Standard 9: The unit and each school partner must maintain an agreement that addresses:

(4) the process for identifying cooperating teachers who model:

(a) effective instruction, including the use of state academic standards or, if unavailable, national discipline-specific standards; and

(b) culturally responsive teaching.

The UED’s updated template agreement with school partners addresses the process for identifying cooperating teachers who model effective instruction and culturally responsive teaching in section 2c with the following statement:

“The District shall provide supervising teachers (a.k.a. “cooperating teachers”) that meet requirements outlined in Minnesota Rule 8705.1010 Subp. 3. A. (4), and inform the University of their process used for identifying such cooperating teachers.” (p. 2)

As the agreement states, the process to identify cooperating teachers who model effective, standards-based and culturally responsive instruction is determined and named by the school partner.  Because (a) the UED partners with many districts and schools throughout the Twin Cities metro area, (b) each school has its own operational definition of effective instruction that includes use of state academic standards as well as culturally responsive teaching, and (c) most of those schools also have partnerships with other teacher preparation providers, it was unrealistic for the UED to dictate to school partners a set of criteria for determining which of their teachers model such pedagogy.

Thus, the school partner determines the criteria for teachers who model such effective and culturally responsive pedagogy, and the UED greatly relies on the leaders of the school (principal or placement individual for the school or the district placement individual) because they know their teaching staff best. When the Director of Field Experiences sends a request letter/email to principals, it clearly states the requirements a cooperating teacher must meet. For every cooperating teacher recommended to host a student teacher or a candidate for pre-student teaching clinical experiences, the principal must verify that the proposed teacher meets the following:

1. has at least three years of successful teaching experience as a teacher of record in the licensure area;
2. holds a professional license aligned to the assignment;
3. models effective instructional practices including using PreK-12 academic standards;
4. models culturally responsive teaching; and
5. has completed professional development in coaching strategies for adult learners.