Guided conflict resolution can promote creativity, enhance performance and help foster healthy professional relationships within the field experience journey.
Conflict Management Strategies
- Before you speak, take a moment to collect your thoughts and take some deep breaths.
- Request an in-person meeting if possible.
- Note body language cues.
- Don’t make assumptions.
- Avoid becoming defensive and judgmental.
- Express support and understanding for the other person’s perspective.
- Express a desire to resolve issues even if there is disagreement about how to do that.
Content paraphrased from Hentz, S M. 2017. Communication Strategies for Successful Co-Teaching. Quick Reference Guide. Alexandria, VA: ASCD.
Directions
- Choose scenario below.
- Using the conflict resolution process provided, review the scenario.
- Reflect on how you would resolve the conflict.
The purpose of all of the scenarios and responses below is to provide cooperating teachers, student teachers and university faculty advisors with practice in resolving some common conflicts that can arise between cooperating teachers and their student teachers. Although responses may vary, the responses offered below were vetted by the Association
Scenarios between Student Teachers and Cooperating Teachers
English Language Competency
Define the Problem
A parent comes to the class to speak to the cooperating teacher complaining of spelling errors written by the student teacher in her child’s homework book. The parent is also unhappy with the use of slang and abbreviated written language used by the student teacher when marking assignments.
Apply the 4 Step Conflict Resolution Process
- Identify the problem. Stating your problem in words helps you to focus and not get too emotional.
- Evaluate the problem. Ask yourself why this problem is happening and how is it affecting you. Does the student teacher or cooperating teacher have ideas about the source of the problem or how to resolve it?
- Find solutions. Try brainstorming to generate ideas to solve the problem, and then start trying your ideas out.
- Assess your success. Did your solutions achieve the desired outcome? Was the problem resolved? If not, go back to your brainstorming and try a new solution until you find one that works.
Content paraphrased from Hentz, S M. 2017. Communication Strategies for Successful Co-Teaching. Quick Reference Guide. Alexandria, VA: ASCD.
Reflect on Possible Solutions
The student teacher does not possess expected (required) English language competency level for the field experience. Recently immigrated to Canada, the student teacher is an English language learner.
- Depending on the level of language competency, the cooperating teacher and student teacher explore remediation avenues such as visual aids and online dictionaries and refer to university student services for further support.
- The cooperating teacher apprises the faculty advisor of the situation and further refers the student teacher to the university student services for further support.
- They create a timeline for an evaluation of language proficiency.
- If the timeline is insufficient to meet the necessary language proficiency requirements within the field experience, the cooperating teacher, faculty advisor and student teacher meet to advise the student teacher that the field experience will not be completed at this time in this school.
The cooperating teacher will address parental concerns separately.
Absence Policies, Expectations and Responsibilities
Define the Problem
The student teacher has not notified the cooperating teacher of their absence until after the morning bell has rung, nor has the student teacher provided any lesson plans via e-mail, phone or text. The cooperating teacher notes that this is not the first time this has occurred. Last week, it was an unexpected family emergency and the week before that, a funeral.
Apply the 4 Step Conflict Resolution Process
- Identify the problem. Stating your problem in words helps you to focus and not get too emotional.
- Evaluate the problem. Ask yourself why this problem is happening and how is it affecting you. Does the student teacher or cooperating teacher have ideas about the source of the problem or how to resolve it?
- Find solutions. Try brainstorming to generate ideas to solve the problem, and then start trying your ideas out.
- Assess your success. Did your solutions achieve the desired outcome? Was the problem resolved? If not, go back to your brainstorming and try a new solution until you find one that works.
Content paraphrased from Hentz, S M. 2017. Communication Strategies for Successful Co-Teaching. Quick Reference Guide. Alexandria, VA: ASCD.
Reflect on Possible Solutions
A breakdown in communication between cooperating teacher and student teacher results in the student teacher’s inability to meet certain field experience expectations. The student teacher is neglectful and in breach of field experience policy and guidelines.
- The cooperating teacher and faculty advisor meet with the student teacher to review Field Experience Handbook absence policies, expectations and responsibilities.
- They discuss reasons for the student teacher’s behaviour (ie, personal situation, family issues).
