Aerial view of campus with Williamsport, the Susquehanna River and Bald Eagle Mountain as a backdrop

Roles & Responsibilities in Student Teaching

Responsibilities of the College Supervisor

Observe and evaluate student teaching performance using established criteria a minimum of four times. More visits are possible at the request of the student teacher, the cooperating teacher, or if the college supervisor deems it necessary.

  • Receive and review lesson plans before each observation.
  • Provide written and oral feedback after each supervisory visit.
  • Set up conferences with the student teacher and/or cooperating teacher as needed.
  • Offer constructive suggestions for improvement and encourage student to perform to their highest potential.
  • Maintain ongoing communication with the cooperating/mentor teacher for purposes of evaluating the progress and success of the student teacher.
  • Suggest different teaching strategies, classroom management techniques, and general ideas for continued growth and improvement as the student teaching experience continues.
  • Be available for discussion of problems, conflicts, and teaching possibilities.
  • Conduct classes and seminars for EDUC 348, 465, SPLED 447.
  • Set up, teach, and monitor a variety of professional seminars to be held during the student teaching experience.
  • Submit a letter of recommendation/reference for the student teacher.
  • Utilize the Pennsylvania State Evaluation Form for Student Professional Knowledge and Practice (PDE-430), to complete a mid-term and final evaluation. When completing the PDE-430, be sure to place the numerical score in the overall rating box on each page. Also, be sure to complete the information at the bottom of page, i.e., the signature of the student teacher, yourself, and the dates. Please be sure the words “Mid-term” or “Final” appear on the top of the front of the PDE-430.
  • Assign final grades for all courses EDUC 348, 465, SPLED 447.

Roles & Responsibilities of the Cooperating Teacher

Working with student teachers can be a uniquely rewarding experience. Few persons have a greater influence on the development of prospective teachers than their cooperating teachers. Thank you for accepting the responsibility of working as a cooperating teacher with our student teachers in your classroom. Your role as a Cooperating Teacher is one of primary importance to the success of Lycoming College’s teacher education program. Your efforts will make student teaching a creative, fulfilling experience for our student teachers and provide a skilled student teacher for our profession. We look forward to working with you to guide our student teachers on this vital step in their teaching career. You can be assured of the support and cooperation of personnel from Lycoming College as we embark on this venture. Thank you again for your commitment to work with Lycoming College.

The student teacher who is coming to you has completed the professional requirements for student teaching. It is reasonable to assume this training has prepared them to participate with some measure of effectiveness in a classroom. However, please remember they are not yet a fully prepared or qualified teacher. The reality of classroom experience is a necessary and crucial part of the teacher preparation sequence.

Your student teacher can grow in confidence, professional attitude, and teaching competence with your guidance. As competence is developed, they can be expected to gradually assume more of the responsibilities of a certified teacher, however your judgment will be a major determining factor. Cooperating teachers are encouraged to be aware of the developmental level of the student teacher and provide experiences that are appropriate for that level.

Each cooperating teacher will receive a copy of the Field Placement Guide and a Student Observation Form for student teachers. The evaluation is used to assess the student teachers’ progress and help them identify areas needing attention. It is suggested that the cooperating teacher provide as many comments and/or constructive feedback as possible and to share the evaluation with the student teacher. Private, professional discussion is more productive than just reading over the evaluation. If you have specific questions about the evaluation form, please contact the field placement coordinator or the clinical supervisor/professor.

Ways to Best Assist the Student Teacher:

  • Prepare students for the arrival of the student teacher and encourage them to look upon the student teacher as a member of the teaching team.
  • Please provide the student teacher with copies of the school handbook/policies and information relevant to students’ social etiquette, copies of textbooks and other needed materials, and of the general school and class schedules to include weather delays.
  • Be a model of effective instructional procedures and share your instincts for teaching.
  • Assist the student teacher in finding available community resources to enhance classroom lessons.
  • Encourage innovation and creativity and involve the student teacher in planning and assessment.
  • Prepare your classroom to maximize opportunities for novice teachers to succeed and learn from their mistakes.
  • Observe and evaluate the student teacher’s performance.
  • Set the pace for the integration of the student teacher into classroom activities, allowing gradually increased levels of responsibility.
  • Hold frequent conferences. There should be time for daily/weekly informal conversations about planning and teaching. A more formal conversation should be held weekly.
  • Identify problems and help the student teacher to address them as necessary notify immediately both the student teacher and the college supervisor of any problem concerning the student teacher, students, parents and school officials.
  • Review the checklist for additional items.

Initial Contact with Student Teacher:

  • Discuss the role of the student teacher.
  • Discuss daily schedule and routines.
  • Discuss supplies, texts, materials, technology, and lesson plans.
  • Discuss when formal and informal conversations will take place that will help the student teacher know about their progress.
  • Provide a classroom and building orientation. Make introductions to other teachers, administrators, and building staff members.
  • Outline the student teacher’s responsibilities and how these will grow over time as more classroom responsibilities are added. The student teacher should assume some responsibilities immediately.

