handbook for cooperating teachers - Wilmington University

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College of EducationOffice of Clinical StudiesDear Colleague:Thank you for agreeing to serve as a Cooperating Teacher for our teacher candidates. Your role is of unsurpassed importance inthe process of preparing our students for careers in teaching. Wilmington University students have already had considerableexposure to classroom life (through methods courses, fieldwork, and volunteer service in the schools). The Teacher Internshipsemester will provide the final, reality-based bridge between the University and the classroom.This handbook contains information designed to help you understand the mission of Wilmington University and the goals of ourteacher preparation programs. A detailed description how our fundamental beliefs, drive our program structure and methodologyis contained in the College of Education Conceptual Framework. While this section of the handbook tends to be rather “heavy”reading, we encourage you to take a look at it. You will see why we emphasize such issues as partnerships, collaboration,diversity, reflection, professional growth, and the translation of theory into practice.We use the WilmU Lesson Plan lesson planning and reflection format, based on Charlotte Danielson’s Enhancing ProfessionalPractice: A Framework for Teaching. This approach to understanding the classroom environment provides a “road map” toguide novice teachers. In addition, it is the basis for DPAS II being used by the state of Delaware for teacher evaluation. We,therefore, feel that our students will benefit by already being familiar with this process. Other sections of the handbook deal withissues that are specific to your role as a Cooperating Teacher.Our role is to provide whatever assistance you need in order to help make the Teacher Internship semester an exciting andenriching experience for you, the children in your classes, and your Teacher Intern. Please feel free to contact me if you have anyquestions or concerns.SincerelySylvia J. Brooks, Ed.D.Regional Chair of Clinical Studies, New Castlesylvia.j.brooks@wilmu.edu302-356-6978Marshá T. Horton, Ph.D.Regional Chair of Clinical Studies, Dover/Georgetownmarsha.t.horton@wilmu.edu302-342-8622Jane S. Barfield, Ph.D.Assistant Chair of Clinical StudiesJane.s.barfield@wilmu.edu302-356-6796College of EducationProfessional PartnersCreating Environments for Learning2August 2011
TABLE OF CONTENTSCollege of Education Conceptual Framework 4The Teacher Internship Course Syllabus 16Suggested Teacher Internship Schedule 27The Changing Role of the Cooperating Teacher 29Things Your Teacher Intern May Want to Know 31Tips/Suggestions for Conferencing with your Teacher Intern 33Roles of the University Supervisor 38Responsibilities of the Teacher Intern 39Lesson Planning Using the WilmU Lesson Plan Template 41Solo Teaching Experiences 41Policy on the Use of Teacher Interns as Substitute Teachers 45Program Portfolio Guidelines 47Appendix (Important Forms to copy and use) 51BS, MEE, and MAT Program Portfolio RubricsMSE Portfolio Information and RubricsClinical Report –Lesson AnalysisWeekly Clinical ReportMid-Term EvaluationAction Plan for ImprovementFinal ReportSummary ReportWilmU Lesson Plan TemplateModified Lesson Plan TemplateCooperating Teacher Stipend Form and W-9College of EducationProfessional PartnersCreating Environments for Learning3August 2011
Page 1: College of EducationHANDBOOK FORCOO
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
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Page 13 and 14: improved practice, (b) increased st
Page 15: Improved oral and written communica
Page 18 and 19: PREREQUISITES:The Teacher Internshi
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Page 22 and 23: 9.2 participate in professional dis
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Page 26 and 27: handbooks. Teacher Interns are aske
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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
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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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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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