Cooperating Teachers and University Supervisors | University of Minnesota Morris

Cooperating Teachers and University Supervisors | University of Minnesota Morris
Cooperating Teachers and University Supervisors
University supervisors and cooperating teachers share the goal of helping teacher candidates achieve high performance standards in their field and in their clinical experiences. Frequent communication enhances the shared efforts of the two supervisors. When, asked to describe the support they received from cooperating teachers and university supervisors, UMN Morris student teachers said they most appreciated the following:
Frequent feedback
Clear communication
Blend of positive comments and honest criticism
Freedom and opportunity to teach and try new things
Environment that is generally supportive
Cooperating Teachers
Cooperating teachers are important partners in the UMN Morris teacher education program, as they support students during their field and clinical experiences. Cooperating teachers are experts in their content and in the needs of their learners. As mentors, they assume tremendous responsibility in orienting students to the culture of the field experience school and community, in guiding students in establishing classroom routines and policies, in providing students with support for planning and instructional implementation, in assessing student performance, and in giving ongoing informal and formal feedback. Cooperating teachers and university supervisors share the goal of helping students achieve high performance standards in their field and clinical experiences through frequent communication.
Cooperating Teacher Support and Training
Qualifications
Field Experiences
Student Teaching
Qualifications
Early Field Experiences
Cooperating teachers who supervise UMN Morris elementary and secondary education candidates in early field experiences must have at least two years of teaching experience, hold a Tier 2 license or professional license aligned to the assignment, meet all other requirements in state statute, and have the approval of their administrator.
Advanced Field Experiences
Cooperating teachers who supervise UMN Morris elementary and secondary teacher candidates in most advanced field experiences (including ElEd 4111 and SeEd 4103) must be tenured, have three or more years of teaching experience, be licensed in the area of instruction, have at least three years of teaching experience as a teacher of record in the licensure area, hold a professional license aligned to the assignment, and have the approval of their administrator.
Student Teaching and Practicum
Cooperating teachers who supervise UMN Morris elementary and secondary teacher candidates in their student teaching experience must have at least three years of teaching experience as a teacher of record in the licensure area, hold a professional license aligned to the assignment, and have the approval of their administrator. A signed agreement between the district and the UMN Morris Division of Education must be on file with the Division of Education office.
For all placements, administrators must base approval for cooperating teachers on the following criteria. Cooperating teacher candidates must
model effective instruction, including the use of state and/or discipline specific standards;
model culturally responsive teaching;
demonstrate collaborative skills when working with parents, teachers, staff, and administrators; and
show potential for successful mentorship based on interest, skill set, and/or previous experience.
Field Experiences
UMN Morris elementary education students participate in a field or practicum experience for each of their education courses. Cooperating teachers play an important role in these experiences.
Ed 2111 - Tutor-Aide Practicum
In Ed 2111, students complete 30 hours of in the classroom while they complete Ed 2121-Introduction to Education.
ElEd 3111 - Field Experience I: Field Experience in the Elementary Classroom
To extend and apply information and skills learned in other elementary education courses,-
teacher candidates spend a minimum of 60 hours in a rural elementary school, where they develop skills of observation and reflective analysis in a classroom setting; perform a wide range of teaching duties and responsibilities including instruction and assessment; and assist their cooperating teachers. The associated elementary education class meets weekly on the Morris campus to connect theory and practice.
ElEd 3211 - Field Experience II: Field Experience in a Preprimary Setting
Required for teacher candidates who have chosen to add a preprimary endorsement,-ElEd 3211 is a 40-hour field experience in a Head Start or other setting with children from ages 3–5. Candidates plan, implement, and assess activities in their preprimary setting in consultation with cooperating teachers and university instructor.
ElEd 3212 - Field Experience II: Field Experience in a Middle Level Setting
Required for teacher candidates who have chosen to add a middle level endorsement in social studies, science, mathematics, or communication arts and literature,-ElEd 3212 is a 40-hour field experience in grade 7 or 8, where candidates observe, teach, and assist cooperating teachers.
ElEd 3215 - Field Experience II: K-3 Literacy Lab
The K-3 Literacy Lab is a field experience where teacher candidates gain hands-on practice planning and delivering literacy instruction. Working alongside mentor classroom teachers and reading interventionists in local schools, candidates teach lessons in word decoding and language comprehension, analyze student data, and refine their instructional skills. This experience bridges theory with practice, preparing future educators to confidently support student literacy development.
SeEd 4103 - Field Experience in the Middle and Secondary School
During the fall semester, teacher candidates gain experience by observing, assisting, and teaching in K-12 classrooms with mentor teachers. Candidates work in the schools Wednesdays and Thursdays (full days) and complete a full-time placement the last two weeks of the fall field experience  (typically weeks 8 and 9 of the K-12 school year). During this two-week, full-time experience, candidates are expected to be in the school the entire school day [unless going to Chicago the second week of full-time]. Candidates teach at least two daily (approximately 100-120 minutes) and spend the rest of their time observing, reflecting, planning, and assessing. Over the fall semester, candidates complete more than 175 total hours of classroom time.
ElEd 4112 - Field Experience IV: Cross-Cultural Experience in the Elementary School
Students have the opportunity to apply content area methods in a cross-cultural setting. This full-week, full-time experience is completed in the Chicago Public Schools, Chicago, Illinois; Willmar Public Schools, Willmar; or Tiospa Zina Tribal School, New Agency, South Dakota.
Student Teaching
Student teaching is the capstone clinical experience for UMN Morris education students. It allows them to understand all dimensions of teaching and to apply what they've learned through coursework and field experiences. All participants in the student teaching program—student teachers, cooperating teachers, school administrators, and university supervisors—play important roles in establishing the environment in which the students can demonstrate their ability to assume the responsibilities of a full-time teacher.
During student teaching, cooperating teachers share expertise, observe planned activities introduced by the student teacher, offer advice about the effectiveness of teaching and management techniques, and provide the support that students often need in maintaining their professional and personal well-being during this important transition from student to professional educator.
University Supervisors
University supervisors are professional education faculty who are fully knowledgeable about UMN Morris’s education program’s goals, instruction, candidate performance expectations, and evaluation procedures. They tend to build close relationships with the teacher candidates they supervise because they also serve as their instructors and/or advisers.
University supervisors are supported by adjunct clinical faculty who are experienced teachers with a master’s degree or higher in the field of education or their content area. They often are recent retirees with sound knowledge of school life, curriculum, and teaching. Adjunct clinical faculty are supervised by a university faculty member, often the program coordinator, who explains expectations, clarifies assignments, answers questions, and offers support in any way possible. All university supervisors, including professional education faculty, have been licensed to teach and have teaching experience in public schools.
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