1.Demonstrate various methods you have found toto be successful.2.Give a general outline of how you nave previously conducted the class.3.Discuss tne reasons wny varirAis aspects ofthe class are conducted as they are, alongwith tne various procedures.4.Make available information on resource materials, audio-visual aides, rouse of study.5.Offer copies of various specific materialsthat you have used, such as tests and assignment sheets.6.Assist the intern in selecting from an abundance of materials which will help him to develop a teacning style and adopt them.7.Allow the intern freedom in experimentingwith ideas, evaluating them, sorting them- 8
out, discarding some, and adding others tohis growing stock of abilities and practices.8.Introduce the intern to tne class as a teacher.9.Assist the intern in selecting the appropriate time to assume responsibility for theclass.10.Arrange for a smooth transition of authorityfrom the cooperating teacner to the intern.11.Offer guidance concerning discipline and control.12.Assist the intern in gaining self-confidence.13.Grant the intern freedom in attempting to handle discipline problems.14.Allow tne intern to feel that he is in complete control of the classroom.15.Allow the intern to learn througn trail anderror, wnen appropriate.16.Refrain from establishing unnecessary policies which would limit the degree of freedomthe intern has in the classroom.17.Refrain from interrupting the class to correctthe intern or to criticize his teaching techniques.18.B.Encourage and welcome periodic visitations bythe team leader.Evaluating the Teaching Experience1.Review the (lesson plan) objectives of thelesson before and after the lesson is taught.2.Hold regular conferences for planning and evaluating.3.Help the intern to learn techniques and seethe value of self-evaluations.4.Include Team Leader in evaluation process atplanned intervals.
EVALUATION OF INTERN PERFORMANCE;.03(1:\%-c.Li\Jr1"Cooperating TeacherC.InternT.43/1Team LeaderT.A Three Way ConferenceII.Guidelines for Cooperating Teachers and Team LeadersA.B.To guide the intern into an understanding of:1.Human growth, development and learning,mental and physical health.2.School, parent, home and community relationships and interrelations.3.Curriculum content, methods, materials,experiences and resources.4.Current problems, history, and philosophy of education.5.Administration and organization of school;relationship of all grade levels Through:1.Supervised experience with children including observation, participation, andstudent teaching with opportunities tocoordinate tneory with practice.2.Classroom discussion, lectures and readings.3.Guidance of student teachers toward learner awareness of themselves and tneir environment; of young cnildren and theirfamilies.- 10 ft7,
C.D.Guidelines for Practical Application1.Understand the contribution of one's area ofteaching to the educational needs of students.2.Cooperate with other teachers in meeting theeducational needs of students.3.Plan carefully for instruction.4.Willingly change plans and procedures in teaching when conditions suggest sucn changes (e.g.,community needs or activities, out-of-schoolactivities of students).5.Provide flexibility by adapting instructionto new or changing condition which developwithin the classroom.6.Take into consideration the needs and interestsof students in planning lessons.7.Provide opportunities for students to participate in evaluating the results of instruction.8.Provide opportunities for students to participate in conducting instructional activities.9.Provide opportunities for students to participate in both individual and group activities.10.Conduct procedure in assignments, examination,and evaluation of student achievement in sucha manner as to encourage individual individualintegrity.11.Keep accurate records of student achievement.12.Participate in the in- service training programof the staff.Guide the intern on areas to observe in the classroom.1.Room Environment:a.Instructional centersArrangement and content of walls includingbulletin boards.Seating arrangements.Placement of materials and equipment.Appropriate lighting, ventilation, and heat.b.c.d.e.
f.g.h.i.j.Pupil-teacher interaction.Peer group interaction.Opportunities for students to participate inplanning and decision-making.Total social setting affecting each child.Cnildren needing special attention.Nuggets of WisdomIII.OUR BEHAVIOR - WHAT WE SAY AND DO OFTEN REFLECTS OUR ATTITUDESIt is easy and perhaps natural to put a child in "his place"quickly so that you may continue with what you want to do.Many negative remarks could be left unsaid if:I.The physical organization of the class is setup so that there will be enough interest cen-ters and activities to keep the child busy andinterested,Then remarks like the followingcould be left unsaid:--qa.).((eI.'b.)., c.)II.Sit still and stop wiggling like a worm.Sit down and be quiet.Wno told you to get out of your seat?Keep remarks under control--stop short of negative comments and use positive comments instead.Negative Remarks1.Positive RemarksSit down and closeyour moutn.Analyze what you sayto children and letit serve as a diagnosis of your methods.More negative remarkscould be avoided ifclass activities involved pupils.10'1
2.Stop Acting Silly,How should you act? Who remembers how we should act?3.Do you have a looseDo you feel alright today?screw.4.I'll paddle your youknow wnat.III.Don't threaten and not beable to carry through - -callfor help.Check your own planning--doe it really involvethe cnildren in what they want to do.Thesenegative remarks could be avoided.IV.1.You never remember anything.2.How did you ever get to the fifth grade?3.Can't you learn anything?Know your cnildren via diagnosis of progress andhealth conditions, home conditions, etc., andthese negative remarks would not be needed.1.If you don't do your work, I'm going toput you in a lower group.2.Tnis is too hard for you.3.You'll never understand this.4.You're always late!- 13-
POSSIBLE SOLUTIONUNHELPFUL1.If you would pay atten-1.Check your planning.2.Check your planning.3.Shouldn't be discussedtion you wouldn't loseyour place.2.You never learn anything:3.You'.e always late!openly; check home factors.4.You never remember any-4.Check your plans.5.Plan for the individualC.Plan for the individualtning!5.No wonder you haven'tlearned to read.6.How did you ever getchild.to fifth grade?7.Can't you learn anything?7.Plan for the individualchild.8.I explained that twice8.Explanations should beclear.already!Put in simplelanguage easy to understand.9.10.Why don't you listen?9.Who told you to get outof your seat?10.Just whatTo what is he listening?Review class standards.Review planning.do you think this is?What do you think youare doing?- 14 4r)
11.Whom do you think you11.Teachers' remarks willindicate the fool orare fooling?who's being fooled.12.I would flunk you but12. Real feelings are show-I don't want to haveing up.you again next year.13.If you don't gut busy,13.Don't threaten.14.Check the total childI'm going to flunk you!14.How stupid can you be!and your plans for himas an individual.
