What Am I Doing Here? Our Roles as Co-Operating Teachers

I’m sure we can all think back on experiences during student teaching, practicum, seminar, etc. I was fortunate to have two extremely wonderful co-operating teachers during my student teaching experience, one of whom is now a close friend and colleague (our offices now share a wall!). What I did not realize then was the level of effort that should go into overseeing a student teacher. If I knew then the level of planning that is involved, the time that goes into availing resources, and the ability to adapt to what can potentially become a volatile situation (with a bad student teacher), I might have said thank you a few more times, and issued a big $1,000,000 check to each of my “co-ops.” Of course, I’m not independently wealthy so perhaps that would not have worked out, but I certainly would have expressed my gratitude that much more (and I’m a very thankful, humble person when it comes to my professional dealings).

Fast forward. I took on my first student teacher this past spring, and in several conversations we discussed things that he had learned other co-ops were not doing or providing for their student teachers. Some of what he had to say left me floored, and it made me reflect on what our role really is in this invaluable process.

1. Time Management. This is something veteran teachers just instinctively know making them seem like Demi-gods to some college students. Unfortunately, it is one of those skills that teacher-preparation programs at most colleges and universities simply cannot squeeze into curricula stacked with already increased demands. Advice for Co-Op: Run the clock on your student teacher, and provide them feedback on downtime and time on-/off-task. Provide them also with strategies for leading discussions and minimizing student tangents.
2. Classroom Management. Everyone has their own style of managing an eclectic group of individuals in their room. Pre-service/student teachers should be allow to experiment with what they think works within the framework of how best to run your classroom. Advice for Co-Op: If the students are engaged, your/the student teacher’s role instantly shifts from Manager to Educator. To quote the late Bernie Mac, ” ‘Nuff said.’ “
3. Gaps in Pedagogy/Content. For fear of understating the importance of sound pedagogy and knowledge of content, I will say this: too many student teachers assume they will “learn on the job” the content needed to be a successful educator. We must stress the importance of sound pedagogy in higher education if we are to produce archetypal student teachers. Advice for Co-Op: Find the line between being dictatorial about your views on content/pedagogy and finding blatant gaps in theirs. You may not agree with their approach to Gordon’s Learning Theory, but Bach did live from 1685-1750. Advice for Student Teachers: “Test what you have learned.” Work diligently, always reflect on how to more effectively present content for students to learn.
4. Budget. In our field, many of us are in the unique position in our districts of ordering directly from vendors, or procuring a budget on our own that is not aligned with an entire department. CAUTION: THIS IS RARELY TAUGHT IN UNDERGRADUATE PROGRAMS! This is a critical skill that can be overwhelming the first few times a young teacher must compile a budget. Advice for Co-Op: 
   1. Have your student teacher compile a budget based on their assessment of your program.
   2. Give them a reasonable amount of money with which to plan (usually your average operating budget).
   3. Review the budget, scaling it down strategically.
   4. Have them resubmit a budget with your cuts.
   5. Review their initial and revised budgets with them, explaining how your district might have approached it, and what they might generally expect from supervisors/districts.
   6. The most important lesson here? They must go through YOUR budgeting process. When students create $50,000 wish lists, we are not asking them to think critically about their future program’s finances…and they need to be! Bloom was right!
5. Resources. Our students run in cycles. Those of us teaching K-8, will find that the typical student holds on to every word and loves when you can teach them something or provide them with a resource that they can use. In High School, we tend to find a great number of students biding time, worried about minimum passing requirements. At the college/university level, students once again hang on to almost every word. Advice for Co-Op: Open your libraries, your internet browser’s Bookmarks, your old “fascimile,” “ditto,” or “copy” of your class syllabus from 1990. Share as much as you can and make time to explain any changes you have made in your selection of texts, musical works, instruments, vendors, etc. And if you have extras, make room on your shelf for more, and send your student teacher packing with that examination copy of the Grout, “A History of Western Music, 4th Edition”. They will  thank you for it.

A few final thoughts…

I had the unique experience of having my student teacher this year be one my former university students from the fall. This simply meant to me I could expect a copy of our 112-page, “Clinical Practice Handbook: A Guide for Successful Student Teaching”. While remaining tactful, I will tell you this book is a great resource for the student teacher, but they could print a few less copies for the Co-Operating teachers without fear of a poor placement experience. I suspect one could compile an entire book on our roles as Co-Operating teachers. In it you would find a wealth of information that many of us veterans take for granted (see above). I firmly believe that the student teaching/practicum/pre-service experience is a proving ground for testing what you have learned, and learning all those other things we cannot teach in methods or pedagogy classes.

Like it or not, we are going to continue to have student teachers for those schools that continue to accept them (sadly, there is a rapid decline in this practice in our area). We have a wonderful rapport in our district with the University, and we as teachers have the option to deny a placement if we so choose. However, once we accept that placement, we must have a clear concept of just what our role is as a Co-Operating teacher, to ensure the best experience for our student teachers.