Cooperating Teacher Handbook

A Guide to Fall & Spring

Department of Language and Literacy Education

World Language Education Program

The University of Georgia

Last revised 07/14

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INDEX

I. THANKS …………………….......………………………………..……………...............3

FALL SEMESTER
II. FALL PRACTICUM.………………………………………………..……....…………......4
III. EVALUATIONS ……...……………………………………………………...……………7
IV. EXPECTATIONS…..………..………………………………………………...…………..9

SPRING SEMESTER
V. STUDENT-TEACHING…………………………………………………………..………12

Appendices
A. FAQ/Answers……………………………………………………………….…………...14
B. Fall Practicum Time Log ………………………………………………………………..16
C. Teacher Candidate Evaluation Form (University Supervisor Form)………………….17
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THANKS

Dear Cooperating Teacher,

Thank you very much for taking time this academic year to work with our program by mentoring our
teacher candidates (TCs). We are pleased to have you on board and would like to take this time to let you
know that we are here to support you and your work with our TCs. Should questions arise before, during, or
after the practicum or the student-teaching experiences please feel free to contact our World Language
Program Coordinator Dr. Lou Tolosa-Casadont at ltolosacasadont@gmail.com
We are continually striving to present our TCs with the most up-do-date materials, technological
advances, and world language methods and methodologies. We are also constantly trying to give our TCs the
tools needed to succeed in WL classrooms from elementary to high school. We cordially invite you to share
thoughts, ideas, and comments regarding our program, and this handbook. If we have omitted a piece of
information that you consider important please let us know via email at ltolosacasadont@gmail.com and it
shall be added when we update this handbook. If you’re are using a method that you’re particularly keen on
and would like to share it with the cohort, please email the program coordinator to set up a time/day in which
you can come and present.
This handbook should serve you for the whole academic year. In it you will find information regarding
the Fall Practicum as well as the Spring Student-Teaching. An index (p.2) has been included to aid you in finding
information.

Thank you again for your time and cooperation.

Sincerely,

Lou Tolosa-Casadont, Ph.D.

World Language Program Coordinator
The University of Georgia
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FALL PRACTICUM
The FALL PRACTICUM has been designed to give the world language TCs an opportunity to get settled into the
host-school where they will be student teaching during the Spring Semester. It is the WLE Program’s
expectation that the TC will continue working at the same host-school and with the same Cooperating Teacher
(CT) during the spring semester student teaching. This practicum is the TC’s chance to get to know their CT,
students, host-school administrators, other colleagues, and staf. Concomitantly, it will be the TC’s opportunity
to become familiar with the host-school’s schedule, rules, regulations, and overall expectations as well as with
many aspects related to the World Language (WL) classroom that will aid in their professional preparation.

During the FALL PRACTICUM the TC’s responsibilities for working with individual, groups of students, and
whole classes will increase through their gradual involvement in classroom and teaching situations. TCs are
encouraged to contact and (if applicable) start working with their CTs as soon as they receive notice of their
official placement from the Office of Student Services at the University of Georgia. TCs are expected to go to
their host-school and begin working closely with their CTs during the pre-planning session in the fall (before the
fall semester begins at UGA) and they are expected to be at their host-school the first day of school (it is the TC’s
responsibility to find out when this is and to be there). During these weeks TCs are to be at their host-school for
five hours each week.

As the UGA fall semester begins in August, TCs will be expected to spend 5 hours per week at the host-school
(except during the elementary school practicum – dates vary every year so please check with your TC on this);
this means that the TC will spend a total of 42 hours at the host-school in addition to the two weeks of full-time
attendance and participation at the host-school (two weeks prior to Thanksgiving Break). During this time,
they will be assigned diferent activities that they will need to accomplish while at the host-school. After the
full-time practicum is completed, TCs are not required to go back to their host-school until the spring semester
(more information on the latter below). It is up to the TCs and their CTs to set up additional visits during the
last weeks of the fall semester (if desired/needed).

UGA Fall Semester Timeline

WEEK ACTIVITY
Weeks before ES 5 hours per week at host-school
Practicum
Weeks during ES 3 ½ hours per week at host-school (ES practicum – 90 mins per week)
Practicum
Weeks before MS/HS 4 hours per week at host-school
full-time Practicum
MS/HS Full-Time FULL-TIME practicum at host-school. NO evening LLED courses during these
Practicum two weeks.
Week 16 Thanksgiving Break
Last week of classes Teacher candidates are not expected to report to their host-schools
at UGA

