The following structure is to give the cooperating teacher and teacher candidate a guideline for gradually increasing teaching responsibilities. It is meant to be flexible so each cooperating teacher can adapt it to the particular strengths and weaknesses of his/her student teacher. It would be very helpful if the student teacher could work into full time solo teaching by increments; hence the suggestion that she/he start out by taking over morning or afternoon classes prior to full time solo teaching.

Phase 1. Observation and Limited Participation (Weeks 1-2)

This is a period of active involvement for the student teacher during which she/he observes the cooperating teacher and students and participates with them in various activities. The participation should include:

• Learning the names of students and observing their personal behaviors, study habits, and responses to the cooperating teacher

• Assisting with individual and group work such as supervised study, committees, laboratory activities, etc.

• Correcting student papers and discussing the problems involved with students as the papers are returned

• Becoming acquainted with the school facility, administration, faculty, and staff

• Becoming acquainted with school policies and routines, such as fire exits, fire drill procedures, excuses for tardiness, etc.

• Participating in some of the routines of the classroom, such as taking attendance, lunch count, opening exercises, reading to the class, etc.

Phase 2* Half-Time Student Teaching in the PM (Weeks 3-4)

During this two-week period the teacher candidate begins to teach or co-teach all the afternoon classes under the supervision of the mentor teacher. The morning is spent assisting the teacher.

Note: During the 3rd week, if the teacher candidate is feeling comfortable with the students and class routines, she/he can start arranging observation hours. When the teacher candidate is teaching in the afternoon during Week 3, she/he can schedule observations in the mornings or vise versa when they take on morning instruction.

Phase 3* Half-Time Student Teaching in the AM (Weeks 5-6)

During this two-week period the teacher candidate begins teaching or co-teaching all the morning classes under the supervision of the mentor teacher. The afternoon is spent assisting the teacher.

Phase 4. Full-Time Co-Teaching/Solo Teaching (Weeks 7-10)

Note: Four weeks minimum is required for phase 4. 

During this four-week period the teacher candidate assumes complete responsibility for planning and teaching all of the classes as well as managing the classroom. 

Note: The teacher candidate and mentor teacher may plan to utilize a co-teaching approach for 2 weeks with the mentor teacher taking on more of an assistant role so that the teacher candidate fully assumes the lead teacher role for the last 2 weeks. Another option would be to add one class at a time until full-time teaching is assumed. 

The mentor teacher is continually informed regarding the nature and scope of the learning experiences being organized by the teacher candidate. The mentor teacher, who now assumes the role of a resource person without abandoning the class or his/her responsibility to it, is encouraged to give feedback and evaluate the student teacher. Video recording for CalTPA Cycle 2 needs to be completed by the end of solo teaching.

Phase 5. Reflective Time and Observation of Other Classes (Week 11) (Completion of observation hours)

Note: The 30 observation hours need to be completed by the end of week 11.

The Mentor Teacher resumes the lead teacher role and the Candidate scales back their teaching role in preparation for wrapping up their classroom involvement.  Observations may be completed during the final week of student teaching according to the plan developed with the College Supervisor early in the experience. Additional observation suggestions include special education, bilingual, or remedial classes; classes in other classrooms which are of interest to the teacher candidate; classrooms in grades immediately above and below the grade the Candidate is teaching; students in non-class situations.  

This is a week of mixed emotions for students, candidates, and mentors as relationships have been built and much has been accomplished by all!

The following structure is to give the mentor teacher a guideline for this experience. It is meant to be flexible so each mentor teacher can adapt it to the particular strengths and weaknesses of his/her student teacher. It would be very helpful if the teacher candidate could work into full time solo teaching by increments; hence the suggestion that s/he start out by taking over morning or afternoon classes prior to full time solo teaching.

One week of observation and limited participation at the beginning of the experience:

• Examining assignments expected of the regular students to get an idea of the nature and length of assignments and to become acquainted with the material being studied.

• Learning the names of students, observing their personal behaviors, study habits, and responses to the cooperating teachers.

• Assisting in individual and group work such as supervised study, committees, laboratory activities, etc.

• Correcting student papers and discussing the problems involved with the class as the papers are returned.

• Becoming acquainted with the school facility, administration, faculty, and staff

• Becoming acquainted with school routines and policies, such as fire drills, excuses for tardiness, etc.

• Participating in some of the routines of the classroom, such as taking attendance.

• When not solo teaching, the student may assist the cooperating teacher in the following ways:

  • Introducing a topic or unit

  • Constructing and administering a test

  • Conducting class discussions as contrasted with recitation

  • Using audiovisual aids with appropriate class preparation and follow-up

  • Developing bulletin boards or classroom learning displays

  • Planning, organizing and conducting a demonstration

Required Components of the Experience

• Participation in and eventually full responsibility for 4 class periods per day with a maximum of 3 preparations

• One preparation period per day when the student can prepare for any teaching responsibilities

• One period per day of involvement in other aspects of the school program which must include observation of other teachers and classes. These observations must be in 7th -12th grade classrooms. IF you have difficulty observing other classes due to the small size of the school there are other options to meet this requirement – please see the Observation Component of Student Teaching – Secondary Placement.

• A transition period during which the student moves from observing to solo teaching. The student may begin by teaching one class per day, then two, until all four classes are being taught. The speed with which the student proceeds through this transition period should be determined by the cooperating teacher, the student teacher, and the college supervisor.

• A minimum of at least 4 weeks of co-teaching/solo teaching during which time the student teacher takes complete responsibility for teaching all the classes and managing the classroom. The teacher candidate is expected to take the lead in planning and teaching all classes. The cooperating teacher and teacher candidate may co-teach for 2 weeks leading up to 2 week solo experience. The mentor teacher is continually informed regarding the nature and scope of the learning experiences being organized by the teacher candidate. The mentor teacher, who now assumes the role of a resource person without abandoning the class or his/her responsibility to it, is encouraged to give feedback and evaluate the teacher candidate.

The experience may include the following activities:

Observation of other classes such as classes in major or minor areas of teaching; special education, bilingual or remedial classes; classes which are of interest to the student teacher or are taught by superior teachers; students in non-class situations; classes in the grades immediately above and below the level s/he is teaching.