Autumn in Philadelphia Trilogy

The Meeting

AN: Handbook segments and information on student teachers and their cooperating teachers was obtained from the handbooks put out by James Madison University.

The final bell of the day rang much to Jonathan Turner's dismay. He still had another ten minutes before he had to meet the student teacher, and was hoping that something would come up so that he could cancel it.

Watching the seconds creep by was unnerving, so he re-read the letter from the school board he had received on Tuesday.

"Thank you for agreeing to serve as a cooperating teacher for a student teacher from City University of New York." "Like I had a choice", he muttered under his breath. "Student teaching provides an exciting opportunity for our candidates to fully embrace their role as emerging professionals and to practice what they have learned about the teaching/learning process.

Effective communication is critical to a successful student teaching experience, and this handbook is one means of encouraging that communication. It is intended to serve as a supplement to other materials..." Blah, blah, he thought unhappily and sighed.

You have been selected as a cooperating teacher because of your strong dedication to the teaching profession, your history as a highly skilled and effective teacher, your willingness to mentor someone into your profession, and your high level of professional ethics. We deeply appreciate the time, energy, and expertise you share with our student teachers. Thank you!"

He really didn't mind student teachers being around- he just didn't want them in his classroom if only because he remembered his less than stellar student teaching days. He had been a royal thorn-in-the-side to his cooperating teacher for the most part of his internship and made the year unnecessarily difficult for them both.

Jonathan leafed through the file Feeny had given him on his student teacher with five minutes left to kill.

Andrews, Audrey Theresa

Undergraduate from City University of New York; fully admitted into Teacher Education

maintained a 3.9 GPA; passed Praxi I; completed all prerequisite course requirements; outstanding academic record

Audrey's resume was picture perfect and reading it made him think of Topanga who no doubt would end up with a similar resume one day.

The rest of the file contained personal information on Audrey; she was a New York City native, 21-years-old, graduated valedictorian from Elizabeth Irwin High School.

One piece of information that Jonathan found interesting was that she had attended four semesters at Julliard in addition to her sophomore and junior years of high school. The record didn't state what she studied there or why she failed to complete her training; it only reveled that she had received an unprecedented invitation to attend the prestigious performing arts school while still a high school student.

Time obstinately shuffled its feet along and he absently studied the handbook. Again. The book fell open to a chapter entitled "The ABC's of Working With A Student Teacher".

Allow your student teacher to take risks.

Be a positive role model.

Comment on the good things you see.

Don't interrupt his lesson.

Enjoy your time with your student teacher.

Find time just to talk.

Give frequent and sincere praise.

Have a thank-you party for your student teacher on her last day.