- If the student teacher’s actions persist, with no reasonable justification, a notification of concern will be issued to the student teacher.
A follow-up meeting is planned at the end of the week between the faculty advisor, student teacher and cooperating teacher.
Remitting Marked Student Work
Define the Problem
The cooperating teacher notices what seems to be the student teacher’s lax attitude with regard to completing assessment tasks involving students. The end of the field experience as well as the reporting period are fast approaching, and the student teacher has not remitted marked tests, student projects and so on.
Apply the 4 Step Conflict Resolution Process
- Identify the problem. Stating your problem in words helps you to focus and not get too emotional.
- Evaluate the problem. Ask yourself why this problem is happening and how is it affecting you. Does the student teacher or cooperating teacher have ideas about the source of the problem or how to resolve it?
- Find solutions. Try brainstorming to generate ideas to solve the problem, and then start trying your ideas out.
- Assess your success. Did your solutions achieve the desired outcome? Was the problem resolved? If not, go back to your brainstorming and try a new solution until you find one that works.
Content paraphrased from Hentz, S M. 2017. Communication Strategies for Successful Co-Teaching. Quick Reference Guide. Alexandria, VA: ASCD.
Reflect on Possible Solutions
The student teacher is neglectful and in breach of their responsibilities for the evaluation of students (as per the Education Act), of school guidelines and the Code of Professional Conduct.
- The cooperating teacher and faculty advisor meet with the student teacher.
- A notification of concern is completed that includes a remediation plan establishing a timeline to remit marked tests and student projects.
The student teacher remits marked student work to the cooperating teacher as per the agreed timeline, and the cooperating teacher communicates with the faculty advisor re status.
Inappropriate Attire
Define the Problem
The student teacher arrives in the gym to teach a Grade 7 physical education class wearing inappropriate attire.
Apply the 4 Step Conflict Resolution Process
- Identify the problem. Stating your problem in words helps you to focus and not get too emotional.
- Evaluate the problem. Ask yourself why this problem is happening and how is it affecting you. Does the student teacher or cooperating teacher have ideas about the source of the problem or how to resolve it?
- Find solutions. Try brainstorming to generate ideas to solve the problem, and then start trying your ideas out.
- Assess your success. Did your solutions achieve the desired outcome? Was the problem resolved? If not, go back to your brainstorming and try a new solution until you find one that works.
Content paraphrased from Hentz, S M. 2017. Communication Strategies for Successful Co-Teaching. Quick Reference Guide. Alexandria, VA: ASCD.
Reflect on Possible Solutions
The cooperating teacher discusses professional attire with the student teacher, referring to the Field Experience Handbook and school policy.
- Immediate change in attire. The student teacher wears appropriate clothing for a gym setting as per school policy.
If this request is not respected, then a notification of concern is issued.
Two Cooperating Teachers Sharing One Student Teacher
Define the Problem
Two cooperating teachers are assigned a student teacher. Both have full teaching loads and several extracurricular activities. The student teacher feels swamped meeting the demands of both cooperating teachers.
Apply the 4 Step Conflict Resolution Process
- Identify the problem. Stating your problem in words helps you to focus and not get too emotional.
- Evaluate the problem. Ask yourself why this problem is happening and how is it affecting you. Does the student teacher or cooperating teacher have ideas about the source of the problem or how to resolve it?
- Find solutions. Try brainstorming to generate ideas to solve the problem, and then start trying your ideas out.
- Assess your success. Did your solutions achieve the desired outcome? Was the problem resolved? If not, go back to your brainstorming and try a new solution until you find one that works.
Content paraphrased from Hentz, S M. 2017. Communication Strategies for Successful Co-Teaching. Quick Reference Guide. Alexandria, VA: ASCD.
Reflect on Possible Solutions
The two cooperating teachers have not yet met to communicate and compare their individual expectations for the student teacher.
- The student teacher, cooperating teachers and faculty advisor meet to review Field Experience Handbook guidelines to address the situation and identify realistic expectations for the student teacher.
- A written plan going forward is shared among the four participants.
The cooperating teacher, student teacher and faculty advisor plan to review the situation in a week’s time.
