handbook for cooperating teachers - Wilmington University

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7. Programs are Standards-DrivenWe believe that programs for the preparation of educational personnel should be standardsdriven.We support Delaware’s school reform initiatives, one part of which was thecollaborative development and adoption of uniform sets of standards that can be applied to allDelaware teachers and educational leaders, the “Delaware Professional Teaching Standards,”adopted 1998 and revised in 2003 and the “Delaware Administrator Standards,” adopted 1998,and revised/adopted the ISLLC/ELCC Standards, 2002 (Delaware Department of Education,1998; Delaware Department of Education, 1998; Delaware Department of Education, 2002; andDelaware Department of Education, 2003). We support and utilize the Delaware StudentContent Standards which define what K-12 students in our state need to know and be able to doDelaware Department of Education, 1995) and we support similar standards as put forth insurrounding states. We integrate those standards (and relevant national standards) into allcourses and field and clinical experiences and use them as the basis for assessment of eachstudent’s progress toward meeting professional and program competencies.8. Programs Promote the Effective Use of TechnologyWhile we don’t subscribe to the view that each new technological advance will “revolutionize”education, we do believe that the effective use of technology in the school and classroom can andshould empower both educators and learners. We believe that technology can help educators andstudents better cope with limited personal and institutional resources. In our programs, weemphasize the use of technology as both a teaching and management tool. We believe that allstudents and educators in all schools must have open access to data and information via theinformation superhighway. We also believe that the effective use of technology can havepowerful effects on the classroom environment, including changing the relationships betweenteachers and learners (McGrath, 1998, 58-61).Some of those effects can be:Increased student motivationo by making classroom activities seem more connected and relevant to the “real”world, often causing students to view such activities more seriously.o by providing increased opportunities for thematic, interdisciplinary explorationsthat attract, engage and excite student interests.More opportunities for cooperation, collaboration and decision making.Deeper and more probing conversations between teachers and students and amongstudents themselves.The emergence of the teacher-as-facilitator role.A more equitable “balance of power” between teacher and students.Increased student persistence in solving problems.More varied, multiple assessments of learning outcomes.Improved levels of equity and cultural sensitivity.Improved teacher effectiveness with diverse student groups.College of EducationProfessional PartnersCreating Environments for Learning14August 2011
Improved oral and written communications.Given these beliefs, programs for the preparation of educational personnel are designed to:raise educator candidates’ comfort levels with technology.help candidates understand the ways in which technology can increase efficiency andeffectiveness.teach candidates how to use technology/data sources that can enhance and enrichinstruction.help candidates learn how to integrate technology into record keeping/managementfunctions, lesson planning, assessment of learning outcomes, and program improvement.provide laboratory training and field-based opportunities for authentic application ofknowledge and skills.ReferencesAdditional references which relate specifically to our Program Attributes, demonstrate ourexpanded view of those attributes, and illustrate how we bring our Conceptual Framework alivein our work with students are available upon request.College of EducationProfessional PartnersCreating Environments for Learning15August 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: improved practice, (b) increased st
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
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6.5Understanding ofhow to maximizet
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Teacher Preparation ProgramsScoring
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8.3 Thecandidatedemonstratesknowled
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(teacher-designed); (3)publisher-de
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SCORINGELEMENTSUNSATISFACTORY1EMERG
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SCORINGELEMENTS10.2 Understands sch
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strategies, equitablydistributing r
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SCORINGELEMENTS11.2 Understands how
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SCORINGELEMENTS12.2 Understands leg
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13.3 Candidateunderstands theimport
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College of EducationMASTER OF EDUCA
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Implement Strategies - Develop and
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Implement strategies towards assist
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CEC Standard -SevenInstructionalPla
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during discussion, (3)rephrasing qu
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identify achievementgain and diffic
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3.5 The candidatedemonstratesknowle
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Wilmington UniversityClinical Repor
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What data will indicate that the st
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of the elements in the rubric?Time
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Wilmington University Teacher Prepa
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Wilmington UniversityCollege of Edu
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Competency 2: Human Development and
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Competency 5: Learning Environment
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Competency 7: Instructional Strateg
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Competency 9: Professional Growth -
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Competency 12: Professional Conduct
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Competency 14: Employment - Obtain
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Narrative Comments (Optional)Teache
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Delaware Standards: This should inc
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Formative Assessment (ongoing) How
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Formative Assessment (ongoing) How
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REFLECTION SHEETTeacher/Teacher Int
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.COOPERATING TEACHER STIPENDIn orde
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