Information for Cooperating Teachers
Dear cooperating teachers: The School of Teacher Education sincerely appreciates your willingness to take part in preparation of the new generation of teachers. UNC places high expectations on its teacher candidates to be supportive, helpful, collaborative and punctual to aid in the cooperating teacher’s classroom environment and school.
Cooperating teacher qualifications are:
- Valid Colorado license in the area of teacher candidate training OR
- submit evidence of demonstrated successful teaching and knowledge of specific content using this form.
- For student teaching or comparable final field experience: At least three(3) full years of full time professional experience in the area of teacher candidate training or four (4) full years for non-licensed teachers. All other supervision such as practicum requires 2 years of experience.
- Building principal or District approval; recognition as a master teacher or educational professional.
Cooperating teacher expectations vary across the programs; please check with program coordinators. Common expectations:
- Meet with UNC faculty supervisor at the beginning or before the field experience.
- Mentor teacher candidates, observe their teaching and provide constructive, detailed feedback.
- Complete, sign, and turn in evaluation forms and other documentation (see appropriate handbooks).
- Immediately contact UNC supervisor or program coordinator if you have concerns about candidate's professional dispositions.
Forms and information
Field Assessment Form
The Field Assessment Form (FAF) is used to evaluate Elementary and Early Childhood Teacher Candidates at various times during their field experience (see specific handbooks for details). The form can be copied from the handbook or be downloaded here.
Credit for supervision
All UNC cooperating teachers may choose to receive graduate credit for supervising teacher candidates OR a stipend payment. Please see individual program handbook for amounts.
Due to new Federal compliance policies, in order to receive graduate credit, you must complete THIS FORM by the deadline listed. ** PLEASE NOTE: YOU MUST USE THE FORM AT THE ABOVE LINK - ANY OLD FORMS RECEIVED WILL BE RETURNED TO YOU ALONG WITH A NEW FORM AND THE PROCESS WILL BE DELAYED! Logs are no longer required. If a request for credit is not received by the deadline, you will automatically receive paperwork to process the stipend payment at the end of the semester. We are sorry, however LATE CREDIT REQUESTS CANNOT BE HONORED.
Stipend payments for hosting a practicum candidate are paid directly to the school and it is at the discretion of the principal to distribute the stipend.
- If you hosted a teacher candidate for 16 weeks, 5 days a week student teaching, mark the 2 credits on the form
- If you hosted a teacher candidate for one of the following experiences, mark 1 credit on the form:
- STEP 363 Secondary, 2 days a week
- EDEL 445 Literacy Practicum, 2 days a week
- EDEL 602, MAT: Elementary Education Practicum, 2 days a week
- EDFE 554 Secondary Postbaccalaureate Practicum
- Art, Music, PE Student Teaching for 8 weeks only, 5 days a week
LICENSURE RENEWAL CREDIT
You may also use mentoring experiences for Colorado Department of Education licensure renewal credit. Please contact Lynette Kerrigan if you wish to receive a verification form to send to CDE for your licensure renewal.
Cooperating Teacher Resources
Books and Online Resources for Mentoring and Coaching Beginning Teachers
- Mentoring Beginning Teachers: Guiding, Reflecting, Coaching
by Jean Boreen , Mary K. Johnson , Donna Niday , Joe Potts ($18.50 Amazon), Stenhouse Publishers (February 2000) ISBN-10: 1571103090
- Mentoring Across Boundaries: Helping Beginning Teachers Succeed in Challenging Situations by Jean Boreen, Donna Niday, and Mary K. Johnson (Paperback - Nov. 2003)
($18.50-Amazon), 214 pages Stenhouse Publishers (November 2003) ISBN-10: 1571103775
- Being an Effective Mentor: How to Help Beginning Teachers Succeed by Kathleen Feeney Jonson
($33.95 Amazon) 224 pages Corwin Press; 2nd edition (April 17, 2008) ISBN-10: 1412940621
- A Better Beginning: Supporting and Mentoring New Teachers
by Marge Scherer (Editor) ($25.95) 244 pages Association for Supervision & Curriculum Development (ASCD) (November 1, 1999)
- How to Help Beginning Teachers Succeed, 2nd Edition by Stephen P. Gordon , Susan Maxey, Association for Supervision & Curriculum Development (ASCD); 2nd edition (September 2000) ISBN-10: 0871203820
Online Resources: Mentoring and Coaching Beginning Teachers
- The Mentoring and Leadership Resource Network includes articles and archives.
- This article offers a critical review of teacher mentoring by Sharon Feiman-Nemser.
- This website offers a comprehensive outline, which includes links to additional resources, about the different aspects of creating a mentoring program hosted by the National Education Association (NEA) Fund.
- The mettle of a mentor: What it takes to make this relationship work for all by Vicki M. Denmark and India J. Podsen published in the Journal of Staff Development, Fall 2000 (Vol. 21, No. 4).
- A website that has uploaded an article titled Looking at the Process of Mentoring for Beginning Teachers. The site includes links if you want to skip the introduction or abstract. This website is hosted by the National Association for Alternative Certification (NAAC).
- This website is hosted by Education World and is titled Guidance from the Get-Go: Mentoring New Teachers. It offers “real world” examples and comments from different national mentoring programs. Elements of successful mentoring programs are discussed briefly.
- This website hosts the article The Best Practices of Mentors by Franklin T. Clark published in Classroom Leadership May 2001 (Vol. 4, Number 8). The author interviewed 23 teacher mentors and found “five key findings” that offered insight to effective mentoring.
- This website hosts the article The Good Mentor by James B. Rowley published in Classroom Leadership May 1999 (Vol. 56, Number 8). The author addresses the growing popularity of formal mentoring programs, thus the need for identifying and preparing good mentors grows.
- National Staff Development Counsel website host the article Mentoring the Mentor: A Challenge for Staff Development by Monica Janas published in the Journal of Staff Development, Fall 1996 (Vol. 17, No. 4). Topics discussed are selecting and training mentors, matching mentors with Proteges, setting goals and expectations, establishing mentor programs, and implications for staff developers.
- Education world hosts this article titled The importance of Mentors, or What I Learned from Harold by Max W. Fisher. This is a firsthand account of a mentee becoming a mentor.
- Northwest Regional Educational Laboratory (NREL) hosts this online article Supporting Beginning Teachers: How Administrators, Teachers and Policymakers Can Help New Teachers Succeed. It is a comprehensive article with links to skip ahead.
- Education Commission of the States hosts Beginning Teacher Mentoring Programs, Information Clearinghouse May 1999, a table that includes states, authority, components of beginning teacher mentoring programs, funding, requirements for mentors, compensation for mentors and teachers, includes evaluation of beginning teachers, includes evaluation of mentor program, and program is voluntary for District beginning teacher.
- Archive of Promising Practices: New Ways to Improve Teacher Quality, September 1998, hosts the article The Induction of New Teachers that provides examples of induction programs and the characteristics of promising induction programs for beginning teachers.
- The website Best Practice Resources hosts an index of Best Practices In Induction and Mentoring. This is a comprehensive site that addresses everything from program frameworks to mentor roles and tasks.
- Southwest Educational Development Laboratory (SEDL) hosts this November 2000 policy research report titled Mentoring Beginning Teachers: Lessons from the Experience in Texas
- New York State Education Department, Office of Her Education, website host Guidelines for Implementing District-Based Teacher Mentoring Programs.
Send suggestions to Dr. Kim Creasy.