Teacher Candidate Assignments during the Fall Practicum

(1) Community Description – Teacher Candidates are to pay special attention to the community in which
the host-school is embedded and to write about it in one of their reflective journal entries
(2) Observations – Teacher Candidates are to make arrangements through the host-school principal and
CT to spend several days visiting a wide variety of classrooms in the school. This should include other
levels of the target language being taught, other world language classrooms (if available), as well as
other subject areas. If possible TCs are asked to observe a WL teacher in a feeder elementary school or
middle school. TCs may ask to debrief observations with those being observed in order to analyze the
observation. This could be accomplished in a conference-type setting in which the TC spends time and
asks the observed individual reasons for following certain procedures, and discuss the possibility to
implement alternative methods and approaches, etc., or it could be accomplished via skype or email.
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(3) Interviews – Teacher Candidates will be asked to interview the following individuals:

a) The Cooperating Teacher (you)

b) A student

c) The school’s principal or assistant principal

(4) Formal Reflections – Teacher Candidates will reflect on their MS/HS experiences, observation, and
interviews at the host-school

(5) Lesson Plans & Mirror Teaching – Your TC will help you develop lesson plans throughout the semester
and will mirror teach at least five of them before the two-week full-time practicum

(6) Lesson Plans & Full-Time Practicum – Additionally, your TC will create Lesson Plans (with your
guidance and the instruction of the MS/HS Methods instructor) for the two-week full time experience
based on where you and your students will be when the full-time practicum comes. In order to write
these plans, it will be important that your TC know where you plan your classes to be at that point in
the semester as soon as possible. *NOTE: TCs are expected to teach ONE class for two full weeks (two
weeks prior to Thanksgiving Break) – they do NOT need to take over all the CTs classes; one will suffice
for the Fall Practicum.

Goals for the Fall Practicum

The goals for the FALL PRACTICUM are to provide the TC with opportunities:

 Classroom & Materials – To become familiar with their CTs’ WL classroom’s dynamics, courses’
textbooks, courses and classroom layouts, supplementary materials, the way
materials/students/activities are organized, teachers’ guides, any other materials used regularly in
class and most importantly the manner in which the CT uses them. All of this should be accomplished
before the TC starts planning for the two-week full-time practicum
 Ideas – To make a file of ideas for bulletin boards, current events, supplementary aids, use of audio-
visual materials, world language publications, and the like during the first weeks of their assignment
 Professional Life 1 – To begin developing a coherent, rational point of view concerning the relationship
of the school to the community, educational principles as they relate to teaching behavior, and the
learning situation
 Professional Life 2 – To start developing teaching skills with respect to the performance areas and
competencies in world language. These include but are not limited to:
1. Classroom Management (behavior, resources)
2. Course Management (attendance, paperwork, etc.)
3. Lesson Planning
4. Content Selection
5. Formal/Informal Assessment of Student Performance

In addition, in the course of the Fall Practicum experience, TCs are expected to:

 Practice planning and implementation of lesson plans keeping in mind national, state, and local world
language curriculum standards and objectives
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 Make a conscious efort to maintain a sustained use of the target language while teaching (as much as
possible given each situation), keeping in mind that they are teaching the target language, not about
the target language

 Build professional confidence in their teaching

 Become self-examining, introspective, and self-correcting while learning to accept constructive

criticism

 Make use of new teaching methods that are supported by world language teaching research, and
personal experiences

 Practice working as a professional educator with world language and non-world language colleagues
by sharing ideas and getting help and support when needed

 Practice managing a world language classroom so that optimum learning can take place

Last but not least, TCs are expected to get to know their CT well and learn about their CT’s teaching methods,
techniques, and expectations. Teacher candidates are asked to spend an appreciable amount of time during
beginning experiences studying the work that their CTs do. Teacher candidates are invited to ask and discuss
with their CTs the rationale behind approaches, methods, and ways of reaching students, as well as the
rationale employed in asking questions in specific ways, and/or asking a certain kind of question, etc. We ask
that you allow our TCs to explore possibilities and to try out ideas. If you have any questions and/or concerns
please feel free to contact our Program Director at ltolosacasadont@gmail.com
Thanks!

Possible Topics of Conversation with your TC

A. What is the reality at your school?
1. Who are the students?
2. Is Spanish important to them?
3. What are the students’ expectations of this class? (i.e., why are your students taking this class)
4. What are your expectations from the students?
5. What skill level is expected from each WL level from the students?

B. What are the expectations and goals of your WL program?

C. What is your WL program’s position towards WL immersion in the classroom starting in the first level?

Time/Activity Log (see appendix D)

During the fall semester Teacher Candidates will keep a log of school visits. They are required to get your OK
(signature/check) every time they come to your school. This will help you and your TC keep track of time,
dates, activities, etc. The grid contains the following elements: date, time (start/end), activities, notes, and
cooperating teacher’s signature. This form MUST be completed every time the Teacher Candidate comes to your
school. Thank you!
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EVALUATIONS

Evaluating the Progress of Teacher Candidates

It is expected that TCs become proficient on critically thinking about their accomplishments, needs, and areas
needing improvement. In order to do this, they are asked to remain open to colleagues’ and CT’s comments
while trying to become objective in self-analysis and to develop a real desire to improve the quality of their
teaching and their language skills. TCs are also encouraged to think of the evaluation process as a cooperative
experience, so it can become a motivating force toward self-analysis and self-evaluation, and it can do much to
encourage their progress in accordance with the TC’s own potential. Growth and betterment require, among
other things, much patience, gentleness, helpfulness, and consideration on everyone’s part. We encourage CTs
to present their comments as constructive criticism and as opportunities to increase TC’s potentiality and
growth as a professional educator.