Posting on Social Media
Define the Problem
While checking Facebook, Instagram and Snapchat posts, a student teacher discovers that a peer has been posting pictures and stories of daily occurrences in their field experience. Both student teachers are among a cohort of ten student teachers at that school.
Apply the 4 Step Conflict Resolution Process
- Identify the problem. Stating your problem in words helps you to focus and not get too emotional.
- Evaluate the problem. Ask yourself why this problem is happening and how is it affecting you. Does the student teacher or cooperating teacher have ideas about the source of the problem or how to resolve it?
- Find solutions. Try brainstorming to generate ideas to solve the problem, and then start trying your ideas out.
- Assess your success. Did your solutions achieve the desired outcome? Was the problem resolved? If not, go back to your brainstorming and try a new solution until you find one that works.
Content paraphrased from Hentz, S M. 2017. Communication Strategies for Successful Co-Teaching. Quick Reference Guide. Alexandria, VA: ASCD.
Reflect on Possible Solutions
Student teacher B is posting privileged information on social media. Student teacher B is either unaware of or choosing to ignore school policy and university guidelines.
These actions are in violation of Code of Professional Conduct, item 18,
“The teacher acts in a manner which maintains the honor and dignity of the profession” as well as Code of Professional Conduct, item 5, “The teacher may not divulge information about a pupil received in confidence or in the course of professional duties except as required by law or where, in the judgment of the teacher, to do so is in the best interest of the pupil.”
- Student teacher A speaks to student teacher B about their actions, and as per the Code of Professional Conduct, item 13, informs them that the proper official will be informed unless student teacher B reports their transgressions to their cooperating teacher.
- Student teacher B admits the wrongdoing to their cooperating teacher and together they explore ways to remediate situation.
No further postings are placed on social media sites.
Sharing Personal Information
Define the Problem
The cooperating teacher overhears the student teacher sharing personal information about a student to a fellow student teacher in the school entrance. The cooperating teacher has previously asked that this information remain confidential for safety and legal reasons involving the student.
Apply the 4 Step Conflict Resolution Process
- Identify the problem. Stating your problem in words helps you to focus and not get too emotional.
- Evaluate the problem. Ask yourself why this problem is happening and how is it affecting you. Does the student teacher or cooperating teacher have ideas about the source of the problem or how to resolve it?
- Find solutions. Try brainstorming to generate ideas to solve the problem, and then start trying your ideas out.
- Assess your success. Did your solutions achieve the desired outcome? Was the problem resolved? If not, go back to your brainstorming and try a new solution until you find one that works.
Content paraphrased from Hentz, S M. 2017. Communication Strategies for Successful Co-Teaching. Quick Reference Guide. Alexandria, VA: ASCD.
Reflect on Possible Solutions
This is a breach of trust between the cooperating teacher and the student teacher and a violation of the Code of Professional Conduct in relation to pupils, item 1.5, “The teacher may not divulge information received in confidence or in the course of professional duties except as required by law or where, in the judgment of the teacher, to do so is in the best interest of the pupil.”
- The cooperating teacher confronts the student teacher’s behaviour stressing safety and privacy issues.
- The cooperating teacher notifies the faculty advisor of the situation.
The student teacher develops a greater awareness of the serious nature of confidentiality issues and the associated risk of jeopardizing the successful completion of the field experience.
Texting During Supervision
Define the Problem
The student teacher repeatedly needs to be reminded of recess supervision by the cooperating teacher, although this expectation was clearly articulated at the beginning of the field experience. The student teacher also spends most of the time outside texting.
Apply the 4 Step Conflict Resolution Process
- Identify the problem. Stating your problem in words helps you to focus and not get too emotional.
- Evaluate the problem. Ask yourself why this problem is happening and how is it affecting you. Does the student teacher or cooperating teacher have ideas about the source of the problem or how to resolve it?
- Find solutions. Try brainstorming to generate ideas to solve the problem, and then start trying your ideas out.
- Assess your success. Did your solutions achieve the desired outcome? Was the problem resolved? If not, go back to your brainstorming and try a new solution until you find one that works.
Content paraphrased from Hentz, S M. 2017. Communication Strategies for Successful Co-Teaching. Quick Reference Guide. Alexandria, VA: ASCD.
