handbook for cooperating teachers - Wilmington University

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demonstrates a belief that all students can learn to high levels and works to meet the learningneeds of a diverse population of students (including students of different genders, students fromdifferent cultural/ethnic and socio-economic groups, students at different ability levels and withdifferent exceptionalities, and students for whom English is a second language).Rating 1 2 3 4 5values development of students’ critical thinking and problem solving skills and adapting ofinstruction to student responses, ideas, and needs while applying instructional strategies in theclassroom. Rating 1 2 3 4 5believes in taking the responsibility in the classroom for establishing a positive learningenvironment conducive to motivating students to want to learn and behave.Rating 1 2 3 4 5values communication in the classroom as a way of motivating students, including students fromdiverse backgrounds, to want to develop and learn.Rating 1 2 3 4 5believes in the value of long and short term planning, in the importance of adjusting and/orrevising plans to meet student needs, and in instructional planning as a collegial activity.Rating 1 2 3 4 5values on-going and varied assessment as essential to the instructional process and is committedto using assessment to identify student strengths and promote student growth and to evaluate andimprove his/her teaching.Rating 1 2 3 4 5demonstrates the value of continuous learning and of using reflective practice and help fromothers to facilitate his/her professional growth.Rating 1 2 3 4 5appreciates the importance of professional relationships with students, parents, colleagues andmembers of the community in promoting the learning and well-being of students.Rating 1 2 3 4 5CommentsCollege of EducationProfessional PartnersCreating Environments for Learning122August 2011
Competency 14: Employment - Obtain and retain successful employment in the profession ofeducation.The Teacher Intern …prepares resume for sending to prospective employers.Rating 1 2 3 4 5plans responses to potential interview questions.Rating 1 2 3 4 5 practices potential interview responses based on the program competencies.Rating 1 2 3 4 5CommentsUniversity Supervisor’sSignature:________________________________________________________________________Cooperating Teacher’sSignature:_________________________________________________________________________Teacher Intern’s Signature: _________________________________________________________College of EducationProfessional PartnersCreating Environments for Learning123August 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
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Teacher Preparation ProgramsScoring
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6.5Understanding ofhow to maximizet
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Page 71 and 72: 8.3 Thecandidatedemonstratesknowled
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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 87 and 88: Teacher Preparation ProgramsScoring
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
Page 97 and 98: during discussion, (3)rephrasing qu
Page 99 and 100: identify achievementgain and diffic
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
Page 107 and 108: of the elements in the rubric?Time
Page 109 and 110: Wilmington University Teacher Prepa
Page 111 and 112: Wilmington UniversityCollege of Edu
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: Competency 12: Professional Conduct
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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handbook for cooperating teachers - Wilmington University

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