We believe that the guidance provided by CTs and other colleagues is not only a technique to help TC’s own
adjustment into the new setting, but also a way to demonstrate procedures TCs should follow when working
with their students. It is expected that learning to accept and utilize constructive criticism from CTs and others
will also aid TCs in learning how to use constructive criticism with their own students in the future.

Evaluation Procedures

Evaluation is an on-going process. Please be sure that you make time for regular conferences between you and
the TC. Evaluative conferences may be held for diferent purposes and may vary in length; however, we expect
that during the two-week full-time fall experience and the spring student-teaching experience CTs plan daily
conferences with their TCs. The purpose of these daily meetings should be guiding and evaluating TC’s
performance on any particular day; especially after the TC assumes responsibility for at least one of the classes.

At the conclusion of the Fall Practicum & at the mid-point and conclusion of the Student Teaching experiences
you will conduct an evaluation (two formative and a final summative in the spring) of the TC’s teaching, which
will provide UGA with your judgment of the TC’s performance. These evaluations will be done electronically
using our online portfolio Foliotek. You do not need to worry about this; you will be contacted via email when
the time comes to complete the online evaluation form. This email will contain information about the forms
and other procedures, and will come from the College of Education at The University of Georgia and/or
Foliotek.

Another conference in which you will be asked to participate is one with your TC’s University Supervisor (US).
The US will come out to your school once during the fall and twice during the spring to observe your TC. This
person will confer with you either before or after s/he observes your TC teaching. If this time is not convenient
for you, please contact your TC’s US to arrange another time/date in which you both can meet (these meetings
could be done via Skype if necessary). TCs will arrange a convenient time/date for them and their US and will
let you know. TCs and you will need a quiet place to meet with the US so please bear that in mind when
planning for the US’s visit. Thank you!

Conferences with the Program Coordinator are available by appointment only and ONLY in case of an
emergency. All other conversations should be conducted between you, your TC, and if needed the TC’s US.

Evaluative Conference Guide

The conference is the foremost method of communication between the school personnel, the teacher
candidate, and the university personnel. Because of the importance of this method, a guide is ofered below
which may help participants attain the maximum benefit from conferences:

a) Identify the purpose of the conference

b) Select a place for the conference that will be free from interruptions
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c) Plan for the conference. If possible, attend with written questions or ideas. Look for the “why” of
situations
d) Communicate freely with the other conferees. Be frank, sincere, and professional, and expect the
same in return. Please use constructive criticism as a tool for learning in ways that will help the TC have
the best practicum/student-teaching experience possible
e) Leave the conference with a written record, a plan of action, and agreements for the future
f) Evaluate the conference: How did it go? Are there other questions that need to be asked?
g) Feel free to follow up conferences by emailing the Teacher Candidate and the University Supervisor (if
applicable) and by revisiting the same issue(s) at another evaluative conference if necessary

During the spring semester student-teaching experience the first (formative) evaluation will take place during
at the mid-point of the experience (i.e., between the last week of February and the first week of March). The
final evaluation should occur close to the end of the student teaching placement. This summative evaluation
will summarize the overall quality of the TC’s performance.

You may address questions or concerns regarding the evaluation or its process with the World Language
Program Coordinator Dr. Lou Tolosa-Casadont via email at ltolosacasadont@gmail.com. If you have technical
difficulties, please email Ms. Shayla Lee at foliotek@uga.edu.
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Expectations of Teacher Candidates during the Fall Practicum

This fall semester, teacher candidates will immerse themselves in the world of teaching. In order for this experience to run smoothly, the responsibilities of
teacher candidates will progressively increase over the course of the semester. Your role as a Cooperating Teacher is to facilitate the teacher candidate’s journey
into the profession. Because each classroom and situation is diferent, communication among teacher candidates, CTs, and UGA is vital. Please feel free to
communicate with us as needed. The activities listed here are the minimum requirements for our teacher candidates. If either the teacher candidate or the CT
would like to add more duties, or perform certain activities before the designated date, please consult with the University Supervisor or with the WLE Program
Coordinator. We respect the individual learning needs of our teacher candidates and would like to make sure no one is overburdened; likewise, we would hate for
anyone to feel under-challenged!

