handbook for cooperating teachers - Wilmington University

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Wilmington University Teacher Preparation Programs College of EducationACTION PLAN FOR IMPROVEMENTIntern________________________________________________________Date______________School________________________Cooperating Teacher____________________________________Subject/Grade Level_____________University Supervisor_____________________________________This plan of action is being developed collaboratively by the Intern, the Cooperating Teacher, and the UniversitySupervisor whenever a Intern’s performance has not met expectations. The goal is to assist the Intern in achieving asatisfactory assessment and meeting basic expectations.I. Specific areas of concern:II.Objectives for performance improvement:III.Timeline:IV.Assistance/resources to be provided by the Cooperating Teacher and the University Supervisor:V. Assessment criteria and procedures:_______________________________________________Teacher Intern Signature_______________________________________________Cooperating Teacher Signature_______________________________________________University Supervisor Signature_________________Date_________________Date_________________DateCollege of EducationProfessional PartnersCreating Environments for Learning110August 2011
Wilmington UniversityCollege of EducationProgram CompetenciesPerformance Indicators Checklist for Teacher CandidatesThis checklist provides a vehicle for University Supervisors and Cooperating Teachers to assess aTeacher Intern’s progress toward mastery of essential professional competencies. It is expected thata Teacher Intern demonstrate basic levels of understanding and performance in each of the ratedareas. The final evaluation form for The Teacher Internship follows below with the SummaryReport located on page 18.The first twelve competencies on the checklist are adapted from the Delaware Professional TeachingStandards with Competencies 13 and 14 being specific to Wilmington University. Each item can berated on a scale of 1-5.1 = Unsatisfactory. The Intern has not demonstrated an understanding of the component nor anability to implement it. Not ready for full responsibility. An improvement plan is required forcontinuation of the field placement.2= Emerging. The Intern appears to understand the theory behind all components and is beginning toimplement its elements intermittently. Not ready for full responsibility, but may assume limitedresponsibility under close supervision.3= Basic. The Intern is implementing the elements of the component on a relatively consistent basis.Potential for proficiency is evident. Improvement is likely with experience. Ready to assume fullresponsibility with normal supervision.4= Proficient. The Intern clearly understands the component and implements it well. Ready toassume full responsibility with periodic supervision.5 = Distinguished. (This rating is rarely assigned during student teaching.) A distinguished ratingreflects mastery of the component at a level equal to that of experienced, professional practitioners.College of EducationProfessional PartnersCreating Environments for Learning111August 2011
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College of EducationHANDBOOK FORCOO
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TABLE OF CONTENTSCollege of Educati
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We envision our students, as they t
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Master of Education in School Leade
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group and individual interviews hel
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to make judgments, come to informed
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improved practice, (b) increased st
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Improved oral and written communica
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PREREQUISITES:The Teacher Internshi
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Learning Outcomes/Learning Activiti
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9.2 participate in professional dis
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13.10 appreciates the importance of
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handbooks. Teacher Interns are aske
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TYPICAL (SUGGESTED) SCHEDULE* FOR 4
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12. Participate in regular progress
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37. School/district policies regard
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Finally, I want you to summarize th
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You could also try offering some op
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documentation.Recommend early inter
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LESSON PLANNING USING THE WIMU TEMP
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In any event, solo teaching should
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Clinical semester credits may, unde
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In many cases, the rubrics let you
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APPENDIX:BS, MEE, and MAT Program P
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SCORINGELEMENTS1.2 Understanding of
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2.2 Understanding ofhuman developme
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SCORINGELEMENTS3.1 Understanding of
Page 59 and 60: Teacher Preparation ProgramsScoring
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Page 81 and 82: SCORINGELEMENTS11.2 Understands how
Page 83 and 84: SCORINGELEMENTS12.2 Understands leg
Page 85 and 86: 13.3 Candidateunderstands theimport
Page 89 and 90: College of EducationMASTER OF EDUCA
Page 91 and 92: Implement Strategies - Develop and
Page 93 and 94: Implement strategies towards assist
Page 95 and 96: CEC Standard -SevenInstructionalPla
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Page 101 and 102: 3.5 The candidatedemonstratesknowle
Page 103 and 104: Wilmington UniversityClinical Repor
Page 105 and 106: What data will indicate that the st
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Page 113 and 114: Competency 2: Human Development and
Page 115 and 116: Competency 5: Learning Environment
Page 117 and 118: Competency 7: Instructional Strateg
Page 119 and 120: Competency 9: Professional Growth -
Page 121 and 122: Competency 12: Professional Conduct
Page 123 and 124: Competency 14: Employment - Obtain
Page 125 and 126: Narrative Comments (Optional)Teache
Page 127 and 128: Delaware Standards: This should inc
Page 129 and 130: Formative Assessment (ongoing) How
Page 131 and 132: Formative Assessment (ongoing) How
Page 133 and 134: REFLECTION SHEETTeacher/Teacher Int
Page 135 and 136: .COOPERATING TEACHER STIPENDIn orde
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