A. The Junior Professional Experience (JPE) Program

The JPE program is designed to provide teacher education majors an opportunity to observe lessons taught by experienced teachers, to work with students in tutorial and small group situations, and to teach classes in preparation for senior student teaching.

The goal of the JPE program is to develop in each teacher candidate the skills that are considered to be essential to effective teaching, including:

1. Planning lessons and units
2. Using a variety of teaching approaches in the classroom
3. Evaluating student learning, using standard and alternative assessment measures
4. Using a wide variety of teaching aids and media to enhance instruction
5. Communicating with and relating effectively to students
6. Managing the classroom environment and establishing positive discipline

C. The Role of the Cooperating Teacher

1. Provide JPE students with opportunities to work with students in a variety of situations: tutorial, small group, and large group instruction. Since experience is a powerful source of learning how to teach, JPE students need as much exposure as possible.

2. Provide JPE's with feedback on their performance in working with students in the classroom. It is important that JPE's be given positive and supportive feedback, and it is equally important that they learn how to improve their skills by receiving specific information about their performance which needs improvement. When this kind of feedback is given gently, but clearly, it is extremely helpful to the JPE student, so please be sure to provide it.

3. Complete a brief evaluation of the JPE student at the end of the semester (see attached item). Please be sure to provide the JPE student a copy of the completed final evaluation form for their records and one for me. Please give these to the JPE's on their last day in your school; they will deliver my copy to me at the College on the very next day.

4. Consult with me when you have any concerns about the JPE student's performance. My number at the College is 609-771-2403, and my home phone number is 609-730-9414. Please call me right away if there are any problems so that we may resolve them before they escalate.

D. Guidelines for Working with Students

The following guidelines are offered in the spirit of helping them to overcome their initial anxieties and uncertainties as they enter our profession. At the same time, the guidelines are focused on helping students demonstrate excellence in their professional behaviors and demeanor at all times.

1. Be supportive and nurturing in working with JPE students. They tend to be somewhat self-conscious, anxious, and self-critical. They need encouragement and support.

2. Expect and demand the very best from JPE students. They must develop a healthy work ethic and learn that effective teaching results from attention to detail and the intention to perform in a professional manner at all times.

3. Require a lesson plan in advance for each lesson that the JPE student is assigned to teach (copy of lesson plan format is attached). At all times, you retain the right to decide what is appropriate for your students. You have the prerogative of requiring changes in lesson plans. At the same time, JPE's are encouraged to try a variety of teaching approaches [such as cooperative learning, individualized learning, panel discussions, inquiry/1aboratory approaches, et al.], so it is hoped that you will allow JPE's to try these strategies in their lessons.

4. Refrain from interrupting or interjecting comments as JPE's are teaching. Because of their inexperience (which is often accompanied by nervous anxiety), they may become distracted and confused by such interruptions and lose their focus. Of course, if something occurring in class or in the lesson requires your immediate intervention, you must intervene, and that is understood.

5. Provide JPE students with specific feedback regarding their performance as soon as possible following the lesson. Positive feedback should be emphasized, for this encourages and motivates JPE's. It is also vitally important that you give JPE students the benefit of specific feedback about their teaching performance which requires adjustment or improvement. Over the years, JPE students have told me that they want this kind of feedback very , very much. As long as it's delivered in a caring, nurturing manner, it won't be too painful.

I am truly grateful that you are willing to work with our fledgling teachers. Your knowledge and expertise are vital resources to them, and your willingness to share your classes with our students is very much appreciated. Y our role requires time and sacrifices, and your willingness to take on this assignment speaks very highly of you.

Thank you for making this contribution to the profession of teaching and to our JPE students. I am most appreciative of this chance to work with you.

Sincerely, Tony Evangelisto