TPE Digital Copies

 TPE 13: Professional Growth

INTERVIEW QUESTIONS TO ASK YOUR

COOPERATING TEACHER

1.      How many times per week will you want to meet for planning? When, where, and for how long will we meet?

         At least twice a week if not every day during second period prep for 40 minutes.  Both of my classes are right after that so it’s a great time to talk the days plan out.  We also have lunch following 4^th period so we can talk more then if needed.

2.      What are your requirements for written lesson plans? (Note: Even if your cooperating teacher does not require a written plan from you, you are still responsible for generating them during clinical practice. At the very least, the on-site liaison and university supervisor will want a copy of your lesson plans.)

           

Not required but will work with me to plan lessons and take over on pieces of the unit.  With approval, I am able to change or adapt the current lesson plans if I choose.

3.      What are your most important goals for this semester? What role can I play in helping you to achieve these goals?

Student success in the classroom is the most important.  He has no problem modifying the curriculum to meet the needs of all the students and being flexible in the daily routines.  My role to start has mainly been observation but with a supportive role by engaging the students and keeping them on track.  I periodically address the CT with questions that several students might have to be sure everyone is on the same track.  Once I start to take a more active role I will use the standards and discipline he has set to maintain class continuity.

4.      What grading procedures do you use?

         Grade book, student self-assessment with prepared rubrics.  He has the kids put their homework out in front of them at the beginning of class and walks student to student.  It’s a nice way to review their work, plus he gets a little more personal time with each student.  In the begging it is also a great way to get to know their names.

5.      Do you group students according to their ability level during any assignments?

         No grouping.  We do use a lot of pair sharing with he kids next to or behind each student.

6.      Are there any students who have special needs I should be aware of? Where can I get students’ IEP’s or 504’s to read?

         N/A

7.      Will you please explain your philosophy concerning classroom discipline? What behaviors do you discourage and encourage?

Accountability is the main theme in and out of class.  Establish the rules immediately and be consistent throughout the year. Having the work done, being on time, following the rules and being respectful of their class time and fellow classmates.  Encourages student interactions in small groups to achieve a common goal, having fun when possible Discourages any behaviors that detracts from the learning environment and affects the learning of other students. 

8.      What kinds of bulletin boards or other displays do you prefer to have in your classroom?

White boards for daily/weekly agenda and learning objective for the day.  Most presentations will be given through digital a projector with the use of power point.

Which ones would you like me to plan for while I’m doing my clinical practice?

We’re going to stay two days ahead and plan out which topics I will take and when.  At the same try and work out a good transition between the two

9.      How did you arrive at this particular room arrangement? May I rearrange for special activities?

         It’s the only arrangement that can accommodate so many kids.  There are also two windows in the room and having the kids lined up and facing forward keeps their attention in the front of the class instead of wondering outside.

10.    What is your field trip policy? Would you like me to plan a field trip for this semester?

            No field trips.

11.    How do you maintain active communications with parents?

Main communication with the parents is through school loop, which provides emailing options, phone numbers, access to the class syllabus and grading.  If needed phone calls can be made

12.    What techniques do you use to motivate students?

Knowing more about the kids and what their interests are.  Understanding that some kids need a push while others need guidance.  Using real life concepts to encourage participation and the sense of wanting to do well.  He is very encouraging throughout each class session as he walks around checking work.  I think this an especially important action because positive reinforcement is a great motivational tool and keeps the students and their classmates looking for that type of reinforcement.

13.    What are the special challenges of teaching this subject or grade level?

Kids are young, just entering High School and it is the first-time they are asked to do this amount of work.  The subject content is also new to many of them and with any undertaking where you don’t understand something it can be intimidating to the point were they don’t try.  Within the area there is a large language barrier with first generation immigrants where they are the only one that speaks any English.  Not being at grade level in English and trying to learn content such as Biology is also quite a challenge.  Not a lot of parental participation and because of socio-economic status the drive to succeed is not there.

14.    How would you describe your school’s community relations?

OHS has been around for over 100 years and many of the teachers that teach here are graduates as well.  The community at large is supportive but with some gang issues.

15.    How important are standardized test scores to your school?

Very.  With standardized test scores you get a better picture of where you are lacking as a class or over any one topic.  Since everyone is teaching the same thing on the same day for the same test, it allows for a clearer picture and insight to trouble areas or in which improvement can be made.  Although some teachers might take a slightly different approach, they all are teaching the same information.

16.    What is your favorite part of teaching?

Getting to know the kids from one year to the next.  Watching them grow and take on more than they thought they could.  He also enjoys the labs, where kids are on their own trying to figure things out.  It gives the class and the CT a chance to build relations ships through trials and tribulations.

17.    How is the parent participation?

The feeling is since the surrounding area is a low socioeconomic area less of the parents take an active role, only approximately only 30% of parents are heard from.  The opinion is that a lot of these cultures expect the school to take care of their kids and leave it at that or they just don’t care.  Either way it is disappointing to hear about the clack of interest from the family, support is so important.

18.  How will teacher space be shared?

During active class sessions we use the parallel or supportive techniques and move around the room on opposite rotations.  It is important not to bunch up or to hover to much over one area, kids don’t always like to have someone looking over their shoulder.  As for a work space, I have a nice little desk area between rooms that can set up and do work.  It also allows me to hear what is happening during first period and can tune it if I want or even get up and talk with the CT if possible.

19.  Why did you decide to be a Cooperative Teacher?

I didn’t realize that this was going to be a new program.  I thought you were just doing a student teacher rotation and don’t know anything about what co-teaching is.  We’ll just figure it out as we go.  Side note: He did try and go to training but it was cancelled and he wasn’t notified.  He will try and go to the one in September.

20.  Why don’t you do any group activities?

I do group activities but they are just smaller groups that I use to help them teach themselves.  The pair sharing that we do throughout the lessons is enough interactions besides what they get when they do the labs.  Note:  He was open for me to do more group work or to mix up the pairs during the pair sharing.

Criteria	Approaching	Meets	Exceeds
15 Questions	Provide answers to 10 of the questions.	Provide answers to all 15 questions.	Provide rich detail for the 15 answers.
5 Added Questions	Provide a list of the 5 additional questions.	Provide the questions and answers to the additional 5 questions.	Organize the 5 additional questions and answers with the themes of the 15 set questions.
Induction Plan - Clinical Practice Timeline of Activities	Make reference to the induction plan.	Provide evidence of how you and your teacher will provide a variety of supports for the different stages of the induction process.	Articulate how you and your teacher will access the needs of you as a team in the different stages of the induction process.
Evidence of Developing a Collaboration	Articulate the foundation you are creating as a team.	Articulate any strategies that will be used for a successful collaboration (communication, planning, management…).	Cite each of the three areas on how your approaches are grounded in your philosophy.
Organization	Each question is recognized with a different font (italic, bold, colored…).	Interview is organized so the questions are easy to identify not only by font, but also in the context of the writing.	Visual representations are provided to communicate the foundation of the collaboration of your team.
Self-Evaluation (1 point will be deducted if not included)	Provides a copy of the rubric …	& highlights the criteria for each component…	& provides evidence for each criteria marked.