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This handbook provides guidelines for student teachers and cooperating teachers at Eastern Illinois University, focusing on the roles, responsibilities, and expectations during the student teaching
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How to fill out handbook for student teachers

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How to fill out Handbook for Student Teachers and Cooperating Teachers

01
Start with the title page, including the names of student teachers and cooperating teachers.
02
Fill in the date and semester information at the top of the first page.
03
Provide a brief introduction explaining the purpose of the handbook.
04
Outline the objectives and expectations for student teachers.
05
Include sections for lesson planning, classroom management, and assessment strategies.
06
Allocate space for feedback and reflections from both student teachers and cooperating teachers.
07
Conclude with contact information and resources for further assistance.

Who needs Handbook for Student Teachers and Cooperating Teachers?

01
Student teachers who are preparing for their teaching placements.
02
Cooperating teachers who are mentoring and guiding student teachers.
03
Educational institutions that support teaching practice initiatives.
04
Administrators involved in teacher training programs.
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Their responsibility within the student teacher–cooperating teacher relationship is to create safe spaces for learning to flourish, engage in in-depth dialogue for reflective practice, invite questions, share in observations, provide feedback, and provide suggestions and sound advice about what works, what doesn't and
guide them gently into more effective practices when mistakes are made. monitor and make notes on anything that you think you and your student need to discuss regarding their teaching during your planning period or at the end of the day. Make sure you include lots of positive feedback, too.
The Teachers' Handbook meets the needs of future teachers who require tools to connect theory and practice throughout their studies, enabling them to create well-developed lessons.
Encourage your ELL student to share his/her culture and language with you and the class. Make a picture dictionary with words in the student's language (written by the student is he or she has been to school in another country) and words in English. 6. Focus attention on survival vocabulary and key words.
The cooperating teacher will evaluate the progress of each student teacher on a continuing basis, gathering and recording information and conferring with each student teacher for purposes of analysis, feedback, and guidance.
The cooperating teacher is the key person in the student teaching program. In many cases the success of the teacher candidate is determined by this person. The cooperating teacher is a mentor who models effective teaching practices for the teacher candidate.
Student teaching requires a minimum of 150 direct hours of teaching at the level and area of endorsement. STs must maintain attendance all day, every day throughout the 16-week semester, even if the minimum 150 direct hours are achieved prior to the end of the semester.
The teacher's role in using cooperative base groups is to (a) form heterogeneous groups of four (or three), (b) schedule a time when they will regularly meet (such as beginning and end of each class session or the beginning and end of each week), (c) create specific agendas with concrete tasks that provide a routine

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The Handbook for Student Teachers and Cooperating Teachers is a guide that outlines the roles, responsibilities, and expectations for both student teachers and their cooperating teachers during the student teaching experience.
Student teachers and cooperating teachers participating in a teacher education program are typically required to file the Handbook for Student Teachers and Cooperating Teachers.
To fill out the Handbook, both the student teacher and cooperating teacher must provide their respective information, sign necessary sections, and include any reflections or evaluations as required by the program guidelines.
The purpose of the Handbook is to facilitate a clear understanding of the teaching process, ensuring both student teachers and cooperating teachers are aligned on objectives, assessments, and progression throughout the student teaching experience.
The Handbook must report information including the names of the student teacher and cooperating teacher, teaching assignments, evaluation criteria, feedback, and reflections on teaching practices and experiences.
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