handbook for cooperating teachers - Wilmington University

More documents

Recommendations

Info

Presentation of the Lesson (cont’d):Formative Assessment (ongoing)(K-W-L; K-U-D; Q&A; Signaling;EPRT; Think, Pair, Share; CollaborativePairs; etc.) How will you check forunderstanding? Questioningtechniques? Socratic Dialogue? How will you prompt your studentsfor assessing their learning –assessment prompts? What graphic organizers/mindmapping will you be using? How will you organize yourclassroom learning teams/groups?Size? Roles? What rubric(s) will you be using forthis lesson? What process will youuse to ensure that the studentsunderstand the elements in therubric? (student friendly language,student input in the design).Time Frame (can involve from a few minutes tomore than one day)Practice:Instructional Strategies(Learning activities, Guided Practice,Distributed Guided Practice) What opportunities will you providefor students to practice this newskill? What will you have the students doto discover the answers to theLesson’s Essential Question(s)?College of EducationProfessional PartnersCreating Environments for Learning130August 2011
Formative Assessment (ongoing) How will the students communicatetheir knowledge? Show what youknow? How will you use studentperformance information to modifyyour lesson? How will you gather this informationduring the lesson?Time Frame (can involve from a few minutes tomore than one day)Closure and Summarizing:Instructional Strategies(Independent Practice, SummarizingAssignment, Independent Application) What opportunities will you providefor ALL learners to articulate theirlearning? Differentiation? How will the students reflect on theirlearning? How will you have students answerthe lesson’s big ideas/essentialquestion(s)? How will you have students showtheir understanding and extendthinking?Summative Assessment(Exit Ticket; 3-2-1; Answer EQ) What rubric(s) are you using in thislesson? How will you ensure that studentshave a thorough understanding of theelements in the rubric?College of EducationProfessional PartnersCreating Environments for Learning131August 2011
Page 1 and 2:
College of EducationHANDBOOK FORCOO
Page 3 and 4:
TABLE OF CONTENTSCollege of Educati
Page 5 and 6:
We envision our students, as they t
Page 7 and 8:
Master of Education in School Leade
Page 9 and 10:
group and individual interviews hel
Page 11 and 12:
to make judgments, come to informed
Page 13 and 14:
improved practice, (b) increased st
Page 15:
Improved oral and written communica
Page 18 and 19:
PREREQUISITES:The Teacher Internshi
Page 20 and 21:
Learning Outcomes/Learning Activiti
Page 22 and 23:
9.2 participate in professional dis
Page 24 and 25:
13.10 appreciates the importance of
Page 26 and 27:
handbooks. Teacher Interns are aske
Page 28 and 29:
TYPICAL (SUGGESTED) SCHEDULE* FOR 4
Page 30 and 31:
12. Participate in regular progress
Page 32 and 33:
37. School/district policies regard
Page 35 and 36:
Finally, I want you to summarize th
Page 37 and 38:
You could also try offering some op
Page 39 and 40:
documentation.Recommend early inter
Page 41:
LESSON PLANNING USING THE WIMU TEMP
Page 44 and 45:
In any event, solo teaching should
Page 46 and 47:
Clinical semester credits may, unde
Page 49 and 50:
In many cases, the rubrics let you
Page 51 and 52:
APPENDIX:BS, MEE, and MAT Program P
Page 53 and 54:
SCORINGELEMENTS1.2 Understanding of
Page 55 and 56:
2.2 Understanding ofhuman developme
Page 57 and 58:
SCORINGELEMENTS3.1 Understanding of
Page 59 and 60:
Teacher Preparation ProgramsScoring
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
6.5Understanding ofhow to maximizet
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
8.3 Thecandidatedemonstratesknowled
Page 73 and 74:
(teacher-designed); (3)publisher-de
Page 75 and 76:
SCORINGELEMENTSUNSATISFACTORY1EMERG
Page 77 and 78:
SCORINGELEMENTS10.2 Understands sch
Page 79 and 80: strategies, equitablydistributing r
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 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: Formative Assessment (ongoing) How
Page 133 and 134: REFLECTION SHEETTeacher/Teacher Int
Page 135 and 136: .COOPERATING TEACHER STIPENDIn orde
show all

handbook for cooperating teachers - Wilmington University

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?