Reflect on Possible Solutions
The student teacher not going out for recess supervision, after repeated requests by the cooperating teacher to do so, and texting while on supervision are found to be in breach of school safety supervision policy while demonstrating insubordination towards the cooperating teacher.
- With school administrator present, the cooperating teacher and student teacher review school policy handbook and Code of Professional Conduct.
- If the student teacher’s behaviour does not change, a notification of concern sent to university faculty advisor.
The faculty advisor, cooperating teacher and student teacher meet together to decide whether removing the student teacher from the school is warranted.
Pedagogical Approaches
Define the Problem
When asked how the lesson went, the student teacher feels the lesson went extremely well; however, the cooperating teacher has a different perspective.
Apply the 4 Step Conflict Resolution Process
- Identify the problem. Stating your problem in words helps you to focus and not get too emotional.
- Evaluate the problem. Ask yourself why this problem is happening and how is it affecting you. Does the student teacher or cooperating teacher have ideas about the source of the problem or how to resolve it?
- Find solutions. Try brainstorming to generate ideas to solve the problem, and then start trying your ideas out.
- Assess your success. Did your solutions achieve the desired outcome? Was the problem resolved? If not, go back to your brainstorming and try a new solution until you find one that works.
Content paraphrased from Hentz, S M. 2017. Communication Strategies for Successful Co-Teaching. Quick Reference Guide. Alexandria, VA: ASCD.
Reflect on Possible Solutions
The student teacher and cooperating teacher have differing pedagogical approaches to teaching, one being more about mastery teaching and the other more about individual discovery learning.
- The student teacher and cooperating teacher analyze performance together in a courageous conversation using the cooperating teacher’s observational data.
- The student teacher reflects on lesson through dialogue, journaling and compares notes with the cooperating teacher.
- The cooperating teacher videotapes a lesson and debriefs with the student teacher.
- The cooperating teacher models desired teaching strategies and behaviour, provides exemplars and competencies.
The cooperating teacher and student teacher agree to review lessons together daily as indicated in the Field Experience Handbook.
Classroom Management
Define the Problem
The cooperating teacher’s classroom management style differs from the one the student teacher would like to adopt.
Apply the 4 Step Conflict Resolution Process
- Identify the problem. Stating your problem in words helps you to focus and not get too emotional.
- Evaluate the problem. Ask yourself why this problem is happening and how is it affecting you. Does the student teacher or cooperating teacher have ideas about the source of the problem or how to resolve it?
- Find solutions. Try brainstorming to generate ideas to solve the problem, and then start trying your ideas out.
- Assess your success. Did your solutions achieve the desired outcome? Was the problem resolved? If not, go back to your brainstorming and try a new solution until you find one that works.
Content paraphrased from Hentz, S M. 2017. Communication Strategies for Successful Co-Teaching. Quick Reference Guide. Alexandria, VA: ASCD.
Reflect on Possible Solutions
The cooperating teacher’s autocratic classroom management style is at odds with the student teacher’s more laissez-faire classroom management approach.
- Frank discussion: the student teacher is made aware (by the cooperating teacher and faculty advisor) that they are a guest in the school and that they could benefit from exposure to a variety of classroom management styles.
- The student teacher is invited to visit other classrooms as well to observe different management styles.
Monitor student teacher’s change in practice regarding adhering to established classroom management regulations.
Lesson Planning and Creating IPPs
Define the Problem
The diversity in the classroom includes several students with mental health issues and cognitive challenges. The student teacher has had little exposure to differentiated instruction in lesson planning or developing an individualized program plan and has yet to take a course in inclusion. There appears to be a gap in knowledge and readiness.
Apply the 4 Step Conflict Resolution Process
- Identify the problem. Stating your problem in words helps you to focus and not get too emotional.
- Evaluate the problem. Ask yourself why this problem is happening and how is it affecting you. Does the student teacher or cooperating teacher have ideas about the source of the problem or how to resolve it?
- Find solutions. Try brainstorming to generate ideas to solve the problem, and then start trying your ideas out.
- Assess your success. Did your solutions achieve the desired outcome? Was the problem resolved? If not, go back to your brainstorming and try a new solution until you find one that works.
