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Cooperating Teachers

If you host a RIC student for student teaching experience, you are a Cooperating Teacher. Student teaching, the culmination of a student's teacher preparation program, is a semester-long experience that requires the candidate to assume the role and duties of the classroom teacher under the guidance of the cooperating teacher and the college supervisor. Your willingness to open your classrooms and to offer your time and expertise to Feinstein School of Education and Human Development students is appreciated!

About Practicum Placements

  1. In most cases, a RIC instructor will contact you with request to host teacher candidates. Before agreeing, please make sure your building principal is informed.
  2. Next, the RIC instructor completes an on-line
  3. We then collect the information and send it to your district for approval. Our faculty must have formal approval that has been obtained through Office of Partnerships & Placements and your district prior to working with you and your students.
  4. When the practicum placement is almost over, complete a payment requisition at To do that, you will need to know the name of the RIC instructor you deal with, and his or her exact e-mail; we are also asking for names of teacher candidates, and dates of placement. We cannot pay much, but appreciate your help!
  5. All teacher candidates must follow protocols for BCI's for each district. Adobe PDFClick here for district policies.

What else do you need to know about practicum courses?

  • Every teacher candidate has gone through the criminal background check
  • We have a rigorous admission process, and will not send to you someone we do not know and have not assessed. However, if for any reason you believe a specific candidate should not be a teacher, let us know as soon as possible, and feel free to discontinue placement.
  • Read about our undergraduate, post baccalaureate, and graduate programs
  • Keep in close contact with your RIC instructor and with us.

Placement for Student Teaching

  1. Potential student teachers complete an on-line request for placement. Note, teacher candidates may not be placed in districts and buildings where they were students, or with close family members. They are allowed to request a specific building and even a cooperating teacher. However, the requests are never guaranteed, and are subject to multiple approvals. No self-placements are allowed.
  2. We review requests, and forward them to your district office (unless the district asked us to contact schools directly)
  3. District officials contact schools, and then confirm, reject, or modify our requests
  4. Teacher candidate is then given a confirmation and is allowed to contact you directly


  1. Preferred Masters degree in Education or a closely related field
  2. At least three years of full time teaching experience in classroom
  3. Recognition and recommendation as a master teacher by the school principal
  4. Certification and endorsement in the supervised area
  5. Understanding of the Adobe PDFRhode Island Professional Teaching Standards, RI K-12 Standards, and Common Core Standards

Things to Know About Student Teaching at RIC

  • Every teacher candidate has gone through the criminal background check, and at least two other field placements before coming into your room
  • We have a rigorous admission process, and will not send to you someone we do not know and have not assessed. However, if for any reason you believe a specific candidate should not be a teacher, let us know as soon as possible, and feel free to discontinue placement

Expectations of the Cooperating Teacher

The Cooperating Teacher works on a daily basis with the Student Teacher (Teacher Candidate). Initially, the Cooperating Teacher will oversee the activities of the
Teacher Candidate very carefully and extensively. As the proficiency of the Teacher Candidate improves, the Cooperating Teacher will transfer increasing duties and responsibilities to the Teacher Candidate. Ultimately, the Teacher Candidate should function in the complete teaching role; maintaining and performing all functions and activities normally performed by the Cooperating Teacher.As the Cooperating Teacher you should:

  • Accept the Teacher Candidate as a professional novice by providing a warm, supportive atmosphere in the classroom and school.
  • Model the characteristics of a Adobe PDFReflective Practitioner to foster effective teaching and learning. Participate in regular conferences with the College Supervisor.
  • Assist the Teacher Candidate in the development of the Teacher Candidate Work Sample.
  • You will be expected to complete three Observation and Progress Reports (OPR) at: At least one will be completed in conjunction with the College Supervisor
  • Establish and maintain a specific time for joint planning and evaluation. Confer daily with the student teacher on constructive approaches to classroom management, special needs students, and performance assessment. Establish a mutually agreed upon plan of activities leading from observation to full-time teaching.
  • Involve the student teacher in planned opportunities to observe and participate in a variety of professional experiences such as PTA meetings, parent conferences, student clubs, and field trips.
  • Invite the student teacher to all professional development and other out-of-classroom engagements (e.g. data days, common planning periods, department meetings, union meetings, etc.)
  • Enhance the Teacher Candidate's progress by providing constructive criticism and informative feedback on a daily basis.
  • When the experience is over or almost over, please submit the payment requisition at

Student Teaching Assessment Timeline

Problems? Concerns?

Problems or concerns about a student teacher or a student teacher's placement:

  • Contact Liz Garofalo, Director of Partnerships and Placements at
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Page last updated: Tuesday, February 24, 2015