How to Contact Your Cooperating Teacher Before Student Teaching

Nov 8

The day you get your student teaching placement is the day to reach out to your cooperating teacher, not the first morning of the practicum. This chapter is for teacher candidates getting ready for that first call, email and classroom visit: what to wear, what to say, what to watch for, and how to bring up the edTPA. When you are in the placement, this post on working with your cooperating teacher picks up from there.

This is Chapter 20 of 51 from Road to Teaching (2025 edition). Read the whole book free, in order, at Read the Book.

By Dr. Eric Hougan

“A smile is the universal welcome.”Max Eastman

There is no reason to wait until your first day of student teaching to begin building relationships with your cooperating teacher and students. Once you have received your student teaching placement, obtain the contact information for your cooperating teacher and call or email to set up an informal meeting and observation. Depending on your teacher preparation program, you will be spending anywhere between 3 to 9 months in the classroom for your culminating practicum and building quality rapport takes time. Therefore, being proactive about getting acquainted early on is a big step towards a positive and successful student teaching experience.

Below are helpful tips for the first meeting with your cooperating teacher and observing the classroom:

Dress professionally as first impressions always count. Keep in mind you are not only meeting your mentor teacher and students, but you are also introducing yourself as a new face in the school. It is usually better to be a little overdressed than underdressed. For men, a nice dress shirt with a tie and dress slacks would be appropriate. For women, a nice blouse with dress slacks or skirt would work nicely.
Be ready for introductions. The teacher will most likely introduce you to the class during your visit as students will be curious about who you are and why you are there. The cooperating teacher may also ask you to tell the class a little about yourself. To alleviate the stress of being put on the spot, prepare a brief 20-30 second introduction of yourself. Take time to practice your delivery before you head off to your meeting.
Closely observe the teacher and classroom environment, being sure to take notes for future reference. Is there anything that strikes you about the instruction or the classroom itself? Write down any questions or wonderings that occur to you while observing.
Smile and interact with the class as much as possible. Avoid being the proverbial fly on the wall and spend time meeting and talking with students to begin establishing a rapport. However, be mindful of the cooperating teacher to avoid being a distraction during instruction. A great time to approach students is when they are doing individual or group work, as you can engage them on both a personal and academic level.
Develop a sense of what the students have learned and what they are currently learning by taking time to talk with the cooperating teacher and gather some resources. Ask about what they are studying right now and what units are coming up next. Inquire if there is a pacing guide or curriculum map you could review to get a better sense of the scope and sequence for the grade level or subject matter you will be teaching. If the students routinely use a classroom textbook, ask to borrow a spare one. Any and all information you can gather will serve as a jumping-off point for your lesson planning. In addition, you can begin to identify potential lesson segments that could be used for completing your edTPA™.
Ensure lines of communication stay open by asking the cooperating teacher the best way to contact him or her with further questions or to request feedback on lesson plans. In addition, don’t be afraid to share your student teaching goals and even some of your worries. Remember that your cooperating teacher was once a student teacher preparing for the first day in the classroom.
Express your sincere enthusiasm and gratitude about getting to learn and work side-by-side with the cooperating teacher and his or her students. This teacher is not only serving as your mentor, but they are also opening up their classroom and entrusting you with the learning and growth of their students. Everybody loves a little praise, so show you genuinely care by complimenting the cooperating teacher on something you observed. Whether it is the setup of the classroom, the behavior of the students, or an instructional strategy used, they will appreciate that you noticed their hard work and attention to detail.

Many cooperating teachers appreciate receiving an email introduction that includes your professional background, teaching interests, and enthusiasm for the upcoming experience. Consider sharing a brief professional biography or even a link to a digital portfolio if you have one.

Finally, if you are taking the edTPA™, communication with your cooperating teacher is crucial. In some cases, your cooperating teacher may not be aware of the edTPA™. Therefore, it’s important to communicate early with your cooperating (mentor) teacher about the edTPA™, its expectations, and your initial implementation plan. Your cooperating teacher may serve as a really useful ally in helping you navigate the edTPA™ process because they are intimately familiar with the students (their strengths and learning needs). The cooperating teacher may also advise you in your lesson planning, such as figuring out the most effective ways to differentiate your instruction and assessment based on students’ needs, and determining ways to include student voice. Consider preparing a brief document or conversation outline that covers your edTPA™ requirements, including:

Overview of what the edTPA™ entails
Timeline for when you’ll need to complete different components
Any classroom requirements (such as videotaping)
How your cooperating teacher might support the process
Questions you have about implementing edTPA™ requirements in their classroom

This proactive approach demonstrates your professionalism and helps ensure that you and your cooperating teacher are aligned from the beginning. It also shows respect for their expertise and acknowledges that their support will be essential to your success.

Remember that this initial communication sets the tone for your entire student teaching experience. Approach it with genuine enthusiasm, professional curiosity, and appreciation for the opportunity to learn from an experienced educator. The investment you make in building this relationship early will pay dividends throughout your practicum and potentially beyond.

Key Takeaway

Initiate contact with your cooperating teacher well before student teaching begins, approach the relationship professionally, and express genuine enthusiasm for learning from their expertise. This early investment in the relationship often determines the quality of your entire student teaching experience.

Interviewing soon? See how this chapter turns into an answer: How to Work With Your Cooperating Teacher