Professional development is provided for Cooperating Teachers by Site Coordinators
and the PDS Partnership Office.
The Fairmont State University office of clinical experiences selects cooperating teachers
from the schools involved in the PDS partnership. The cooperating teachers are those
that model best practices and serve as exceptional role models for future teachers.
WV Policy 5100 5.17.a states:
Effective July 1, 2018, at a minimum, the cooperating educator should:
- hold a valid West Virginia five-year teaching credential in the content area of the
candidate placed in his/her classroom with a minimum of five years of teaching experience;
- hold "Accomplished" or higher as a summative performance rating on the West Virginia
Educator Evaluation during the last two years of employment; AND
- have successfully completed a WVBE-approved mentor/induction coaching course, at no
cost to the teacher, OR hold or be eligible for the Master Mentor Advanced Credential
OR hold certification through the National Board for Professional Teaching Standards
In addition, Fairmont State University adheres to these additional requirements:
- be recommended by the school principal;
- enter into a contractual agreement that semester with Fairmont State University to
accept student teachers and Residents and receive a stipend for their work;
- have agreed to demonstrate leadership skills and assist the teacher candidate/student
teacher or Resident throughout their placement.
Generally, only one student teacher will be placed with any host teacher, but this
may be modified when necessary, if the situation is advantageous to the student teacher
and Fairmont State University.
The role of the cooperating teacher is to serve as model, guide, and instructor for
the teacher candidates. While the primary responsibility is always to the students
in the classroom, you will want to be aware that the teacher candidate is someone
who is growing in competence and needing assistance while gradually assuming an increasing
amount of responsibility. Though teacher candidates will make mistakes and need the
benefit of constructive criticism, cooperating teachers will want to avoid making
the criticism public in such a way that impairs the relationship between teacher candidates
and students in the classroom.
The cooperating teacher has agreed to the following responsibilities:
- Inform the students, parents, and building personnel of the FSU clinical student’s
- Collect district, building, classroom, and curricular materials for the clinical student,
Resident or Student Teacher
- Provide a work and storage space.
- Refer to the provided schedule that will enable the Resident or Student Teacher to
gradually assume teaching and other responsibilities.
- Introduce the Resident/ Student Teacher to the principal and all significant personnel
within the building
- Share gathered materials including classroom management and evaluation systems.
- Discuss expectations, building regulations, and use of building and classroom equipment.
- Formalize the Resident/ Student Teacher's schedule with input from the University
- Explain developmental and unique learning characteristics of your students.
- Model instructional procedures and encourage discussion about pedagogy.
- Provide opportunities for the Resident/Student Teacher to observe teaching, parent
conferences if appropriate, and instructional support procedures.
- Provide opportunities for the Resident/ Student Teacher to collaborate with personnel
responsible for supporting students with special needs and those who are linguistically
and/or culturally diverse.
- Confer with Resident/Student Teacher on a daily basis and frequently provide written
and verbal feedback.
- Interact with the University Supervisor when he/she visits and by phone, virtual conference
or e-mail whenever successes and concerns arise
- Complete all required assessments in TaskStream and conference with Resident/student
teacher about documents