The university supervisor plays a critical role in the student teaching experience. His/her duties include mentoring the student
teacher, supporting the cooperating teacher and capstone/seminar
instructor, and team building. The university supervisor is expected to:
- Attend the Student Teacher Orientation.
- Visit the student teacher a minimum of four times throughout the
11-week Student Teaching experience, including an initial contact during
the first week to verify placement and discuss student teaching
- Participate in at least four meetings with both the student teacher
and cooperating teacher throughout the 11-week experience. At the
conclusion of each visit, the supervisor will confer with the student
teacher and the cooperating teacher. These meetings may be done with the
student teacher and the cooperating teacher together and/or separately.
- Collaborate with the student teacher and cooperating teacher to schedule a mid-term 3-way conference to discuss progress.
- Follow-up all observations of the student teacher with an on-site or
telephone conference and a written report detailing the observation
which can also be shared with the cooperating teacher. A copy of the
supervisor's conference notes should be given to the student teacher,
the cooperating teacher, and the Office of Field Experiences and Student
- Review and assist the student teacher with lesson plans and long-range teaching plans.
- Monitor the extent and balance of student teacher involvement in the
classroom. When needed, the supervisor will work with the cooperating
teacher and student teacher to make appropriate modifications in the
type and/or level of involvement.
- Maintain open communication with the cooperating teacher, the capstone/seminar instructor, and the student teacher.
- Help student teachers develop a sense of confidence and purposefulness as they assume the role of teacher.
- Serve as a resource person when questions arise on the part of the
student teacher, the capstone/seminar instructor, or cooperating
- Devise a plan to help the student teacher, in consultation with the
cooperating teacher and capstone/seminar instructor, when appropriate
progress is not being made.
- Complete mid-term and final evaluations on the student teacher. All
midterm evaluations must be completed by the middle of the quarter.
Midterm evaluations should be completed and reviewed by the student
teacher, cooperating teacher, and university supervisor.
The final evaluation is to be completed and submitted by the end of the last week of
- Report all problems to the director of Field Experiences and Student Teaching at the Lincoln Park Campus at (773) 325-7768.
- In collaboration with the cooperating teacher, provide a final student teaching grade.
- University supervisors must submit final files for student teachers that include the following:
- Copies of student teacher observations
- Attendance Sheet (completed by the cooperating teacher)
- Cooperating Teacher Self-Report (completed by the coooperating teacher)
The cooperating teacher is the person most directly involved with the
student teacher on a daily basis. His/Her function is to serve as a
mentor who guides the student teacher's development as a practicing
teacher. To this end, the cooperating teacher is expected to:
- Hold an appropriate license as well as hold permanent status with at
least three years of teaching experience. Unlicensed teachers, or those who
hold licenses in content areas other than the subject area in which
they are teaching, may not serve as cooperating teachers. Cooperating
teachers must also be willing to allow the student teacher to completely
take over their classroom for the student teaching quarter.
- Accept the student teacher as a professional and convey this
acceptance to the class and co-workers. Introductions to the
administrative staff and other faculty members can assist in this
- Provide a model of teaching for the student teacher to observe and adapt to her/his own use.
- Give the student teacher a list of directed observations to make during the experience.
- Explain school policies, regulations and facilities to the student teacher.
- Provide access to resources such as curriculum guides.
- Share written lesson plans and provide the student teacher with a sample format for daily, weekly and long-range plans.
- Assist the student teacher in developing communication with
students and establishing effective classroom management appropriate to
individual, small group and whole class situations.
- Help the student teacher develop assessment techniques for evaluating and grading student work.
- Discuss how to formulate long-range goals and plans for an
entire semester or school year focusing on curriculum areas and skill
- Discuss how to provide for a variety of learning styles when
planning for instruction. Show how to modify plans to provide for ALL
students and revise as appropriate.
- Encourage the student teacher to improve classroom performance
by discussing any limitations candidly and objectively. Criticism needs
to be constructive and during private supervision time. Flexibility
should be allowed in both methods and styles of teaching.
- Monitor the day-to-day progress of the student teacher and
adjust the progression of the student teacher's activities accordingly.
It is recommended that the cooperating teacher and the student teacher
have specifically designated meeting times at least twice a week to
discuss progress, plans, responsibilities, and concerns. The meeting
times should be agreed upon in advance and should be appropriate to the
schedules of both parties. It is expected that the student teacher will
have a clear understanding of his/her responsibilities for each week by
the Friday prior to the following week.
- Maintain frequent communication with the student teacher and
provide continuous feedback through conferences after lessons have been
- Work with the university supervisor in helping the student
teacher resolve problems and evaluate his/her readiness to enter the
- Complete midterm and final evaluations on the student teacher.
All midterm evaluations should be completed by the end of the fifth week
(third week for those candidates in two six-week placements, eighth week
for those candidates in two eight-week placements) of the student teaching
experience. The final evaluation is due by the end of the last week of
the student teaching experience. If requested by the student teacher,
recommendations from the cooperating teacher may be written at the
completion of the student teaching experience and sent directly to the