handbook for cooperating teachers - Wilmington University

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