Attention: If approved by the host-school, we have asked TCs to start their weekly 5 hour fall practicum during their host-school pre-planning in order to attend
meetings and help in any capacity (whenever possible) and also to be at the host-school for the whole day during the first day of classes. During the first day of
classes TCs have been asked to observe their Cooperating Teacher and if possible to discuss first day “tactics” with the CT, other teachers, and/or administrators.
If this is not possible, please alert Dr. Tolosa-Casadont at ltolosacasadont@gmail.com

Thank you for your cooperation!

UGA Week Activities at Host-School

WK 1  Assist CT with classroom activities such as record keeping (with CT approval), bulletin board preparation, small group work, passing out
papers, etc.
 TC may help with grading. However, please limit grading tasks to one set of papers for one class (approximately 30 papers max. per week
to grade)
WK 2  Assist CT with classroom activities such as record keeping (with CT approval), bulletin board preparation, small group work, passing out
papers, etc.
 TC may help with grading. However, please limit grading tasks to one set of papers for one class (approximately 30 papers max. per week
to grade)
 TC may help with activity creation and implementation (i.e., warm-up, jigsaw, technology, culture, closing activity, etc.)
WK 3  Assist CT with classroom activities such as record keeping (with CT approval), bulletin board preparation, small group work, passing out
papers, etc.
 TC may help with grading. However, please limit the grading task to one set of papers for one class (approximately 30 papers max. per
week to grade).
 TC will interview their CT
 TC may help with activity creation and implementation (i.e., warm-up, jigsaw, technology, culture, closing activity, etc.)
WK 4  Assist CT with classroom activities such as record keeping (with CT approval), bulletin board preparation, small group work, passing out
papers, etc.
 TC may help with grading. However, please limit grading tasks to one set of papers for one class (approximately 30 papers max. per week
to grade)
 TC may help with activity creation and implementation (i.e., warm-up, jigsaw, technology, culture, closing activity, etc.)
 10

UGA Week Activities at Host-School

WK 5  Assist CT with classroom activities such as record keeping (with CT approval), bulletin board preparation, small group work, passing out
papers, etc.
 TC may help with grading. However, please refrain from giving TCs any take-home tasks this week because they have the added
responsibility of teaching at an elementary school
WK 6  Assist CT with classroom activities such as record keeping (with CT approval), bulletin board preparation, small group work, passing out
papers, etc.
 TC may help with grading. However, please refrain from giving TCs any take-home tasks this week because they have the added
responsibility of teaching at an elementary school
WK 7  Assist CT with classroom activities such as record keeping (with CT approval), bulletin board preparation, small group work, passing out
papers, etc.
 TC may help with grading. However, please refrain from giving TCs any take-home tasks this week because they have the added
responsibility of teaching at an elementary school.
 TC will interview a host-school student
WK 8  Assist CT with classroom activities such as record keeping (with CT approval), bulletin board preparation, small group work, passing out
papers, etc.
 TC may help with grading. However, please refrain from giving TCs any take-home tasks this week because they have the added
responsibility of teaching at an elementary school
WK 9  Mirror teach1 5 LPs co-created with CT
 Assist CT with classroom activities such as record keeping (with CT approval), bulletin board preparation, small group work, passing out
papers, etc.
 TC may help with grading. However, please limit grading tasks to one set of papers for one class (approximately 30 papers max per week
to grade)
WK 10  Co-create an assessment tool with CT and implement it
 Assist CT with classroom activities such as record keeping (with CT approval), bulletin board preparation, small group work, passing out
papers, etc.
 TC may help with grading. However, please limit grading tasks to one set of papers for one class (approximately 30 papers max per week
to grade)
WK 11  Assist CT with classroom activities such as record keeping (with CT approval), bulletin board preparation, small group work, passing out
papers, etc.
 TC may help with grading. However, please limit grading tasks to one set of papers for one class (approximately 30 papers max per week
to grade)

1
MIRROR TEACH
- TC will observe CT as s/he teaches the co-created lessons (one at a time)
- TC will “mirror” the same lesson to another class of the same level
- If this is not an option (i.e., there is only one class of each level) see if there is a possibility to do so with another teacher at the school. If neither option is feasible, please talk to
your LLED 4531 instructor.
** The goal of this activity is for the TC to ease into teaching. It is preferable that the TC teaches the same class s/he will teach during the full practicum. PLEASE take time
afterwards to confer about the lesson and the TC’s teaching (constructive feedback).
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UGA Week Activities at Host-School