Content paraphrased from Hentz, S M. 2017. Communication Strategies for Successful Co-Teaching. Quick Reference Guide. Alexandria, VA: ASCD.
Reflect on Possible Solutions
The student teacher is struggling to prepare lesson plans that include differentiation for special needs students. The student teacher is ill-prepared to teach in an inclusive learning environment.
- The cooperating teacher provides exemplars of differentiated lesson plans.
- The cooperating teacher shares cumulative files with student teacher and discusses diverse student learning needs in the classroom.
- The cooperating teacher is aware that there are gaps in the student teacher’s learning that will require further ongoing support.
Within a specified time (eg, one week), the cooperating teacher should observe, provide feedback and review lesson plans regularly to determine if the student teacher is feeling more confident in differentiating lesson plans.
Supporting TECC policy 16.2.4.3, “Institutions offering teacher preparation programs should ensure the prospective teachers have a knowledge of the instructional practices necessary to handle multigrade classrooms.”
Supporting TECC policy 16.2.4.2, “A teacher preparation program should include the following elements: a grounding in such pedagogical practices as lesson planning, identifying and responding to learner needs, and assessing and reporting on student progress.”
Poor Time Management
Define the Problem
The student teacher arrives at school in the morning minutes before the students arrive, and there is not enough time to prepare materials for the day and review the day’s lesson plans with the cooperating teacher.
Apply the 4 Step Conflict Resolution Process
- Identify the problem. Stating your problem in words helps you to focus and not get too emotional.
- Evaluate the problem. Ask yourself why this problem is happening and how is it affecting you. Does the student teacher or cooperating teacher have ideas about the source of the problem or how to resolve it?
- Find solutions. Try brainstorming to generate ideas to solve the problem, and then start trying your ideas out.
- Assess your success. Did your solutions achieve the desired outcome? Was the problem resolved? If not, go back to your brainstorming and try a new solution until you find one that works.
Content paraphrased from Hentz, S M. 2017. Communication Strategies for Successful Co-Teaching. Quick Reference Guide. Alexandria, VA: ASCD.
Reflect on Possible Solutions
The student’s poor time management is impacting performance.
- The student teacher should leave home earlier.
- The student teacher should use more reliable modes of transportation.
- The student teacher should review daily lesson plans with cooperating teacher the day before.
- The student teacher should start using a smart watch or regular watch with a timer.
The cooperating teacher and student teacher should review the situation within three days to discuss whether the solutions are working.
Two Cooperating Teachers
Define the Problem
Two cooperating teachers are sharing a student teacher during the final field experience. One cooperating teacher is conflicted by the way the second cooperating teacher interacts with the student teacher.
Apply the 4 Step Conflict Resolution Process
- Identify the problem. Stating your problem in words helps you to focus and not get too emotional.
- Evaluate the problem. Ask yourself why this problem is happening and how is it affecting you. Does the student teacher or cooperating teacher have ideas about the source of the problem or how to resolve it?
- Find solutions. Try brainstorming to generate ideas to solve the problem, and then start trying your ideas out.
- Assess your success. Did your solutions achieve the desired outcome? Was the problem resolved? If not, go back to your brainstorming and try a new solution until you find one that works.
Content paraphrased from Hentz, S M. 2017. Communication Strategies for Successful Co-Teaching. Quick Reference Guide. Alexandria, VA: ASCD.
Reflect on Possible Solutions
Cooperating teacher A feels that cooperating teacher B’s interactions with her student teacher are unprofessional, in reference to Code of Professional Conduct, item 13, “The teacher criticizes the professional competence or professional reputation of another teacher only in confidence to proper officials and after the other teacher has been informed of the criticism, subject only to section 24 of the Teaching Profession Act.
- Cooperating teacher A is aware of the obligation to address the situation cooperating teacher B and respect protocol regarding reporting a colleague’s conduct.
- Both cooperating teachers talk in private, share ideas and discuss issues.
- Cooperating teacher A communicates to cooperating teacher B that if the behaviour persists, as per the Code of Professional Conduct, it will have to be reported to school administration.
Regardless of the outcome, cooperating teacher A has done their due diligence in respecting the Code of Professional Conduct. Cooperating teacher B is aware of their behaviour and redresses their comportment with the student teacher.
