Baldwin Wallace University Cooperating Teacher of a Clinical Practice Candidate

Cooperating Teacher of a Clinical Practice Candidate

Teachers selected for mentoring teacher education candidates are professionals in whom the faculty in the Division of Education has great confidence. You have been invited to participate in this endeavor because of your excellent professional record and because you have indicated an earnest desire to provide beginning teachers the best possible introduction to teaching. Baldwin Wallace University is deeply grateful to you for your willingness to mentor our candidates.

Sequence of Responsibilities for the Teacher Education Candidates

The term clinical practice involves a gradual and sequential introduction to, and eventual assumption of, the full range of experiences associate with teaching. As always, teacher education candidates and cooperating teachers should consider the particular requirements of the classroom setting, students, and program. The following schedule is a general one that allows teacher education candidates to assume increased teaching responsibilities over the semester:

The Induction Phase of Clinical Practice - The first and second weeks of clinical practice should include orientation to the classroom, school, and community, and preparation for assuming major teaching activities. Whenever possible during these first two weeks, the teacher education candidates should assume some responsibility for teaching or working with individual or small groups of students and assist the teacher.

The Initial Teaching Phase of Clinical Practice - During the next few weeks of clinical practice, the teacher education candidates may start teaching one subject or skill to a small group of the entire class (early childhood), or portions of one class (middle and secondary). The teacher education candidates should begin with one area of concentration and gradually assume additional teaching responsibilities. Also during this phase, teacher education candidates should continue to work with individual or small groups of students and assist the cooperating teacher.

The Sustained Teaching Phase of Clinical Practice - By week five of the clinical practice, teacher education candidates should take on more responsibility for the teaching. At this point, teacher education candidates should be teaching two or three classes/subjects. They should also attend faculty meetings; continue to work with small groups; and plan for continued class involvement. In addition, the teacher education candidates should assume some of the supervisory responsibilities that are part of the cooperating teacher's job (i.e. supervision of the cafeteria, playground, study hall, bus duty, etc.).

When deemed appropriate, or no later than the end of week eight, the teacher education candidates should assume complete responsibility of the instructional program. During this phase, planning and implementation of the educational program is the entire responsibility of the teacher education candidate, in consultation with the cooperating teacher who provides assistance, makes suggestions, and provides evaluative feedback.

The Concluding Phase of Clinical Practice - During the last week of the clinical practice experience, the teacher education candidate should decrease his or her teaching responsibility, gradually returning the instructional program to the cooperating teacher. If possible, it is recommended that teacher education candidates take some time to observe other classrooms in the building.

**Special Note for Mild/Moderate and Multi-age Teacher Education Candidates
Teacher education candidates pursuing licensure in the area of mild/moderate educational needs and the multi-age areas are assigned to two clinical practice sites. Each of these experiences lasts approximately 7-8 weeks. During these two experiences, the teacher education candidate is expected to follow the same schedule detailed above, but in one-half the time. It is, therefore, imperative that the teacher education candidate work closely with the cooperating teacher and the college supervisor in order to complete all of the requirements in each setting. Generally speaking, there should be one week of induction, one week of initial teaching, five weeks of full teaching, and one concluding week. Teacher education candidates completing the dual licensure requirements will receive three (3) formal observations and appraisals and one (1) final evaluation in each setting during their clinical practice experience.

Cooperating Teacher Forms

Early Childhood Appraisal Forms
    EDU 417 (Four Credits) ECE Clinical Practice Appraisal
    EDU 480 (Nine Credits) ECE Clinical Practice Appraisal
    EDU 480 (Nine Credits) ECE & EC Generalist Clinical Practice Appraisal
        ECE Clinical Practice Appraisal Addendum

Multi-Age Appraisal Forms
    EDU 490 Foreign Language Multi-Age Clinical Practice Appraisal
    EDU 490 Health & Physical Education Multi-Age Clinical Practice Appraisal
    EDU 490 Visual Arts Multi-Age Clinical Practice Appraisal
    EDU 491 Music Multi-Age Clinical Practice Appraisal (one placement)
    EDU 491 Music Multi-Age Clinical Pracitce Appraisal (two placements)

        Health Multi-Age Clinical Practice Appraisal Addendum
        Physical Education Multi-Age Clinical Practice Appraisal Addendum

Mild/Moderate Appraisal Forms
    EDU 415 (Five Credits) & 578 (Four Credits) Clinical Practice Appraisal Mild/Moderate
    EDU 484 (Nine Credits) Clinical Practice Appraisal Mild/Moderate

Final Clinical Practice Appraisal Supplement

Additional information and forms related to Clinical Practice evaluation and the 360 evaluation process may be found at: Evaluation of Clinical Practice and the 360 Evaluation Process

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