WK 12  Assist CT with classroom activities such as record keeping (with CT approval), bulletin board preparation, small group work, passing out
papers, etc.
 TC may help with grading. However, please limit grading tasks to one set of papers for one class (approximately 30 papers max per week
to grade)
WK 13  MS/HS FULL-TIME PRACTICUM (TCs teach the SAME group of Ss for 2 full weeks)
 Assist CT with classroom activities such as record keeping (with CT approval), bulletin board preparation, small group work, passing out
papers, etc.
 TC will teach one class every day and will be responsible for daily plans, material preparation, assignment grading, and classroom
instruction
WK 14  FULL-TIME PRACTICUM (TCs teach the SAME group of Ss for 2 full weeks)
 Assist CT with classroom activities such as record keeping (with CT approval), bulletin board preparation, small group work, passing out
papers, etc.
TC will teach one class every day and will be responsible for daily plans, material preparation, assignment grading, and classroom
instruction
WK 15 – 11/26 THANKSGIVING BREAK
WK 16 – 12/03  TCs are not required to visit the host-school. Their responsibilities conclude upon completion of the two-week full practicum.
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SPRING SEMESTER

STUDENT-TEACHING

Spring Schedule - Teacher Candidates will spend most of the spring semester at your school and in your classroom.
The host-school’s schedule will become their spring schedule (not the UGA schedule). TCs are to take breaks when
your school takes them and remain in school when you are there.

Student Teaching Instruction – Student teaching is a time for TCs to immerse themselves completely in the teaching
experience. It is our recommendation that the TCs start teaching as soon as they feel confident, comfortable, and
ready, provided (of course), that they have your permission. We ask that you encourage your TC to get started as
soon as possible (as appropriate).

Mirror Teaching – To ease into the experience the TC may do some mirror teaching during the first week of classes.
After that it is expected that the TC start planning lessons and teaching them.

Sample Timeline for Student Teaching

You and your TC will cooperatively decide how and when the TC will assume teaching responsibilities (please keep in
mind that a minimum of four weeks of full-time teaching are mandatory (additional weeks are highly recommended).
The sample timelines below may help guide the decision-making process on when to assume classroom
responsibilities.

SAMPLE#1: If you teach three different levels and therefore have three different preps (i.e., Span. 1, 2, & 3), your TC and
you may decide to do the following:

Weeks 1 & 2 – Observe you (the cooperating teacher) and other teachers; work on portfolio components related to
the school site (e.g., bulletin board, attendance, assessment), and prepare to take over the first class in consultation
with you.

Weeks 3 & 4 (phasing in phase begins) – The TC would take over one course (i.e., Sp.1), observe and begin preparing
for second course in consultation with you. Taking over a course means becoming solely and completely responsible
for the course. This means that the TC will plan, teach, grade, tutor, and any other tasks that are required and/or
expected of a full-time teacher for that ONE class. The TC will be responsible for assessing student participation and
work (formally and informally). Although you may choose to help your TC to plan, the ideas and delivery should be
that of the TC.

Week 5 – Take over the second course (Sp.2), observe and begin preparing for third course for next week in
consultation with you.

Weeks 6-9 (four weeks mandatory) or Weeks 6-11 (six weeks highly recommended) – The TC will teach all classes
FULL-TIME TEACHING!

Week 10 or 12 (phasing out phrase begins) – The TC will reduce the teaching load by one course per week. First, the
TC will drop the FIRST course that s/he took over and will continue teaching the other courses.

Week 11 or 13 – The TC will reduce the teaching load by one more course, drop the SECOND course and continue
teaching the third course.

Week (12-)14 – The TC will complete the third course phase-out, and work on any final portfolio components related
to the school site.
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SAMPLE#2: If you teach two different courses (i.e., French 1 & 2), you might want to do the following:

Weeks 1 & 2 – Observe you (the cooperating teacher) and other teachers; work on portfolio components related to
the school site (e.g., bulletin board, attendance, assessment), and prepare to take over the first class in consultation
with you.

Week 3 – Co-plan and co-teach one course (i.e., Fr.1) with you and prepare to assume all classes of that course the
following week.

Week 4 (phasing in phase begins) – The TC would take over one course (i.e., Span 1), observe and begin preparing for
second course in consultation with you. Taking over a course means becoming solely and completely responsible for
the course. This means that the TC will plan, teach, grade, tutor, and any other tasks that are required and/or
expected of a full-time teacher for that ONE class. The TC will be responsible for assessing student participation and
work (formally and informally). Although you may choose to help your TC to plan, the ideas and delivery should be
that of the TC

Week 5 – Co-plan and co-teach the second course (Fr.2) with you and prepare to assume all the classes of that course
the following week.

Weeks 6-9 (mandatory) or Weeks 6-11 (recommended) – The TC will teach all classes FULL-TIME TEACHING!

Week 10 or 12 (phasing out phrase begins) – The TC will reduce the teaching load by one course and will continue to
teach the other course.

Week 11 or 13 – Begin phasing out of second course.

Week (12-)14 – Complete second course phase-out, work on any final portfolio components related to the school site.

NOTES:
a. When teaching full-time the TC must have ONE planning period.
b. When the University Supervisor visits/observes the TC, s/he is expected to make arrangements with you for
you to teach the following period (if it is not the TC’s planning period) so the TC can debrief with the US.

