
The Acorn
A Newsletter for CSB/SJU Cooperating Teachers
Volume 4, no. 11--Friday, February 4, 2022
Growing, Nurturing, and Supporting CSB/SJU Student Teachers
A Message from the Director of Student Teaching
In the current state of education, one thing holds true: We care. We care about our students, our communities, our curriculum, our colleagues, and so much more. Definitionally, care in education lives in six different ways: suffering of mind, a cause for anxiety, watchful attention, regarding coming from desire or esteem, charge or supervision, and something or someone that is an object of attention, anxiety, or solicitude (2019). In its verb form, care is defined in several ways as well: to feel trouble or anxiety, interest or concern; to give care, to have a liking, fondness, inclination or taste for; to be concerned about, to wish (Merriam-Webster, 2019). As I look at the collection of definitions, it becomes clear that all of these are fundamentally about connection—individual to object or individual to another individual. This also speaks to concepts of value and intention.
As members of caring communities and a caring profession, we understand how care is embedded in communication and working together. We also know how it involves recognition of needs, choices, and voices. Cooperating and student teachers are encouraged to recognize the variety of ideas and voices in the setting, to recognize how our own experiences, needs, and beliefs shape our choices, and to respect others’ voices and experiences in order to engage in conversations about teaching and learning. These encouragements are embedded in what is known as the ethics of care. American ethicist Carol Gilligan posited that the ethics of care is “grounded in voice and relationships, in the importance of everyone having a voice, being listened to carefully…and heard with respect. An ethics of care directs our attention to the need for responsiveness in relationships (paying attention, listening, responding)” (Gilligan, 2011). Responsiveness in relationships is really what keeps us engaged in education. Right?! At this point in the student teaching experience, cooperating and student teachers have worked to build a responsive relationship and have likely engaged in many conversations about the “technical knowledge” (Schön, as cited in Trout, 2012, p. 63) discussing lesson plans, expectations, and ‘what to teach’. Often, despite the developing relationship, the dialogue stops here, and unfortunately, when we focus only on procedure and technique, the efficacy is procedure and technique. In order to grow, we must engage in deeper conversations that push the relationship. These deeper conversations rely on the positive definitions of care—esteem, interest, concern, attention—and move collaborative communication into ethical caring of reflection and empowerment.
As we move into more opportunities to take risks and to grow from our teaching and learning experiences, moments together in dialogue and reciprocal respect can expand student teachers’ independence, empowerment, and technical skill and knowledge. So, how do we engage in these caring conversations and moments of reflection?
We can:
*Take regular time with our student teachers—in conversation, listening, thinking through ideas and plans
*Listen without our own agendas paying attention to the student teacher’s needs, frustrations, hopes, etc.
*Generate ideas together, placing equal value on what is shared by each individual
*Empower the student teacher to make choices and support them in action
*Provide opportunities for reflection, especially without judgment
*Lead with care, support, and respect
We should be reminded of the power of caring relationships as a means to move the conversation to reflection and action and to build a space for respect and empowerment. Nel Noddings (1992) reminds us, “the very bedrock of successful education…and contemporary schooling can be revitalized” in the caring relationships developed in the ethics of care.
References:
Care. (n.d.). Retrieved October 1, 2019, from https://www.merriam-webster.com/dictionary/care.
Gilligan, C. (2011, June 21). Retrieved from https://ethicsofcare.org/carol-gilligan/.
Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. New York: Teachers College Press.
Trout, M. (2012). Care theory: Cohesive powers for reflective practice. In A. Cuenca (Ed.), Supervising student teachers: Issues, perspectives and future directions (pp. 63-76). Sense Publishers, The Netherlands.
Weeks 5 & 6 for Student Teachers
For Candidates in 12- or 16-week placements:
Week 5 with Students:
- Co-teach in classes/subjects the student teacher is not leading
- Elementary: Allow the student teacher to fully teach in one subject, minimum
- Secondary: Allow the student teacher to teach up to two classes less than a full-time load, if the student teacher is prepared to do so
- Discuss lesson planning techniques and whether or not to continue with CSB/SJU full lesson plans
- Conduct one formal observation
- Encourage the student teacher to observe another classroom or two based on areas needing improvement; upon completion, discuss what was discovered and what could be implemented in current practice
Week 6 with Students:
- Complete the progress report on your student teacher if you believe there are areas of concern: feedback form
- Follow week 5; add time if the candidate is ready
- Discuss planning, assessment, and class management techniques
- Co-teach in classes/subjects the student teacher is not leading
- For 12-week placements: review goals and revise teaching calendar as necessary to address those goals and observational data
For Candidates in 8-week placements:
Week 5 with Students:
- Discuss lesson planning and management techniques
- Encourage the student teacher to observe another classroom or two based on areas needing improvement; upon completion, discuss what was discovered and what could be implemented in current practice
- Co-teach in classes/subjects the student teacher isn’t leading
- Conduct one formal observation
- Elementary: Solo teach at least ½ of the day, more if the candidate is prepared
- Secondary: Allow the student teacher to teach up to two classes less than a full-time load, if the student teacher is prepared to do so
Week 6 with Students:
- Discuss lesson planning and management techniques
- Informally observe and provide actionable feedback
- CT to complete feedback form if you believe areas of concern need to be addressed
- Elementary and Secondary: Solo teaching full time for ten consecutive days
Quick Links
CSB/SJU Student Teaching Handbook
Student Teaching Observations (by Cooperating Teacher/University Supervisor/Director)
This observation/evaluation form should be used to complete observations throughout the placement. Six formal observations of the student teacher are required within the span of student teaching. We ask that you complete 6 for a 16-week placement, 5 in a 12-week placement, 3 in an 8-week placement, and 2 in a 5-week placement. The entire form does not need to be completed for each observation; however, by the end of the placement, each part should be addressed.Additional Forms:
Cooperating Teacher Information (if not completed in the past three years)
Feedback (weeks 2, as needed--6, 10, & 12)
Cooperating Teacher's Final Evaluation of Student Teacher
Cooperating Teacher's Dispositional Evaluation of Student Teacher
Resources and Interesting Tidbits
Bam Radio
Cult of Pedagogy YouTube Channel
Smithsonian Learning Lab
CSB/SJU Education Department
Director of Elementary and Secondary Student Teaching
Allison Spenader, PhD.
Chair
Email: jmeagher001@csbsju.edu
Website: csbsju.edu/education
Location: 37 College Avenue South, St Joseph, MN, USA
Phone: 320-363-5709