12. Participate in regular progress/problem-solving seminars (“conversations aboutteaching”) and in <strong>University</strong>-sponsored professional development seminars.13. Help Teacher Interns develop high quality program portfolios.14. Participate in collaborative assessments of Teacher Intern growth (a mid-term checklist,final checklist and final narrative report).Your Teacher Intern will be more successful if you:Introduce the Teacher Intern to the faculty, staff, and parents/families.Give the Teacher Intern advice on what to include in a letter of introduction toparents/families.Make sure that the building principal gets to meet the Teacher Intern, and, if possible,talk with the Teacher Intern about the school’s mission, expectations, etc.Provide appropriate materials and supplies.Communicate openly and honestly about issues of appearance, behavior, and ethics.Provide a copy of the school and district calendar, copies of school policies, etc.Help the Teacher Intern obtain a photo ID, if required by the school.Make sure that the Teacher Intern understands copy machine procedures, limitations, etc.Involve the Teacher Intern in creating bulletin boards/displays, furniture arrangements,classroom decorations, etc.Review emergency procedures and make sure that Teacher Intern has a clearunderstanding of responsibilities and authority.Give the Teacher Intern specific responsibilities related to supervision, extra duties, newstudents, substitute <strong>teachers</strong>, assemblies, be<strong>for</strong>e school, opening exercises, hallwaymovement, lunch, recess, dismissal, student homework, after school, etc.Expect that the Teacher Intern will make some mistakes.Encourage self-reflection, analysis, and professional growth.Expect enthusiasm, a desire to learn, and interpersonal sensitivity.Expect lesson plans to be appropriate and submitted ON TIME.Develop a systematic plan <strong>for</strong> reviewing lesson plans.Provide timely, FRANK, honest feedback. Don’t wait, and don’t mislead the TeacherIntern by pretending that everything is OK if that is not the case.Allow the Teacher Intern to make some choices and decisions about materials, resources,strategies and classroom environment.Model what you are doing, i.e., explain why what you are doing is appropriate <strong>for</strong> thisgroup of learners, what outcomes you expect, and how you intend to measure them.Arrange <strong>for</strong> the Teacher Intern to visit other <strong>teachers</strong> in the school; then talk about andreflect on those visits.Support the importance of the Teacher Intern’s degree and program requirements (e.g.,lesson planning components, participation in seminars, the professional portfolio,research projects, reflective journals, logs, etc.).College of EducationProfessional PartnersCreating Environments <strong>for</strong> Learning30August 2011
Things Your Teacher Intern May Want to Know1. How can I help you get ready <strong>for</strong> school opening?2. Are there some ways that I could get to know the students be<strong>for</strong>e school starts?3. How can I learn about students’ cultural backgrounds and personal interests?4. Is there a school or classroom “back to school” event? Can I participate?5. What are some good ways to get to know the other <strong>teachers</strong> and staff members?6. How can I best develop a professional image with students, families, and staff – so thatpeople will see me as a staff member, not just a Teacher Intern?7. Am I permitted to have a class roster with telephone numbers and addresses?8. Can we schedule daily or weekly planning, progress, assessment meetings?9. How do you prefer to be addressed (Ms., Mrs., Dr., Mr., first name, etc.)?10. How do you want me to address you when we are with students? With colleagues? Withparents?11. How far in advance do you want my lesson plans?12. What things can I take over and do right away?13. When we can we discuss my unit plans? My research paper?14. Can we set up a regular way <strong>for</strong> you to observe and critique my lessons?15. Will you always try to explain why you are doing what you are doing?16. Can I spend some time each week with other staff members in the school? Will you helpme arrange those visits?17. Can I have grade/plan books? Will you give me some tips on how to use them?18. What are your homework policies? What are the school’s homework policies?19. Where should I keep my personal items and teaching materials?20. How should I use the school/classroom telephones? Is a cell phone OK?21. Is it OK if I rearrange the furniture <strong>for</strong> specific learning activities?22. Can I involve students in making decisions about the classroom environment?23. Can I experiment with some different classroom management strategies?24. How much freedom can I have to try some different instructional approaches?25. How do you want me to handle communications with parents?26. Will you proofread my written work and letters?27. Will you help me with my portfolio?28. How can I help you prepare <strong>for</strong> parent conferences?29. Do I need a school or district photo ID badge? How do I get one?30. Can we establish some ground rules <strong>for</strong> my clerical responsibilities?31. Is it OK if I come earlier than you, and stay later?32. Can I take charge of some bulletin boards <strong>for</strong> the class and the school?33. Will you write letters of recommendation <strong>for</strong> me?Your Teacher Intern will also need to know about …34. School mission, philosophy, vision statement35. Location/access to curriculum guides and <strong>teachers</strong>’ editions of textbooks36. School/classroom procedures <strong>for</strong> reporting teacher absencesCollege of EducationProfessional PartnersCreating Environments <strong>for</strong> Learning31August 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 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: Teacher Preparation ProgramsScoring
- Page 63 and 64: Teacher Preparation ProgramsScoring
- Page 65 and 66: 6.5Understanding ofhow to maximizet
- Page 67 and 68: Teacher Preparation ProgramsScoring
- Page 69 and 70: Teacher Preparation ProgramsScoring
- 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