OAR 584-400-0145
Cooperating Teachers

(1) The Cooperating Teacher standards are established pursuant to Sections 3 and 4, chapter 279, Oregon Laws 2015 (Enrolled SB 83).
(a) The Cooperating Teacher standards apply to preservice candidates enrolled in a Preliminary Teaching License program who are completing Commission-required student teaching, as provided in 584-400-0140 (Clinical Practices), Clinical Practices.
(b) The Cooperating Teacher standards do not apply to preservice candidates who are completing an internship in accordance with 584-400-0150 (Internship Agreements), Internship Agreements or with Restricted Teaching License plans in accordance with subsection (9).
(2) Cooperating teacher is defined as a teacher in whose classroom a teacher candidate is placed for a Commission-required student teaching experience.
(3) Cooperating Teacher Qualifications: To qualify as a Cooperating Teacher for the Commission-required 15-weeks of student teaching, the educator must:
(a) Hold a qualified license, as provided in subsection (4) or (8);
(b) Meet the experience requirements, as provided in subsection (6);
(c) Meet the endorsement requirements, as provided in subsection (7) or (8);
(d) Meet the characteristic requirements, as provided in subsection (10);
(e) Be co-selected with a partnering school district or other partnering entity, as provided in subsection (11) or (12); and
(f) Completes program training from the EPP, as provided in subsection (13).
(4) License Requirements: Educators who hold the following licenses may serve as Cooperating Teachers:
(a) Preliminary Teaching License;
(b) Professional Teaching License;
(c) Teacher Leader License;
(d) Legacy Teaching License;
(e) Basic Teaching License;
(f) Standard Teaching License;
(g) Initial I Teaching License;
(h) Initial II Teaching License;
(i) Continuing Teaching License;
(j) Distinguished Teaching License;
(k) Preliminary CTE Teaching License (May only supervise candidates pursuing CTE endorsements);
(l) Professional CTE Teaching License (May only supervise candidates pursuing CTE endorsements); and
(m) American Indian Language Teaching License (May only supervise candidates pursuing American Indian Language Teaching License and endorsements).
(5) Educators who only hold the following licenses may not serve as Cooperating Teachers:
(a) Reciprocal Teaching License;
(b) Restricted Teaching License;
(c) Emergency Teaching License;
(d) Limited Teaching License;
(e) International Visiting Teaching License;
(f) Restricted Substitute Teaching License;
(g) Substitute Teaching License;
(h) Charter School Registrations (Teaching and Administrator);
(i) Restricted CTE License;
(j) Administrator Licenses, except as follows:
(A) May serve as mentors for candidates in administrative license preparation programs; or
(B) May serve as a Cooperating Teacher if the educator also holds a current and valid teaching license and is assigned to a teaching position.
(k) Personnel Services Licenses (School Counselor, School Psychologists and School Social Workers), except as follows:
(A) May serve as mentors for candidates in the school counselor, school psychologist and school social worker preparation programs; or
(B) May serve as a Cooperating Teacher if the educator also holds a current and valid teaching license and is assigned to a teaching position.
(6) Experience Requirements: To qualify as a Cooperating Teacher, educators holding a Preliminary Teacher License, Basic Teaching License, Initial I Teaching License, Initial II Teaching License or Preliminary CTE Teaching License must:
(a) Have three full years of teaching experience; and
(b) No longer be in probationary contract status.
(c) Educators holding Professional, Teacher Leader, Legacy, Professional CTE, Standard, Continuing, Distinguished, or American Indian Language teaching licenses have met all experience requirements.
(7) Endorsement Requirements: A Cooperating Teacher must hold the same endorsement that the teacher candidate is preparing for during the Commission-required student teaching, unless the Cooperating Teacher is an Alternative Cooperating Teacher, as provided in subsection (8).
(8) Alternative Cooperating Teachers: If an EPP and partnering school district are not able to find an educator that meets the experience, licensure or endorsement requirements to serve as a Cooperating Teacher, the EPP and partnering school district may use an Alternative Cooperating Teacher, as provided:
(a) To qualify as an Alternative Cooperating Teacher, the person must be:
(A) A currently licensed teacher with a related license or endorsement area (e.g., a biology teacher supervising a teacher candidate for chemistry endorsement);
(B) An appropriately qualified provider-based clinical educator (e.g., adjunct faculty, retired teacher who previously held the endorsement area); or
(C) An appropriately qualified (non-school district) supervisor working in a field related to the endorsement area (e.g., a supervisor in a community-based early childhood program for a candidate qualifying for a SPED early intervention endorsement).
(b) The Alternative Cooperating Teacher may not also act as the faculty supervisor for the candidate.
(c) The Alternative Cooperating Teacher must meet the program training requirements, as provided in subsection (12).
(d) The EPP must report the use of the Alternative Cooperating Teacher, as provided in the TSPC Program Review and Standards Handbook.
(9) Candidates with Restricted Teaching Licenses: If a school district has employed a candidate as a teacher who holds an active and valid Restricted Teaching License, the EPP and employing school district must develop a plan to address the Cooperating Teacher requirements within the Commission-required student teaching.
(a) The EPP must submit the Restricted Teaching License plan in their annual report, as provided in the Program Review and Standards Handbook.

