Cooperating teachers are full-time, appropriately licensed teachers who are responsible for the direct, day-to-day supervision of candidates assigned to them during Demonstration Teaching. They provide appropriate professional experiences for candidates and help gather objective data on their teaching effectiveness. Cooperating teachers share their expertise in teaching as they guide the Demonstration Teaching experience. The cooperating teacher and university supervisor are members of a team that facilitates professional clinical experiences for candidates. Together, they share responsibility for continuous improvement of candidate preparation.
During Demonstration Teaching, the candidates’ culminating field experience, the Walden University Supervisor orients the cooperating teacher to the upcoming experience, and his or her role as a cooperating teacher.
The Office of Field Experiences asks each cooperating teacher to complete a survey and/or an evaluation on their experiences working with a licensure candidate. Once the university receives the completed survey and/or evaluation and a W9 form, the university pays the cooperating teacher a stipend for working with the candidate. The survey will be emailed to the cooperating teacher. Questions regarding this process can be emailed to firstname.lastname@example.org.
Orientation materials for Cooperating Teachers:
Host teachers are full-time, appropriately licensed teachers who are responsible for supervising the candidates assigned to them during classroom-based field experiences. The host teacher must be recommended by the principal or district according to local policy. They provide opportunities for candidates to observe their classroom, complete early teaching experiences, and fulfill their course-based application assignments. Host Teachers are provided with orientation materials consisting of summaries of the weekly assignments their candidates will complete during their field experience placement.
Host teachers will be asked to complete an evaluation on candidates’ knowledge, skills, and professional dispositions. They also verify the number of hours candidates spend in the field.
Orientation materials for Host Teachers:
Principal Mentors are licensed principal-practitioners who serve as a role model, counselor, and teacher, providing guidance and opportunities for professional development, growth, and support. Candidates in both the M.S. in Education program and the Ed. Specialist program will have three principal mentors—one in each field experience setting.
The principal mentor of the candidate’s major field experience placement and the university supervisor are members of a team that facilitates professional field experiences for candidates. Together, they share responsibility for continuous improvement of candidate preparation. The academic coordinator for the program orients each principal mentor to his or her role as a principal mentor of either a M.S. in Education candidate or an Ed. Specialist candidate.
At the end of each field experience, the Office of Field Experiences asks each principal mentor to complete a survey/evaluation, as well as assess the professional dispositions of the candidate assigned to him or her. Once the university receives the completed survey/evaluation, professional dispositions form, and a W9 form, the university pays the principal mentor a stipend for working with the candidate. The survey/evaluation and professional dispositions assessment form will be emailed to the principal mentor. Questions regarding this process can be emailed to email@example.com.
Orientation materials for Principal Mentors:
University supervisors are part-time faculty members at Walden University who are responsible for supervising and evaluating candidates during specific field experiences. University Supervisors complete observations of teacher candidates in the initial teacher licensure programs during the candidates’ intensive field and full-time demonstration teaching experiences, and University Supervisors complete observations of principal candidates in the principal preparation programs during the candidates’ major field experiences.
University Supervisors spend much of their time in school settings, working with candidates and school clinical educators. They share, with school clinical educators, the responsibility for the professional growth of candidates. Much of a university supervisor’s time is devoted to working collaboratively with school personnel in designing and implementing the most appropriate and effective experiences for each candidate.
Orientation materials for University Supervisors:
The Riley College of Education and Leadership periodically offers professional development opportunities to clinical educators. Click on the below document to access various on-demand professional development webinars.