College of Education and Professional Development

Cooperating Teacher

Thank you for working with teacher candidates from Marshall University.  Your willingness to help us support the learning, growth and development of teacher candidates speaks to your commitment to quality teaching.

We know that mentoring candidates is a difficult responsibility to undertake, given the need to delicately balance, support, and guide with critique and evaluation.

As a cooperating teacher, you are responsible for moving new teachers from a focus on theory to a focus on application and student learning. The College of Education and Professional Development depends on you—your careful observation, astute judgment, fair and candid feedback and informed assessment—to be able to confidently recommend our graduates for teacher certification.

At the heart of supervision is determining teacher candidates’ readiness for teaching and certification.  Some teacher candidates may experience difficulty during their placements that might lead to failure.  Your feedback and support is necessary to guide them through the experience as they continue their preparation into teaching.

It is important that detailed documentation is kept and communicated to ensure the candidate is receiving the supports necessary for success. You are an essential piece of the teacher candidate’s training.

We also want our candidates to reach their full potential as teachers.  As such you will find that not all students need the same structure.  However, you need to ensure that all assessments are fair and that all students are held to the same rigorous standard of quality teaching expected from Marshall University.

Download Cooperating Teacher Handbook

Cooperating Teacher Guidelines

Cooperating teachers serve a vital role as liaison, resource, and support for the teacher candidate, university and the cooperating school during clinical placements.

Cooperating teachers should:

  • Provide teacher candidates with a safe environment to complete their clinical placement.
  • Model a cycle of plan-teach-reflect with clinical student.
  • Coach clinical student throughout placement to ensure the student is on-level for a beginning level teacher.
  • Provide consistent feedback to clinical student on all aspects of teaching including lesson planning, classroom management, student interactions, reflections, etc.
  • Counsel with individual teacher candidates about their personal and professional concerns.
  • Provide teacher candidates and cooperating teachers with resource materials, such as handbooks and guides.
  • Motivate the teacher candidate to be creative and try new strategies.
  • Work with teacher candidates, university supervisors, and principals to plan and to evaluate programs and schedules for teacher candidates.
  • Guide teacher candidates to interpret their school experiences and to assist with special instructional problems.
  • Collect and interpret all evaluative information regarding teacher candidates and arrive at their final grades and ratings, using appropriate program criteria.

Cooperating Teacher Resources

Evaluation
Observations (Level II and III only)
Addressing Issues
Grading Requirements