Cooperating Teachers

These modules are designed for educational professionals who are interested in mentoring student teachers from UW-Stout or another institution of higher education. Our hope is that these modules will serve as a valuable resource to our PK-12 partners, offering updates on School of Education student teaching criteria, policies and procedures. 

The purpose of these modules is to introduce a new cooperating teacher to the School of Education's conceptual framework and assessments. These modules may also serve as a resource for experienced cooperating teachers providing an update of the state of Wisconsin and University teacher education preparation criteria, policies and procedures.

After reading the information in each module, you will be asked to submit an assignment reviewing the key points. UW-Stout offers training in the supervision of student teachers as required by Wisconsin's Department of Public Instruction.

Cooperating Teacher Criteria

The Department of Public Instruction requires that cooperating teachers meet the following three criteria:

1. Hold a Wisconsin license or its equivalent for the teaching assignment and have volunteered to serve as a cooperating teacher
2. Have at least 3 years of teaching experience with at least one year of experience in the school system of current employment
3. Have completed training in both the supervision of clinical students and in the applicable standards in subch. II PI 34.15.

    **If you have satisfied these three requirements, please submit this completed module assignment and verification form to Josh Bowe (contact information on side).

Chapter PI 34: Teacher Education Program Approval and Licenses

School of Education Conceptual Framework

Since the School of Education's founding in 2003 at the University of Wisconsin-Stout, its mission has been to engage in exemplary teaching, research, and service to ensure that graduates become successful professional educators in PK-12 settings. Further, the School of Education's vision is to prepare teachers and other professional educators who are reflective practitioners and engage in evidence-based practice.

The process of becoming a reflective practitioner follows a framework for teaching that includes: a) planning and preparation, b) classroom environment, c) instruction and d) professional responsibilities (Danielson, 1996). These four domains are aligned to the Wisconsin Standards for Teacher Development and Licensure and contain necessary and specific components that are assessed at multiple stages throughout each student's teacher education preparation program. 

View Chart of InTASC/Wisconsin Teacher Standards Linked to Danielson Framework

Policies and Procedures

The UW-Stout School of Education (SOE) Teacher Candidate Final Field Experience Handbook serves as a guide for teacher candidates, cooperating teachers, and university supervisors regarding SOE student teaching/intern teaching policies, procedures, and expectations. The information in the handbook applies to teacher candidates in all professional education programs. Some education programs supplement this handbook with program-specific information or forms.

Please review this information carefully prior to the start of the student teaching/intern teaching experience and contact the coordinator of field experiences, program director, or university supervisor with any questions or concerns.

Teacher Candidate Final Field Experience Handbook, revised June 2024

Roles and Responsibilities of Student Teaching Triad

The Student Teacher Triad consists of the teacher candidate, the cooperating teacher, and the university supervisors. Read about each of their roles and responsibilities.

View each role in the following section of the Teacher Candidate Final Field Experience Handbook, revised June 2024.

• Teacher Candidates, section III. Candidates are also expected to maintain their ePortfolio throughout the program.
• Cooperating Teachers, section IV and appendix E
• University Supervisors, section V