ASSIGNMENT 5 (Cooperating Teacher Interview): Complete the questions below by interviewing your

cooperating teacher during a convenient time. Include any school documents that your cooperating
teacher will allow you to photocopy for your packet.

Interview Question 1: What was the primary reason you became a teacher? >>>

“At first, I wanted to be an audiologist because they make more money. But then I moved to Hawaii,
and I decided to teach. I took a job as an aid and an interventionist. I enjoyed the kids, the families, and
the breaks.”

Interview Question 2: What are the main challenges you face as a teacher? >>>

“Pre-COVID, my challenges were keeping up with demands from administration and non-academic
stuff. Post-COVID my challenges are meeting gaps and dealing with chronic absenteeism.”

Interview Question 3: What is the best part of being a teacher? >>>

“Working with kids. Day to day enjoyment being with people you like. Being part of a team. The
camaraderie of a first-grade team.”

Interview Question 4: How do you determine where students sit in class? >>>

“Pre-COVID it was open seating. Kids could shift based on their feelings. It was heterogenous. Post-
COVID I have assigned seating. My chronic absence students are sprinkled throughout the room to
avoid empty tables. I don’t do ability seating grouping. I like to allow social structure to happen
naturally.”

Interview Question 5: How do you determine the members of any flexible groups? >>>

“Small groups are based on benchmark skills. It fluctuates based on progress monitoring. It is separate
for math and writing workshops are more individual.”

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>>

“Aims web to monitor early literacy and number skills, and core phonic, Heggerty, and DRA for reading
levels. Weekly and bi-weekly I do quick checks for grouping.”

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>>

“I do progress reports every 3 weeks.”

Interview Question 8: How often do you interact with a student’s parents in person, and what type of
discussions do you typically have? >>>

“Typically, all interactions are virtual through class Dojo and email. They are rarely in person. Some
interactions are in person during student pick up time.”

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>>

“Everything is done formatively. We only use summative assessments for our grade books. We are a
standards-based school. Our summative assessments are rubric based.”

Interview Question 10: How long does it take to prepare lessons for the day/week? >>>

“We do our lesson plans as a team. We meet and discuss what standards will be taught next week. We
look at assessments. We use a backwards model based on standards and assessments and what is
going to be expected of students. The final steps are a final project. We plan for instructional materials.
After all this preparation the lesson plan takes me about 30 minutes to complete.”

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>>

“I create instructional slides and I use technology. This gives times for fun breaks like board games,
teaching critical thinking. It also leaves room for open time for socialization.”

Interview Question 12: What positive reinforcement programs have you had success with, and what
behavioral consequences seem most effective with this age group? >>>

“I use visual positive reinforcement. (There are signs on the wall that show students what they can
earn). Students can earn house bucks that they can trade for golden tickets. Golden tickets can be
redeemed at the student store. Students are recognized for Owlstanding behavior, and they get to be
principal for a half day. I don’t use clip charts. I use redirection and gentle reminders to back to upscale.
The last resort is a parent meeting. We have a lot of conversations about feelings, productive mind set,
and the power of YET.”

Interview Question 13: How are specialist teachers involved in the instructional planning process? >>>

At this school they are not involved. At my old school the art teacher would ask questions like “When
will you be teaching shapes so I can incorporate it into my lesson. The music teacher at this school
does teach fractions and time.”

Interview Question 14: How often are you evaluated, and what measurement tool is used by the
administration for determining your teaching performance? >>>

“Once a month we get drive by and pop ins. The measurement tool is NEPF. First year and new
probation teachers are evaluated 3 times a year, I am evaluated once a year.”

Interview Question 15: What consequences are there if your evaluation is not favorable? >>>
 “I have never had one that is not favorable. If something isn’t done correctly we will be told “We are
looking at a 2 on this, how can we help you make it a 3?” Instead of administration pointing out what is
wrong, they offer help to make things better.”

Interview Question 16: What types of support do you receive instructionally, financially, or professionally
from the school, parent organization or school district to enhance instruction? >>>

“Pre-COVID classrooms would receive $120.00 for materials for the classroom. Post-COVID if we say
we have a need for something, they will find a way for us to get it. There are PTA fundraisers. Donor
Choose is an amazing organization. We have received up to $900.00 in materials.”

Interview Question 17: What surprised you most about teaching as a profession? >>

“The stress. Teachers have an amazing way of not showing stress to students. There is a lot of
paperwork, we lose sleep because we can’t let things go. Learning to let things go. We have to
remember we are humans first and teachers second.”

Interview Question 18: What collaboration and planning do you do with your grade-level team or
subject-department? >>>

“We do everything as a team. We have PLC meeting and plan our lessons together. We support each
other.”