Fulfilling Responsibilities to the Student Teacher
Define the Problem
The cooperating teacher has several personal obligations that impact opportunities to meet, plan, provide feedback and respond to student teacher queries.
Apply the 4 Step Conflict Resolution Process
- Identify the problem. Stating your problem in words helps you to focus and not get too emotional.
- Evaluate the problem. Ask yourself why this problem is happening and how is it affecting you. Does the student teacher or cooperating teacher have ideas about the source of the problem or how to resolve it?
- Find solutions. Try brainstorming to generate ideas to solve the problem, and then start trying your ideas out.
- Assess your success. Did your solutions achieve the desired outcome? Was the problem resolved? If not, go back to your brainstorming and try a new solution until you find one that works.
Content paraphrased from Hentz, S M. 2017. Communication Strategies for Successful Co-Teaching. Quick Reference Guide. Alexandria, VA: ASCD.
Reflect on Possible Solutions
The cooperating teacher’s personal obligations are limiting the time spent with the student teacher, leaving the cooperating teacher unable to fulfill their responsibilities to the field experience and the student teacher.
- The cooperating teacher does not have a full understanding of their role as a cooperating teacher in a field experience.
- The student teacher needs to articulate (diplomatically) that they would appreciate more face-to-face time with the cooperating teacher and suggests possible meeting times.
The number of face-to-face meetings increases per week. Also the student teacher and cooperating teacher agree to share cell numbers and e-mail addresses to communicate more often if face-to-face meetings are not possible.
Scenarios between Cooperating Teachers and Faculty Advisors
Absent Faculty Advisor
Define the Problem
An absent faculty advisor hasn’t come frequently enough to observe the student teacher and has not collaborated with the cooperating teacher on final evaluation.
Apply the 4 Step Conflict Resolution Process
- Identify the problem. Stating your problem in words helps you to focus and not get too emotional.
- Evaluate the problem. Ask yourself why this problem is happening and how is it affecting you. Does the student teacher or cooperating teacher have ideas about the source of the problem or how to resolve it?
- Find solutions. Try brainstorming to generate ideas to solve the problem, and then start trying your ideas out.
- Assess your success. Did your solutions achieve the desired outcome? Was the problem resolved? If not, go back to your brainstorming and try a new solution until you find one that works.
Content paraphrased from Communication Strategies for Successful Co-Teaching.
Reflect on Possible Solutions
The faculty advisor’s attendance is sporadic at best. The cooperating teacher requires a more collegial, collaborative relationship with the faculty advisor to support the student teacher. The faculty advisor must adhere to the minimum requirements set by the university preservice program pertaining to the number of observation visits.
- The cooperating teacher communicates their concerns to the faculty advisor in writing requesting further support. Should the situation persist, the cooperating teacher should communicate with the faculty advisor and the school administration, and follow up with university teacher preservice senior personnel.
- Supporting TECC policy 16.2.5.3.12b, “The field experience component of the teacher preparation should provide during each phase of the field experience program, supervision and evaluation that is a) consistent with ATA policy and b) carried out only by the cooperating teacher and faculty members from the teacher preparation institution, all of whom must be physically present during the observations and be familiar with the learning situation.”
The cooperating teacher advises the school administration as well as the university preservice program office and requests a new faculty advisor.
Student Teacher Accommodations
Define the Problem
The student teacher has accommodations (due to workload stress and anxiety) requested by the university that the cooperating teacher finds difficult to work with, given the reality of the profession. At the midway point of the final field experience, the cooperating teacher feels that the student teacher with accommodations should be able to fulfill all field experience obligations.
Apply the 4 Step Conflict Resolution Process
- Identify the problem. Stating your problem in words helps you to focus and not get too emotional.
- Evaluate the problem. Ask yourself why this problem is happening and how is it affecting you. Does the student teacher or cooperating teacher have ideas about the source of the problem or how to resolve it?
- Find solutions. Try brainstorming to generate ideas to solve the problem, and then start trying your ideas out.
- Assess your success. Did your solutions achieve the desired outcome? Was the problem resolved? If not, go back to your brainstorming and try a new solution until you find one that works.