Absences – When a TC must miss school because of an emergency, illness or a professional development activity
(conference, job fairs, etc.), s/he must:
1. Inform you as soon as possible
2. Send you detailed lesson plans
3. Send you any material that can be electronically sent
4. Show proof for his/her absence (doctor’s note, conference registration form, etc.)

NOTE: ALL absences will need to be made up at the end of the student-teaching experience; this includes snow days,
etc.

APPENDIX A
FAQs
Question
Are Teacher Candidates allowed to do work for
obligations outside the host-school or simply “sit in the
classroom for the required hours” while at the host-
school or should they be focusing on the action in the
classroom?
How involved should the Teacher Candidates be in the
classroom experience?
Should Teacher Candidates be interacting with the
students?
Should Teacher Candidates volunteer to help in the
classroom and with classroom activities?
Should the Teacher Candidates volunteer to create or
help create one or more classroom activities? (of course
as the Cooperating Teacher would allow and as the
Teacher Candidates has time)
How will UGA support me as a Cooperating Teacher
during the Fall Practicum?
Whom should the Cooperating Teacher contact should
problems arise? Will the issues be addressed quickly?
Should a Cooperating Teacher leave the classroom when
the TC is teaching?
Should Cooperating Teachers point out what the TC is
doing incorrectly?
Is a Cooperating Teacher expected to comment on
target language related mistakes?
Should Teacher Candidates contact their Cooperating
Teachers once their placements have been made official?
14
Answer
At no time are Teacher Candidates to do any outside work.
They are expected to be actively participating or
observing. This applies for both fall and spring
experiences.
As involved as possible & the more the better. This will
require communication between the TC and his/her
Cooperating Teacher.
Teacher Candidates should get to know and interact with
their students in a professional manner. Teacher
Candidates are to maintain strict acceptable limits of
interaction with their students (i.e., they may not interact
with their students at private students’ activities such as
parties, shopping, exercising, etc.)
Again, the TC should be as active and involved in their CTs
class as possible; from learning how to take attendance
and collect HW assignments, to monitoring the classroom
and providing students with help.
Yes, the more cooperation exists between the TCs and CTs
the better the experience will be. There is a specific
assignment that requires the TCs create 5 lesson plans in
conjunction with their CTs and implement them in a mirror
teaching setting.
The World Language Program Coordinator at UGA will do
whatever it takes to support you as a CT. Please feel free
to contact Dr. Tolosa-Casadont at
ltolosacasadont@gmail.com if you have any questions,
concerns, or ideas. Your requests, questions, and
comments will be addressed as soon as possible
Please contact Dr. Tolosa-Casadont at
ltolosacasadont@gmail.com if problems should arise.
Your message will be addressed and answered as soon as
possible.
If the Cooperating Teacher must leave the classroom while
the TC is teaching, s/he must make sure to go back and
check on the progress of the class throughout the period
(especially when it is the first few time the TC is teaching
on his/her own). Additionally, the CT must make sure that
s/he is not gone for lengthy periods of time especially
during the fall practicum.
Yes, please, do not assume that your TC knows what s/he is
doing wrong and that it will be fixed eventually. Let them
know and please give them guidance, ideas, and steps (if
applicable) to help them improve their teaching.
Yes, please do discuss language errors with your TC after
the class is over. Please do NOT interrupt class to correct
your TC in front of the group.
Yes, TCs are asked to contact their Cooperating Teacher as
soon as they hear from UGA’s Student Service Office to
make an appointment to meet their Cooperating Teacher
and if possible start cooperating with them as classroom

How long is the fall practicum supposed to last?
How long is the spring Student Teaching supposed to
last?
Will Teacher Candidates take a class during the spring
semester?
15
volunteers (as early as the previous spring semester). It is
up to the Cooperating Teacher to gauge this interaction
and welcome the TC in their classrooms or not.
TCs will start the fall semester with pre-planning and Day#1
of school at their host-schools before the fall semester at
UGA begins. The fall practicum will last until the last week
of full-time practicum (3 weeks before the end of the fall
semester at UGA).
TCs are to start the semester following the host-school’s
schedule and they are required to teach for a minimum of
70 days (14 weeks total), with a 4-week (mandatory
period) and a -6 week (recommended period) in which
they teach a full-time load (all classes with ONE planning
period).
Yes, TCs will take LLED 5550, which will NOT interfere with
the school day. This course meets once every other week
(in the evening) from 4:40 until 7:25 pm
Cooperating Teachers may receive a copy of the class
syllabus upon request and are invited to participate as
guest speakers if desired. Please contact Dr. Tolosa-
Casadont (ltolosacasadont@gmail.com) if you’d like to
present during the spring.
 16

APPENDIX B

LLED 4531/6531
Fall Practicum – time log

Your name:
Host-School:
Cooperating Teacher:

