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Immersion into Classroom Teaching

Week One

  • The cooperating teacher introduces the student-teacher to special program areas and classrooms, especially those that may be associated with the classroom assigned to the student-teacher.
  • The student-teacher observes the cooperating teacher in various teaching episodes.
  • The student-teacher learns about lesson and unit plan expectations.
  • The cooperating teacher and student-teacher come to mutual agreement about gradual immersion into full-day teaching.
  • Plans for student-teachers to begin teaching presentations during the second week are discussed.
  • The student-teacher should participate in the work of the classroom by:
    • Learning the names of the students
    • Taking part in class discussions
    • Assembling or bringing necessary materials/resources
    • Helping individual students with their work
    • Helping distribute and collect papers and materials
    • Taking attendance and keeping records
    • Preparing instructional materials
    • Operating audio/visual equipment

Week Two

  • Student-teachers have completed plans and are ready to teach at least one subject or class period. 
  • Students are assigned specific subjects, course sections or intermittent episodes throughout the day. 
  • Some student-teachers may have to be more vigorously coached into these responsibilities than others.
  • Preparations for more immersion during week three should be underway, i.e., selecting teaching resources and assembling materials. Also taking over 2-3 subject areas is underway for week three.
  • Selected observations of master teachers may still occur.
  • Conferences with support professionals (school psychologist, social worker and various special-needs teachers) may be valuable student-teacher activities.
  • By the end of week two, student-and cooperating teachers should have arrived at clear agreement about the nature of increasing responsibilities through the following weeks.

Week Three

  • Large-group teaching time increases to at least two subjects or class periods.
  • Student-teachers are looking at various extracurricular activities and pondering whether they can contribute in some way, i.e., clubs, rehearsals, athletics.
  • Various daily routines have been completely shifted to student-teachers.
  • A mutual journal for notes by both cooperating and student-teachers might be underway. On one side, the cooperating teacher records observations and critique. On the opposite side, the student-teacher responds with self-evaluation and various ideas.

Week Four

  • Immersion of student-teacher into morning/afternoon large-group teaching responsibilities continues. 
  • Cooperating teachers may begin to leave the immediate classroom for more extended time periods.
  • Conferencing continues on a daily basis.
  • Plans for teaching 75% of day are underway.
  • Cooperating teachers may review the mid-term evaluation form that will be completed within a week or two, shared with student-teachers, then submitted to the college supervisor.

Week Five

  • Immersion accelerates. Student-teachers are teaching large groups in all content areas each day. Complete responsibility for content periods has shifted to student-teachers.
  • Student-teachers may need reminders to keep records current. This means checking homework, following up on missed or late student assignments, preparing and scoring quizzes and tests, changing visual displays to accommodate new learning themes or approaching holidays and more.
  • Daily conferencing with student-teachers should continue. Use of notes (or mutual journal) by student and cooperating teachers may provide substance and clarity to the conferences.
  • Perhaps arrangements for a 20- or 30-minute videotaped teaching episode can be arranged.
  • Cooperating teachers are preparing to complete the midterm evaluation form and discuss assessments with student-teachers.

Week Six

  • Student-teachers are teaching entire mornings and afternoons.
  • Cooperating teachers are staying out of classrooms for longer periods so that the sense of being responsible (being in charge) is powerfully felt by student-teachers.
  • Engagement in extracurricular activities, within assigned schools, by student-teachers may be underway.
  • The midterm evaluation has been completed, discussed with the student-teacher and submitted to the college supervisor in person or by mail.

Week Seven

  • Students are engaged in full morning and afternoon immersion. The college supervisor is willing to offer insights into these final weeks. Individual situations may dictate certain variations from placement to placement.
  • Cooperating teachers are previewing evaluation items on the final report. This will be completed, discussed with student-teachers and submitted to the college supervisor about the end of the ninth week.

Week Eight

  • Student-teachers are immersed in morning and afternoon teaching activities. Cooperating teachers are allowing student-teachers to be in the classrooms for extended periods without direct supervision.
  • The student-teacher begins to return some course sections or subjects to the cooperating teacher.
  • Perhaps a second 20- or 30-minute videotape is made and critiqued by student-and cooperating teacher.
  • Cooperating teachers are working on the final evaluation for submission.

Week Nine

  • Student-teacher continues to be fully responsible for the entire day.
  • Cooperating teachers should be completing the final evaluation forms.
  • Discussion with student-teachers and college supervisors about critiques should be occurring.
  • The final evaluation should be submitted directly to: 
St. Norbert College 
Teacher Education Office 
100 Grant Street, Boyle Hall 225 
De Pere, WI 54115 

Week Ten

  • Cooperating teachers have already completed, discussed and submitted final evaluation report.
  • Arrangements for student-teacher departure from the assigned school are mutually understood by student-and cooperating teachers.
  • The student-teacher remains present and active in the school for the final five days.