Content paraphrased from Communication Strategies for Successful Co-Teaching.
Reflect on Possible Solutions
The cooperating teacher has shared concerns with the student teacher on several occasions.
In a discussion with the faculty advisor, the cooperating teacher shares observations and concerns regarding the current situation. The cooperating teacher suggests the student teacher consider withdrawing from the field experience until mental health issues are resolved. Three possible scenarios arise:
- the student teacher withdraws from the field experience and seeks medical attention,
- the cooperating teacher prepares a notification of concern and meets with the faculty advisor and school administration, or
- the principal removes the student teacher from the school.
An exit interview or debrief with the faculty advisor and the cooperating teacher occurs.
Disagreement over Student Teacher Evaluation
Define the Problem
The cooperating teacher feels that they do not have enough of a say in the final student teacher evaluation. The cooperating teacher states that the student teacher did not meet field experience requirements and should not pass the field experience. The university faculty advisor feels differently.
Apply the 4 Step Conflict Resolution Process
- Identify the problem. Stating your problem in words helps you to focus and not get too emotional.
- Evaluate the problem. Ask yourself why this problem is happening and how is it affecting you. Does the student teacher or cooperating teacher have ideas about the source of the problem or how to resolve it?
- Find solutions. Try brainstorming to generate ideas to solve the problem, and then start trying your ideas out.
- Assess your success. Did your solutions achieve the desired outcome? Was the problem resolved? If not, go back to your brainstorming and try a new solution until you find one that works.
Content paraphrased from Communication Strategies for Successful Co-Teaching.
Reflect on Possible Solutions
The cooperating teacher disagrees with the faculty advisor regarding the final evaluation of the student teacher’s performance in the field experience.
- The cooperating teacher feels that the student teacher has not met all of the field experience requirements and should not receive a passing grade in the field experience.
- The cooperating teacher meets with the faculty advisor and reviews the student teacher’s performance.
An agreement is reached between the faculty advisor and the cooperating teacher with respect to the final evaluation. The faculty advisor upholds the cooperating teacher’s evaluation in accordance with Association beliefs that although the evaluation of student teacher performance is a shared responsibility between the cooperating teacher and preservice education personnel, the cooperating teachers do have the major responsibility for the final evaluation.
Family Connections
Define the Problem
The school principal has discovered that the recently arrived student teacher is the cooperating teacher’s niece and the assigned university faculty advisor is a good family friend.
Apply the 4 Step Conflict Resolution Process
- Identify the problem. Stating your problem in words helps you to focus and not get too emotional.
- Evaluate the problem. Ask yourself why this problem is happening and how is it affecting you. Does the student teacher or cooperating teacher have ideas about the source of the problem or how to resolve it?
- Find solutions. Try brainstorming to generate ideas to solve the problem, and then start trying your ideas out.
- Assess your success. Did your solutions achieve the desired outcome? Was the problem resolved? If not, go back to your brainstorming and try a new solution until you find one that works.
Content paraphrased from Communication Strategies for Successful Co-Teaching.
Reflect on Possible Solutions
The student teacher is in a compromised placement because of their familiarity with the faculty advisor and cooperating teacher. The student may not receive unbiased and honest feedback from the cooperating teacher and faculty advisor because of the close relationships that exist.
- The principal is concerned about the student teacher’s ability to be successful in the field experience given their familiarity with the faculty advisor and cooperating teacher.
- The principal directs the university teacher preservice program to find a new placement for the student teacher.
The student teacher is placed in a new field experience school.
Long-distance Evaluation
Define the Problem
The use of long-distance evaluation by the university faculty advisor is problematic for the cooperating teacher. According to the cooperating teacher, the faculty advisor is not getting the full picture.
Apply the 4 Step Conflict Resolution Process
- Identify the problem. Stating your problem in words helps you to focus and not get too emotional.
- Evaluate the problem. Ask yourself why this problem is happening and how is it affecting you. Does the student teacher or cooperating teacher have ideas about the source of the problem or how to resolve it?
- Find solutions. Try brainstorming to generate ideas to solve the problem, and then start trying your ideas out.
- Assess your success. Did your solutions achieve the desired outcome? Was the problem resolved? If not, go back to your brainstorming and try a new solution until you find one that works.
