Let’s cooperate

Clear expectations and communication promote practicum success

Each year, student teachers arrive in Alberta classrooms full of theory, optimism and multipage lesson plans. Awaiting them are cooperating teachers, experienced mentors whose expectations can make or break a practicum experience. But those expectations aren’t always visible, and when they’re misunderstood, the results can be frustrating for everyone involved.

My doctoral study at the University of Alberta explored this dynamic by interviewing ten cooperating teachers from urban K–12 schools. The goal was simple: to better understand how these mentors define readiness and assess success during the student teaching experience.

What emerged from the research was a consistent message: cooperating teachers don’t expect student teachers to be perfect, but they do expect them to be fully present. Across interviews, teachers emphasized the importance of student teachers showing initiative, caring about students and being willing to engage with the life of the classroom. “If they’re not willing to build relationships with students,” one teacher said, “they’re not ready to teach.”

Another theme was situational awareness. Student teachers are expected to pick up on the social and cultural cues of the classroom and school: to “read the room,” observe how things are done and adapt. When student teachers fail to notice or respond to these unspoken norms, mentors might describe it as a lack of professionalism rather than simple inexperience.

Crucially, cooperating teachers valued effort over expertise. Mistakes were fine—even expected—as long as the student teacher was reflective, open to feedback and clearly growing over time. As one mentor put it, “If they’re trying and listening, I’ll support them all the way.”

Misunderstanding and confusion

However, two major challenges also emerged. First, many of these expectations were never clearly stated. Mentors often assumed that qualities like humility, resilience and initiative were just “common sense.” But for student teachers, especially those unfamiliar with school culture, these expectations could remain invisible, part of a hidden curriculum. This gap often led to misunderstandings between student teachers and their mentors. In some cases, practicum rounds were unsuccessful, not necessarily because of poor teaching, but because expectations were not clearly communicated or aligned.
Second, many mentors spoke about a gap in communication between schools and universities. While they valued the preparation student teachers had received, they sometimes felt unclear on what had been emphasized in coursework or how university expectations aligned with classroom realities. This occasionally led to confusion about planning, flexibility or professional judgment. Mentors expressed a desire for more opportunities to connect with university partners—not to critique, but to collaborate.

“We’re all trying to help this person grow,” one teacher noted. “But sometimes we’re not all pulling in the same direction.”

These issues point to a broader truth: many cooperating teachers take on the role without formal preparation. Often, mentoring is shaped by how they themselves were once mentored, for better or worse. This creates a systemic gap, where expectations and support vary widely. Without intentional structures in place, even experienced teachers may rely on memory and instinct more than deliberate practice.

To improve the practicum experience, three practical steps could help:

• Cocreate a shared expectations guide.School divisions, schools and faculties of education should work together to develop a clear, flexible guide outlining key professional expectations, classroom readiness indicators and relational priorities. This helps surface the “hidden curriculum” so that student teachers know what’s expected and mentors have a reference point for support.
• Provide mentoring resources or brief professional development for cooperating teachers. Many mentors take on the role without formal preparation. Short, focused resources such as reflective prompts, conversation frameworks or mentorship tip sheets can empower cooperating teachers to give feedback, set boundaries and support growth with greater confidence and clarity.
• Support open, ongoing dialogue among all practicum partners. Regular, low-stakes opportunities for conversation between university facilitators, cooperating teachers and student teachers can build trust, align expectations and address issues early. Structured check-ins or joint goal-setting conversations can make the practicum more coherent and collaborative for everyone involved.

Cooperating teachers play a critical role in shaping the next generation of Alberta educators. By making their expectations clearer, and ensuring they’re supported in expressing them, we can help student teachers not only reach the bar, but truly understand what the bar is.