AUGUST2
Date Venue (ES or Activity/activities Number of hours Supervisor’s
MS/HS) signature

SEPTEMBER
Date Venue (ES or Activity/activities Number of hours Supervisor’s
MS/HS) signature

OCTOBER
Date Venue (ES or Activity/activities Number of hours Supervisor’s
MS/HS) signature

NOVEMBER
Date Venue (ES or Activity/activities Number of hours Supervisor’s
MS/HS) signature

TOTAL HOURS FOR THE WHOLE SEMESTER: ______________________ hours (a minimum of 55 hours is required for
the FALL Semester)

NOTE: Be sure to submit the completed form to Dr. Tolosa-Casadont on or before 12/02. Thank you!

Last updated 07/14

2
Please add lines as needed. Thank you!
 17
APPENDIX C

EVALUATION FORM FOR UNIVERSITY SUPERVISOR

World Language Student Teacher Observation Form

(Derived from the Georgia Framework for Teaching)

Date of visit: School:

Student Teacher being observed: Grade & Subject:
Time: Observer:

Teacher Candidate …
__ provided an electronic copy of the lesson plan to the observer by 6:00pm the night before
__ provided a hard copy of the lesson plan to the observer on the day of the observation
__ is on time
__ is professionally dressed

Rubric (explanation)
4 = Consistently exceeds performance expectations
3 = Consistently meets performance expectations
2 = Meets performance expectations on most occasions
1 = Needs improvement in performance on most occasions
N/O = Not observed (e.g., instructional context prevents specific performance, etc.)