(b)

The EPP may supervise, evaluate, and observe the candidate in the clinical practice, as required by the plan, in lieu of the requirements provided in this rule and 584-400-0140 (Clinical Practices), Clinical Practices.
(10) Characteristic Requirements for Cooperating Teachers: To serve as a Cooperating Teacher, an educator must:
(a) Demonstrate effective instruction and assessment, including:
(A) Content knowledge related to subject area;
(B) Curriculum development and differentiation;
(C) Lesson planning and use of multiple instructional strategies;
(D) Assessment, including the use of formative assessment, to support student learning;
(E) Academic language, as it pertains to content delivery and support of student learning; and
(F) Classroom management.
(b) Demonstrate dispositions that support candidate growth, including:
(A) The ability to listen actively and respond constructively to teacher candidates;
(B) The ability to adapt and be flexible in response to changing circumstances;
(C) The capacity for empathy towards others and the ability to build trusting relationships;
(D) The ability to serve as a role model with respect to professional and ethical behavior;
(E) A commitment to inquiry in teaching and working with teacher candidates; and
(F) A commitment to ongoing professional development and learning.
(c) Employ equity principles and practices to support student learning by:
(A) Utilizing a strength-based approach that recognizes the learning potential of all students through the use of inclusive practices; and
(B) Engaging students through differentiated instruction and assessment practices.
(d) Understand adult learning and the professional growth of teacher candidates by:
(A) Demonstrating the ability to scaffold experiences in support of teacher candidates’ growth;
(B) Using a variety of strategies and resources to respond to teacher candidates;
(C) Demonstrating the ability to help others actively learn new knowledge and skills; and
(D) Demonstrating regard for multiple perspectives.
(e) Facilitate learning experiences that promote collaborative inquiry, analysis, and reflection by:
(A) Using data to engage the teacher candidate in examining and improving practice; and
(B) Guiding candidates effectively in collaborative problem-solving and reflective thinking.
(f) Understands the teacher candidate’s program and requirements.
(g) Create an environment of professional and respectful communication with teacher candidates.
(h) Create effective collaborative time in support teacher candidates’ learning; and
(i) Demonstrate skill in collaborating with families and the broader education community.
(11) Co-Selection of Cooperating Teachers: The EPP must co-select the Cooperating Teacher with the partnering school district(s).
(12) If the EPP is unable to find a partnering school district for a specific endorsement area, the EPP may use another partner in lieu of the school district. The EPP must develop a plan for utilizing a substitute partner, as provided in the TSPC Program Review and Standards Handbook.
(13) Program Training: The EPP and the partnering school district must provide program training to educators supervising teacher candidates in the Commission-required student teaching.
(a) The program training must provide the Cooperating Teacher with an understanding of the program and licensure requirements of their teacher candidate; and
(b) The Cooperating Teacher must complete the program training prior to supervising a teacher candidate in Commission-required student teaching.
(c) The Cooperating Teacher is required to complete the program training only once for each EPP, unless significant modifications have occurred with the program that affect the role of the Cooperating Teacher.
(14) Annual Reports: The EPP must report on Cooperating Teachers in the annual report, as provided in the TSPC Program Review and Standards Handbook.

Source: Rule 584-400-0145 — Cooperating Teachers, https://secure.­sos.­state.­or.­us/oard/view.­action?ruleNumber=584-400-0145.

Last Updated

Jun. 8, 2021

Rule 584-400-0145’s source at or​.us