SECTION I: Introduction
Thank you for agreeing to be a cooperating teacher this semester. You play a vital role in Oklahoma State University’s Professional Education Program and make a valuable contribution as a School Partner to the clinical practice internship experience. OSU envisions the clinical practice internship experience as a partnership between the university faculty, candidates, students, classroom teachers, and administrators. In this handbook, you will find guidelines that will assist you in developing and maintaining an atmosphere of communication and trust among the members of this partnership.
If you have any questions concerning the policies listed in this handbook, please contact Price Brown, Coordinator, Clinical Practice, 405-744-1088, or price.brown@okstate.edu.
Legal Basis of Student Teaching Clinical Practice Internship
In the past, clinical practice in Oklahoma occurred almost exclusively in laboratory schools operated by colleges and universities engaged in professional education programs. With the enactment of House Bill 1013 in 1969; however, the Oklahoma Legislature established guidelines for clinical practice in the state’s public school systems.
According to the Guidelines for Student Teaching in Oklahoma (Oklahoma State Department of Education, 1972),
STUDENT TEACHING is a period of guided teaching during which the student, under the direction of a cooperating teacher, takes increasing responsibility for leading the school experiences of a given group of learners over an extended period of time and engages directly in many of the activities which constitute the wide range of a teacher's responsibilities.
The STUDENT TEACHER is a college student who is working under the guidance of a certified teacher in an approved setting. A student teacher, while serving a non-salaried internship under the supervision of a certified teacher, shall be accorded the same protection under the law as that accorded the certified teacher. The student teacher should not be assigned in any situation where he/she is to be a replacement for a qualified teacher.
The COOPERATING TEACHER is the regular and certified staff member of a local accredited school to whom a student teacher is assigned.
In addition, the pre-service teachers who will be completing their student teaching clinical practice internship experience will now be referred to as “candidates” since they are candidates seeking licensure/certification in the state of Oklahoma. The student teaching experience is now referred to as the clinical practice internship.
Procedures for Placement of Candidates in the Clinical Practice Site
Oklahoma State University will work closely with district and campus administrators in selecting appropriate intern teacher placements. As individual requests come from Oklahoma State University, the principal will consider the following criteria, consistent with state regulations, in the selection of the cooperating teacher.
- Possess a standard certificate in the teaching area.
- Possess at least three years of classroom teaching experience in Oklahoma.
- Demonstrate knowledge of the curriculum.
- Demonstrate teacher effectiveness as evidenced by student achievement.
- Possess knowledge of the basic principles of supervision.
- Demonstrate qualities of an effective team member.
Additional selection criteria include (1) strong dedication to the teaching profession, (2) use of principles of effective teaching and learning, (3) willingness to guide the progress of the candidate, (4) demonstration of a high level of professional ethics, and (5) active participation in professional and educational organizations and activities.
If the principal and cooperating teacher approve the request, the principal returns the request form to OSU with their approval or rejection. The candidate is then notified of his/her clinical practice assignment. When the candidate receives notification, he/she is encouraged to visit with the principal and cooperating teacher. At this visit, the cooperating teacher familiarizes the candidate with the policies and procedures of the particular school system.
Phases of the Clinical Practice Experience
Clinical Practice assignments are highly individualized. Involvement in classroom activities will depend upon the candidate's readiness to perform the tasks assigned. The cooperating teacher and university supervisor will assess the candidate’s abilities, and determine the candidate’s responsibilities and tasks. In no case will the candidate immediately assume total responsibility for the class.
Due to the individualized nature of the assignment, no set time period can be attached to the various phases of the clinical practice experience. Some candidates may be involved with observations for several weeks while others will engage in limited teaching by the third week. In general, though, all candidates will move through the following four phases during their experience:
- Orientation and Observation
The candidate becomes oriented to the classroom and observes the cooperating teacher. The candidate should discuss his/her perceptions and observations with the cooperating teacher.
- Limited Teaching Experience
The candidate becomes involved in planning, preparing resources, correcting papers, helping small groups, supervising study periods, tutoring, constructing quizzes, preparing instructional materials, and teaching a complete lesson that has been cooperatively developed. In this phase, the cooperating teacher provides continuity for the classroom and immediate feedback to the candidate.
- Extensive Teaching Experience
The candidate assumes responsibility for the classroom, planning and teaching a unit of lessons, and evaluating the students in the classroom.
- Culminating Experience
The candidate completes the teaching unit and finishes the experience by observing other classes.
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Cooperating Teachers and Principals Handbook | Office of Professional Education