Content paraphrased from Communication Strategies for Successful Co-Teaching.
Reflect on Possible Solutions
Long distance evaluation by the faculty advisor does not fully encompass the specific teaching environment. The faculty advisor is not able to see, hear and experience the nuances because of the distance and technology used. The cooperating teacher finds the situation is problematic, as the observation process using technology (Skype, Google Hangouts, video conferencing ) is inadequate to fully capture and become familiar with the complete classroom teaching environment.
Supporting TECC policy 16.2.5.3.12b, “The field experience component of the teacher preparation should provide during each phase of the field experience program, supervision and evaluation that is a) consistent with ATA policy and b) carried out only by the cooperating teacher and faculty members from the teacher preparation institution, all of whom must be physically present during the observations and be familiar with the learning situation.”
- The cooperating teacher communicates their concerns to the faculty advisor.
- The cooperating teacher invites the faculty advisor to physically come to the classroom to evaluate the student teacher.
The faculty advisor does travel to the student teacher’s location to observe a minimum of three times during the field experience and sees things differently now that they have the complete picture.
Cultural Differences in Teaching Style
Define the Problem
The cooperating teacher feels that the university faculty advisor is discriminating against the student teacher due to cultural differences in teaching style. After several observations, the cooperating teacher would like to address the issue.
Apply the 4 Step Conflict Resolution Process
- Identify the problem. Stating your problem in words helps you to focus and not get too emotional.
- Evaluate the problem. Ask yourself why this problem is happening and how is it affecting you. Does the student teacher or cooperating teacher have ideas about the source of the problem or how to resolve it?
- Find solutions. Try brainstorming to generate ideas to solve the problem, and then start trying your ideas out.
- Assess your success. Did your solutions achieve the desired outcome? Was the problem resolved? If not, go back to your brainstorming and try a new solution until you find one that works.
Content paraphrased from Communication Strategies for Successful Co-Teaching.
Reflect on Possible Solutions
The cooperating teacher views the faculty advisor’s actions, words and general demeanor as discriminatory and exhibiting a cultural bias toward the student teacher.
- The cooperating teacher initiates a conversation with the faculty advisor with documented examples of discriminatory actions, words and comportment.
- The cooperating teacher advises the school administration as well as the university preservice program office and requests a new faculty advisor.
- The school administration may choose to involve the Association in this situation.
Supporting TECC policy 16.2.5.3.10, “The field experience component of the teacher preparation program should enlist the help of the Association in resolving professional conduct disputes that might arise during the field experience.”
Student Teacher Recruitment
Define the Problem
The neighboring school principal is the faculty advisor and is using the observation time to evaluate the student teacher for a possible future contract.
Apply the 4 Step Conflict Resolution Process
- Identify the problem. Stating your problem in words helps you to focus and not get too emotional.
- Evaluate the problem. Ask yourself why this problem is happening and how is it affecting you. Does the student teacher or cooperating teacher have ideas about the source of the problem or how to resolve it?
- Find solutions. Try brainstorming to generate ideas to solve the problem, and then start trying your ideas out.
- Assess your success. Did your solutions achieve the desired outcome? Was the problem resolved? If not, go back to your brainstorming and try a new solution until you find one that works.
Content paraphrased from Communication Strategies for Successful Co-Teaching.
Reflect on Possible Solutions
The student teacher is placed in a challenging position knowing a person in authority is evaluating them for future teaching prospects. Undue pressure is placed on the student teacher to perform. The cooperating teacher–student teacher relationship may be strained because of it, compromising the field experience.
- Supporting TECC policy16.2.5.12, “Teacher preparation programs should avoid, wherever possible, employing a field experience associate in a school where the associate also serves as a principal.”
- Supporting TECC policy 16.2.5.3.11, “The field experience component of the teacher preparation program should ensure that the field experience is not compromised by efforts to recruit the student teacher.”
Note: Responses to the scenarios are generic in nature given the limited information provided. The possible solutions are not exhaustive, and individual contexts and circumstances will always dictate the most appropriate responses.
The Code of Professional Conduct, the Teaching Profession Act and the Education Act should always guide your decisions in any conflict resolution situation.