Observing the Student Teacher:

One of the most difficult aspects of becoming a cooperating teacher is to be an observer, and not a participator, in your own classroom! As much as you give the student teacher in terms of materials, curriculum guides, and ideas, each student teacher has a unique personality and must be given the latitude to develop his/her own teaching style and learn from “on-the-feet” decisions in the classroom. In particular, we have found the following guidelines to be beneficial in establishing the student teacher as an authority figure in the classroom.

  • Please be unobtrusive. If need be, stay at the back of the classroom.
  • While the student teacher is teaching, if a student asks you for help please direct the student to the student teacher. Your help diminishes the authority of the student teacher.
  • If a student asks for a pass or privilege (example: locker, bathroom) direct the student to ask the student teacher.
  • If the student teacher makes a mistake or doesn’t know a piece of information, please do not provide correction openly in front of students – DO provide correct information and guidance in private. Then have the student teacher provide the correct information or answer the students during the lesson or at a later time.

Leaving the Student Teacher Alone in the Classroom:

Although Lycoming College student teachers are well prepared to take on the responsibility of classroom duties, they should not be left in sole charge of the classroom for long periods of time. The role of the cooperating teacher is to observe the student teacher and provide feedback.

However, cooperating teachers may and should feel comfortable leaving the student teacher for short periods of time. The rule-of-thumb is that the cooperating teacher should remain within “shouting distance” of the student teacher. Some autonomy, especially near the end of the student teaching placement, is of benefit to the student teacher.

Mid-Placement Evaluation

  • Focus on growth and successes.
  • Address any problems or challenges needing attention and development.
  • Confer with College supervisor at each visit. Have a more formal conversation at the midpoint.
  • Complete the PDE-430 for mid-placement evaluation. Share it with student teacher and supervisor.

Final Evaluation

  • Update the PDE-430 and share it with the student teacher and supervisor. A copy will be submitted to Lycoming College.

Roles and Responsibilities of the Student Teacher

It is the student teacher’s responsibility to become part of the Community of Learners in the school. Student teachers beginning the educational program journey leading to a Pennsylvania teaching certificate should keep several key points in mind:

  • Clearances are required to be on file with the field placement coordinator.
  • Field experiences are designed to help student teachers understand teaching and themselves. Student teachers should reflect upon these experiences carefully to be certain they have chosen the best professional career option for them. Take advantage of opportunities to talk to faculty and cooperating teachers.
  • As a representative of Lycoming College, student teachers are expected to dress and behave as a future professional teacher. Dress codes for the various schools may differ slightly. Lycoming College supports those regulations, and strongly urges student teachers to follow them, regardless of the district in which they are placed.
  • Student teaching is your FIRST PRIORITY during the Professional Semester.
  • Come to the classroom prepared to teach effectively.
  • Students in your classroom are depending on you.
  • Keep a positive attitude.
  • Have well-planned and prepared lessons. Be focused, yet flexible.
  • (NO UNEXCUSED ABSENCES WILL BE TOLERATED. In an emergency, contact your cooperating teacher and supervisor immediately by phone.)
  • Be prompt. (You provide your own transportation.)
  • Be well-rested and friendly. Maintain a professional demeanor. Be imaginative and resourceful.
  • Use a variety of teaching strategies.
  • Be self-reflective.
  • Create measurable goals for completion of placement.
  • Complete PDE-430 to be discussed with cooperating teacher and supervisor at mid-placement meeting.
  • You are encouraged to participate in extra-curricular activities, newspaper, yearbook, theater, clubs, or sports teams in your district.
  • Send in all weekly Lycoming College assignments, including Lesson Plans, EoSLs, and Wednesday assignments as required.

Mid-Placement Evaluation

To your Cooperating Teacher:

  • Develop strong and open communication.
  • Request regular conferences with your cooperating teacher to discuss your progress and ways to improve.
  • Follow the school district’s calendar (including college breaks).
  • SNOW DAYS – Follow the schedule of the school district.
  • You work the contracted teacher hours and more as necessary.
  • Attend faculty meetings, department meetings, in-service days open house, parent/teacher meetings, IEP meetings and other school functions.

Final Evaluation - re-evaluate mid-placement goals in written form.

To Lycoming College: (You represent Lycoming College in our local area)

  • Put forth the maximum effort possible in all facets of your student teaching experience.
  • Be enthusiastic and positive during instructional and non-instructional tasks.
  • Be open to suggestions from school-based personnel.
  • Be a problem solver. (Don’t walk away from the jammed copy machine!)
  • Take on a fair share of the non-instructional and extracurricular duties required of teachers.
  • Facilitate the cooperative relationship between the visiting college supervisor and the school-based teachers and administrators.
  • Maintain a professional and ethical demeanor when dealing with students’ problem behaviors and confidential records.