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You can add your names here if you want to continue the discussion!

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http://z.umn.edu/mactewinter2017

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Work with superintendents and principals.  One school has a partner event to bring all players together. They used a grant for this.   Another school has a person to build these partnerships.  

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Work with superintendents and principals.  One school has a partner event to bring all players together. They used a grant for this.   Another school has a person to build these partnerships.  

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Provide courses required for licensure – mental health, reading, technology, ESL.

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Provide courses required for licensure – mental health, reading, technology, ESL.

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Work with BOT to give credit for being a cooperative teacher for schools without graduate programs.  

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Work with BOT to give credit for being a cooperative teacher for schools without graduate programs.  

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Have Google chats with cooperating teachers to engage in conversation.

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Have Google chats with cooperating teachers to engage in conversation.

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One large institution brings in the cooperative teachers for training.  Question:  will teachers attend.  

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One large institution brings in the cooperative teachers for training.  Question:  will teachers attend.  

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Fabulous idea.  Faculty join the PD within the schools.  

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Fabulous idea.  Faculty join the PD within the schools.  

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The semester of student teaching is lucrative for the university due to the credits.  How can  schools of education  tap into these funds—classes for credits??  

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The semester of student teaching is lucrative for the university due to the credits.  How can  schools of education  tap into these funds—classes for credits??  

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What kind of contact is helpful on a weekly basis to feel the support of the university?  Teachers may not feel valued for what they are doing; they are doing all the work and the university supervisor is getting paid and is just the checker that all is going well.  The university needs to make the experience more meaningful in the experience.  

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What kind of contact is helpful on a weekly basis to feel the support of the university?  Teachers may not feel valued for what they are doing; they are doing all the work and the university supervisor is getting paid and is just the checker that all is going well.  The university needs to make the experience more meaningful in the experience.  

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We are not on the same page as our P-12 partners with best practices.

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Other states are looking at Minnesota to place school teachers.  There is competition of quality classroom spots.  

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Other states are looking at Minnesota to place school teachers.  There is competition of quality classroom spots.  

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Student teaching is at the end of the student’s  education; however, they may not join the teaching profession.  Early experiences in classrooms can prevent students from dropping out of teaching profession.  Team teaching during the first classroom visits was suggested.

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Could one teacher in the school be the university supervisor for several  prestudent teachers in the building?  One university paid an assistant principal to be in this role.  Unfortunately, the best teachers burn out from student teachers so the model folded.  Could we set up a rotation of classroom teachers? 

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Could one teacher in the school be the university supervisor for several  prestudent teachers in the building?  One university paid an assistant principal to be in this role.  Unfortunately, the best teachers burn out from student teachers so the model folded.  Could we set up a rotation of classroom teachers? 

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Could the teacher be the university supervisor?  The classroom teacher has direct connection while the university supervisor is the extra set of eyes.  It helps to have a triad.

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Placement of our students in practicum and student teaching in our areas:
- logistic challenges
- hours for placements
- how they're tied to courses
- trouble supervising practicum placements
- issues finding good quality placements

How could we show cooperating teachers our appreciation?

In K-12 we've removed the meaning from learning. We're teaching them to do things, without connecting to meaning and purpose...

When you ask our students what they need more practice in they will say Classroom Management, but really what they need is more curriculum Management to be able to develop strong, interesting lessons.

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To develop relational support with university, schools, and prestudent teachers, there should be more than 3 meetings in the semester--have weekly meetings helps in one university.

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What drives teachers is being in the classroom with their kids.  It is hard to bring a student teacher into this community.  Question: will the year-long teaching experience strengthen this or inhibit this relationship?

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Need to have relationships.  If the student teacher is doing poorly, then the university must know right away.  

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Need to have relationships.  If the student teacher is doing poorly, then the university must know right away.  

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Train teachers as instructional leaders within the schools who will then work with preservice teachers.

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Colleges  should be able to  choose cooperating teachers. 

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Colleges  should be able to  choose cooperating teachers. 

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There is some training for teacher/student teacher from the universities; however, there needs to be follow through. 

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There is some training for teacher/student teacher from the universities; however, there needs to be follow through. 

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Classroom teachers are feeling unsupported.  What can institutions do so they are not feeling unsupported?