CONTENT AND CURRICULUM

Comments Scale Comments
Demonstrates knowledge of the content s/he is
required to teach, and a willingness to stay current in 4 3 2 1 N/O
their subject area. (1.1 & 1.3)
Uses a wide variety of efective instructional
methods/techniques and appropriate pedagogies for 4 3 2 1 N/O
teaching world languages to diverse learners. (1.2)
Connects the world language curriculum to other
subject areas and is able to help students relate the 4 3 2 1 N/O
curriculum to their everyday lives. (1.4)
Uses a wide variety of resources including technology
4 3 2 1 N/O
to support world language instruction. (1.5)
Interprets and constructs school curriculum that
reflects the national standards (5Cs) as well as the 4 3 2 1 N/O
Georgia Performance Standards (GPS). (1.6)
KNOWLEDGE OF STUDENTS
Communicates high expectations for all learners.
Teacher encourages and expects all students to 4 3 2 1 N/O
participate in class. (2.1)
Demonstrates understanding of the learning process,
and makes sure that learners are involved in varied
4 3 2 1 N/O
activities, which require them to remain active during
their learning experience. (2.2)
Demonstrates warmth and friendliness and attends to
the overall learning environment (e.g., greets students
4 3 2 1 N/O
upon entering and leaving, introduces visitors to the
classroom, etc.). (2.3)
Understands the factors in environments in and out of 4 3 2 1 N/O
 18
school that influence students’ lives and learning. (2.4)
Immerses students in a non-threatening classroom
environment appropriate to learners’ stage of
4 3 2 1 N/O
development where participation and risk-taking is
encouraged and rewarded. (2.5)
Knows how to work with parents and other caregivers
4 3 2 1 N/O
to help support students’ learning. (2.6)
LEARNING ENVIRONMENTS
Creates a learning environment, which stimulates
students’ participation by providing them with
opportunities to participate in meaningful interactions,
4 3 2 1 N/O
assume responsibility, and produce output (i.e.,
students are given opportunities to use language in
multiple ways to produce meaning). (3.1 & 3.2)
Understands and implement efective classroom
management: classroom rules are clearly laid out, 4 3 2 1 N/O
sustained minor misbehaviors are addressed, etc. (3.3)
Clearly conveys instructional goals and student
behavior expectations. Desirable behaviors are 4 3 2 1 N/O
modeled and reinforced. (3.4)
Is able to connect the lesson and its content to
learners’ unique background knowledge and diverse 4 3 2 1 N/O
lived experiences. (3.5)
Uses an efective organizational system that allows
him/her to 1) quickly access important school
4 3 2 1 N/O
district/community resources, and 2) keep track of
material, dates, etc. (3.6)
Uses efective communication techniques along with
student-centered activities that require learners to
4 3 2 1 N/O
think critically in order to foster active inquiry and
collaborative learning in the classroom. (3.7)
ASSESSMENT
Understands and is able to use a wide range of
4 3 2 1 N/O
assessment approaches. (4.1)
Develops appropriate student learning goals from pre-
4 3 2 1 N/O
assessment data. (4.2)
Utilizes appropriate classroom-based assessment
methods. Formative and/or summative assessment
procedures (which may be embedded in the activities) 4 3 2 1 N/O
are identified; they align with lesson objectives and
activities. (4.3)
Involves students in self-assessment that helps them 1)
identify their strengths as well as weaknesses, and 2) 4 3 2 1 N/O
set personal learning goals. (4.4)
Develops and utilizes grading procedures that are
4 3 2 1 N/O
equitable for diverse students. (4.5)
Uses assessment data to communicate with students,
parents, counselors, and other stakeholders about 4 3 2 1 N/O
each student’s progress. (4.6)
Maintains accurate and up-to-date student records.
4 3 2 1 N/O
(4.7)
 19
Uses assessment data to 1) identify students’ strengths
4 3 2 1 N/O
and needs, and 2) promote students’ growth. (4.8)
PLANNING & INSTRUCTION
Planning
A brief explanation is given to explain how
assignments match learning styles, needs, and abilities 4 3 2 1 N/O
of students. (5.1)
Lesson objectives are specified; they are meaningful,
reasonable, and are focused on what students will do 4 3 2 1 N/O
(performance). (5.1)
The national standards (the 5Cs) are clearly reflected in
the lesson; an attempt is made to at least target one or 4 3 2 1 N/O
more of the following: 1.1, 1.2, and 1.3. (5.2)
Lesson objectives align with the lesson activities and
4 3 2 1 N/O
assessment. (5.2)
Language objectives, when possible, reflect necessary
and relevant vocabulary, functions, and language 4 3 2 1 N/O
structures. (5.2)
Activities are carefully chosen to meet the objectives
and to align with the overall purpose of the lessons. 4 3 2 1 N/O
(5.2)
The lesson plan makes clear indications of time spent
4 3 2 1 N/O
on tasks. (5.2)
The lesson plan is organized in learning phases such as
“pre, during, post”, “before, during, after”, or “into, 4 3 2 1 N/O
through, beyond.” (5.3)
The lesson plan reflects an attempt at integrating the
four modalities (reading, writing, speaking, and 4 3 2 1 N/O
listening). (5.3)
The lesson plan reflects an attempt at contextualizing
4 3 2 1 N/O
grammar. (5.3)
Planning is valued and viewed as a collegial activity
(i.e., student teacher consults colleagues or other
4 3 2 1 N/O
members of the teaching community s/he belongs to
when planning instruction). (5.7)
Instruction
A clear efort is made to use the target language
4 3 2 1 N/O
throughout the period of class. (WL specific)
Students are encouraged/expected to use the target
language as the principle means of communication. 4 3 2 1 N/O
(WL specific)
Class time is mainly used for learning; little time is lost
on tasks in which students are not actively engaged in
4 3 2 1 N/O
learning (e.g., teacher writing on the board while
students are left unattended). (5.3)
Varied techniques of error correction are used
appropriately. They reflect an efort to support
4 3 2 1 N/O
students’ learning process and, when appropriate,
provide constructive feedback. (5.3)
Transitions are used efectively to connect tasks from 4 3 2 1 N/O
one to another and to link prior lessons to the current
 20
one. (5.3)
Scafolding (verbal, procedural, and instructional)
techniques are used efectively to support instruction. 4 3 2 1 N/O
(5.3)
Classroom space is used efectively (e.g., not remaining
static for a long period of time, facing the students 4 3 2 1 N/O
when talking to them, etc). (5.3)
Instructional strategies are monitored and adjusted in
4 3 2 1 N/O
response to learner feedback. (5.4)
Teacher talk is appropriate (e.g., ratio of teacher talk to
student talk meets lesson objectives, teacher talk is
4 3 2 1 N/O
relevant and supports classroom instruction, etc.).
(5.5)
Teacher’s role varies during the instructional process
(e.g., instructor, facilitator, coach, audience, etc.) in
4 3 2 1 N/O
relation to the purpose of instruction and the needs of
students. (5.5)
Appropriate resources, materials, and technology are
appropriately/efectively used to enhance instruction. 4 3 2 1 N/O
(5.6)
PROFESSIONALISM
Makes clear eforts to understand the history, ethics,
4 3 2 1 N/O
politics, and current events of our field. (6.1)
Understands the laws s/he needs to know to teach
4 3 2 1 N/O
responsibly. (6.2)
Is aware of and follows school and district policies.
4 3 2 1 N/O
(6.3)
Systematically reflects on teaching/learning as well as
seeks opportunities to learn from reflection and input
4 3 2 1 N/O
from others in order to improve his or her teaching.
(6.4 & 6.5)
Tries to make the school a better place for diverse
teachers and students, and tries to maintain high
4 3 2 1 N/O
expectations for all stakeholders in his or her
educational community. (6.6)
Assumes leadership and support roles as part of a
4 3 2 1 N/O
school team. (6.7)

OVERALL EVALUATION OF LESSON

4 3 2 1
General Comments:
Last revised: 07/14