HELPFUL COMMENTS4.How lovely?1.Oh!2.That's so very neat.3.Such beautiful work.I like the way this group is working, or I like the wayJohn is working.5.That is very good.6.Let's try doing it this way.7.John, can you hear what Mary is saying?8.Let's play a quiet game while John's group is reading.9.Instead of any remark, perhaps an activity is indicated.- 16 -
S4CTIONIV:A.The Team Leader:Supportive to CooperatingTuacnerThe Team Leader's Role as Related to Teacher CorpsThe role of the team leader is a new and differentleadership role which is nontraditional in that it is nottied to the usual concept of supervision and authority.The team leader serves in several different capacities:1.member of the team2.liaison person3.public relations person (interpret TeacherCorps policies to all members of schoolstaff).4.observer and evaluator, but not a grader ofinterns.5.consultant and counselor to members of theteam.6.B.demonstrator of teaching techniques.Some of the more specific duties are:1.to have conferences with principals, cooperating teachers, and interns.2.to function as a "trouble-shooter" when theneed arises.3.to coordinate the university courses withwhat is being done at district level.4.to participate in weekly team meetings.5.to arrange field trips.6.to bring in speakers and consultants.7.to acquaint interns with how the schoul district operates.- 17 -
8.to guide interns in selecting a communityproject.9.to provide supplementary data and otherteacning aides.10.to guide interns in their selection ofcooperating teachers.11.to see that interns meet the state standards for certification.12.to keep a record of the interns' teachinghours.13.to keep the payroll time sheet (dependingupon district policy)14.to encourage the intern to try innovativeideas in the classroom.-18 -r) (3
FOOD FOR THOUGHTWnat wouldou do ifA.thisshould happen to you?If an intern becomes very disturbed over criticism ofhis teaching performanceB.If an intern continues to arrive 15 to 20 minutes lateeacn dayC.If an intern continues to omit the pupil accountingphase of the programD.If you need weekly conference time with intern but findthat no time is provided in the present scheduleE.If you feel that the intern is not preparing suitableactivities for children in connection with a specific unitof studyF.If an intern plans to use "Key Vocabulary" approach0.and you observe that the words are largely "four-letter"words or slang expressionsG.If an intern questions your method of discipline orclass controlH.If an intern insists that he does "plan" but never writesanything - just shares verbal plan with you- 19 -
A FEW REMINDERS1.View the child as a warm-blooded human being and not asa victim of his environment.2.See his environment as.he sees it and not as societysees it.3.Knowledge that a cnild brings witn him, sometime uniquewhich can be utilized in planning learning situation.4.Find some good in each student regardless of his com-'plexion or lack of complexion.5.Be able to relate to students at their language leveland try to get to know them as people.6.Be aware of a students' needs, wishes and desires alongwitn being able to listen to and deal with hid family.7.Teach the student to meet with failures as well as withsuccess and how to deal with the real world.8.Roll with the punches of the class.Forgive and forget,don't take home nor store overnight the shortcomings andwoes of a particular day.9.Practice on being in tip-top shape as a ham, an enter-tainer, and a performer who leaves students rolling in theaisles for one reason or another, but have them come backeach day for more.10. Be alert to the constant needs of students and don'tworry about the delay of math, history, or any other subjects in order to discuss so-called unrelated subjects.-20 -
11.Enter the classroom everyday with perhaps a vague know-ledge of the course of study but a clear knowledge of morethan one way to tackle the presentation of any given concept.12.Plan objectives with children and lot them enter intothe evaluation.13.Practice participating in planning and decision-makingwith the staff - for how can a teacher teach that which hehas never experienced.- 21 -Az
The Cooperating Teacher in the Teacher Corps Design. University of Southern California, Los Angeles. Office of Education (DREW), Washington, D.C. Teacher. Corps. 26p. MR- 0.75 HC- 1.85 PLUS POSTAGE *Cooperating Teachers; *Guidelines; *Teacher Evaluation; *Teacher Interns *Teacher Corps. This handbook, which represents the thinking of
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