The cooperating teacher is the public school classroom teacher who supervises Interns. The role of the cooperating teacher is to help the teaching intern have a professionally rewarding experience while helping to prepare the intern for a career in teaching. The teaching internship is regarded as one of the most important phases in any teacher education program. It is quite likely that the cooperating teacher will have more to do with the future performance of the teaching intern than any other person. There is no doubt that this person will greatly influence the professional attitude of the teaching intern as well as provide them with the opportunity to increase their professional knowledge and skill. It is with this challenge in mind that the following suggestions are made. In-depth document → Responsibilities of the Cooperating Teacher
University supervisors are a liaison between the University of Florida and the cooperating schools. The role of the university supervisor is a resource person for the student teacher, as well as the cooperating teacher. Additionally, the university supervisor will work with the cooperating teacher and the teaching intern in planning, executing, and evaluating the teaching internship experience.
The teaching intern works under the supervision of the cooperating teacher to plan, deliver, and evaluate lessons in the school-based agricultural education program. During the internship, the student teacher will take on responsibility for all courses, as well as immerse themselves in all aspects of classroom teaching, being an FFA advisor, and all other areas of the total program.
"I believe in the future of young agriculture teachers with a faith founded in relationships, not paperwork--goals shared by two educators with a common belief in progress and personal development; in the promise of time spent planning, reviewing, and monitoring a shared goal. I believe that to serve our colleagues is a responsibility, as well as a privilege, for I know the support I needed when I began this career and hold a deep belief that others invested in me in my hours of discouragement which led to my greatest moments of growth. I believe in honesty from ourselves, and the encouragement of others. I believe in my own ability to find time to give to others what was given to me in such a way that I can cultivate enthusiasm for others’ growth, even when my plate is full. I believe in less dependence on paperwork driven mentorship and more power in building relationships with those in arms reach of me; in the importance of making progress toward a goal alongside a colleague; in less need for feedback and more of it when needed; in growing myself and investing in those who have relied upon me. I believe that American agriculture teachers can and will hold true to the best intents of Career and Technical Education and that I can exert an influence on the future of my profession which will stand solid for my part in this imperative task."