Cooperating teachers play an important role in fostering productive reflection and promoting the teacher candidate’s professional learning. Co-planning and co-teaching provide opportunities for cooperating teachers to articulate the reasons for their instructional decisions and to engage the teacher candidate in discussions about instruction. By engaging in regular dialogue about a teacher candidate’s instructional practice, the impact of instruction on student learning, and the candidate’s relationships with pupils, cooperating teachers encourage teacher candidates to reflect upon, evaluate, and improve their teaching.
More information about cooperating teacher requirements and responsibilities, as well as information about co-teaching and clinical learning experiences can be found in the M.Ed. Student Handbook (PDF). If you are interested in becoming a cooperating teacher and working with University of Minnesota students, or have other questions about cooperating teachers or teaching, please contact Bob Utke, coordinator of clinical learning, at email@example.com.
Resources and workshops for current cooperating teachers and teacher candidates are available online as part of the Teacher Education Redesign Initiative (TERI).