handbook for cooperating teachers - Wilmington University

More documents

Recommendations

Info

13.10 appreciates the importance of professional relationships with students, parents,colleagues and members of the community in promoting the learning and well-beingof students.Competency 14:Obtain and retain successful employment in the profession of education.Learning Outcomes/Learning Activities: The teacher candidate will:14.1 prepare a resume for prospective employers.14.2 plan responses to potential interview questions.14.3 practice potential interview responses based on the program competencies.III.METHODOLOGYVarious types of methodology will be used, including but not limited to: Practice teaching in a school setting, Participation in collegial meetings, Participation in school-wide activities, Seminar sessions, Writing Describe, Analyze and Reflect entries (DAR’s) Lesson modeling and analyses Portfolio EntriesIV.TESTING PROCEDURES/STUDENT EVALUATIONA. Assignments and Exams1. Lesson Plans – All Teacher Interns prepare and submit detailed classroomanalyses, lesson plans and reflections, as directed by their Cooperating Teachersand/or University Supervisor, using models provided by the university and/orplacement site.2. Observations and Reflections - Cooperating Teachers and University Supervisorsassess Teacher Interns on a continuous basis throughout the clinical semester.Teacher Interns are also expected to reflect and self-assess on a regular and rigorousbasis. A performance assessment instrument addresses each of the DelawareProfessional Teaching Standards, specifies desired levels of competency, describesperformance indicators, and using a Likert type scale reflects the degree to whichTeacher Interns are progressing toward meeting each of the standards. The TeacherIntern’s performance is also addressed in a final, narrative report collaborativelyprepared by the Cooperating Teacher(s), University Supervisor and Teacher Intern.College of EducationProfessional PartnersCreating Environments for Learning24August 2011
The performance assessment instruments and the narrative report are reviewed andsigned by the Teacher Intern, the Cooperating Teacher, and the UniversitySupervisor. Original copies of performance assessments and narrative reports areretained by the University in the Teacher Intern’s permanent placement file. TeacherInterns receive a final grade of Satisfactory or Unsatisfactory, which is recorded onthe University transcript.3. All Teacher Interns are required to prepare and submit a program portfolio as acondition of program completion. The portfolio is submitted electronically. Rubricsfor each competency are included in the Teacher Internship Handbook. They are alsoincluded in this Handbook for your information and/or use. Anyone failing tocomplete any competency, regardless of the final average score for the portfolio, willnot receive a passing grade. Inclusions listed in the portfolio guidelines must bepresent for all competencies.4. Students taking MSE 8802 are to complete a case study that requires them tocompile pretest/diagnostic information of IEP goals/objectives, lesson plans andimplementation for those plans with post test/diagnostic information discussing whatthe candidate has learned. Rubrics for this assignment are included in the TeacherInternship Handbook. They are also included in this Handbook for your informationand/or use.B. Grading ScaleSUIIPSatisfactory. The student has met expected standards of scholarship. Thisgrade signifies acceptable performance of the course objectives.Unsatisfactory. The student has not met the minimum course requirements.Incomplete. Extension granted to complete course work. This grade is givenwhen a student is unable to complete course requirements for reasons thatare beyond the student’s control. Incomplete grades are never given forunsatisfactory performance. An Incomplete grade requires the agreementand approval of the instructor. Incomplete grades automatically change to“U” on the 60 th calendar day following the last day of the class if courserequirements have not been met by that time or if the instructor has notapproved an extension. There is a one-year time limit for grade changes byinstructors.Course in Progress. This grade is specific to Practica, internships, andsenior seminars.V. ATTENDANCE POLICY:Teacher Interns must complete the total number of pupil days prescribed for theirprograms. Pupil days are defined in the Teacher Intern and the Cooperating TeacherCollege of EducationProfessional PartnersCreating Environments for Learning25August 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 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 65 and 66: 6.5Understanding ofhow to maximizet
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 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
show all

handbook for cooperating teachers - Wilmington University

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

Delete template?

Save as template?