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The Collaborating Teacher's Responsibilities
The collaborating teacher plays a primary role in supporting the intern's learning to adopt standards-based planning, teaching and assessment practices, and inducting the intern into the full range of responsibilities required of the classroom teacher. Working collaboratively with the field instructor, the CT plans for and carries out educative experiences for the intern that also enhance the pupils' learning in his/her classroom. The CT also helps the intern make connections between prior and current studies within the teacher preparation program and classroom practices.
The CTs Professional Account is intended to honor and equip collaborating teachers as partners in teacher education, by providing them modest allocations, about which they make decisions regarding the professional needs of MSU teacher candidates and interns with whom they work. These allocations are made in the expectation that the CTs who receive them will work closely with MSU as partners in teacher education.
Planning and communication
- Negotiate a sequence of opportunities to learn, that support your intern’s gradual induction into teaching, moving from observation to co-planning and co-teaching to assumption of lead teaching responsibilities.
- Establish regular times to discuss your teaching with the intern and help the intern with long term planning: identifying unit topics, identifying places in curriculum where the intern can try out ideas studied in University classes, suggesting appropriate curriculum materials and school and district resources for the intern to use in planning and teaching, etc.
- During periods of lead teaching, read the interns' unit and lesson plans and provide oral and written feedback regarding: (1) general focus on the unit/lessons (e.g. extent to which the lessons teach to conceptual understanding, how well does the individual lesson tie in with long-range unit goals); (2) effectiveness of the lesson in terms of introduction of the lesson (links to previous lessons and to overall unit goals), motivation and development, activities that involve students in actively constructing meaning (rather than passively listening to the teacher), conclusion; (3) assessment of student understanding integrated into the lesson.
- Communicate with field instructor, teacher education liaison, and principal as needed about the intern's progress, or problems or concerns that arise. Clarify with others when, how, and where to contact you during and outside of school hours, and whether e-mail communication is an option. Participate in three-way conversations with the field instructor and the intern when possible and desirable.
- Participate in collaborating teacher meetings during the academic year. Most of these meetings will take place during school hours, while interns are teaching. Use your professional account as needed to defray travel costs and, when necessary, the costs of substitute teachers.
Supporting interns' learning
- Co-teach with the intern and share decisions, ideas, and observations. (See Mentoring Guide and Mentoring Practices sections.)
- When the intern is the lead teacher, continue co-teaching in a supportive role, and observe the intern teaching and help the intern to think about his or her teaching, including student understanding, alternative approaches, grouping, management, etc.
- Provide written feedback to the intern about his/her teaching as part of the coaching process.
- Reflect with the intern about her/his teaching, about student learning, and about ideas and strategies studied in internship courses.
- Participate in joint conferences (intern, collaborating teacher, and field instructor) at least five times during the academic year: (1) an initial conference during August or September, to confirm responsibilities, negotiate working relations, and plan the intern's learning; (2) a mid-semester evaluation and planning conference in Fall; (3) an end of semester evaluation conference in December; (4) a mid- semester evaluation and planning conference in Spring, and (5) a final evaluation conference in April.
- Prepare materials for the second through fifth joint conferences and write a Final Report on each intern you work with at the end of the academic year .
- Help the intern make key connections between his/her studies during course work and classroom planning, teaching and assessment practices. In consultation with field instructors, CTs should coordinate the use of individual interns' time on Mondays, Tuesdays, Wednesday and Fridays to include the meaningful use of "field time" associated with 800-level courses, both in and out of the classroom.
- Across the year, advise the intern regarding the development of his or her portfolio, including giving feedback on materials to be included and assistance with videotaping, if needed.
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