handbook for cooperating teachers - Wilmington University

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WHAT ARE THE RESPONSIBILITIES OF THE UNIVERSITY SUPERVISOR?It is important to understand that the primary function of Wilmington University supervisors ischanging--from the traditional role of periodic inspection--to one of continuous support andcollaboration. Our intentions are for Wilmington University supervisors to serve as valuable linksbetween the University and our partner schools, and to help support the instructional programs andeducators in those schools. This means that the Wilmington University supervisors are expected to bemuch more than “sit-in-the-back-of-the-room” evaluators of lessons. We want our UniversitySupervisors to emphasize team-building, problem-solving, and shared decision-making.We expect our University Supervisors to be good listeners, good coaches, good (meaning honest,knowledgeable and forthright) critics, and, most of all, good teachers. We expect our University-basedsupervisors to support and promote the mission of the University and to understand and implement theconceptual framework on which our teacher preparation programs are based. We expect our Universitybasedsupervisors to have an unwavering commitment to the worth, potential, and dignity of everyindividual; and we expect advisors to maintain a firm conviction that every child can and will learn. Weexpect our University Supervisors to work closely with Teacher Interns, University faculty, and theCooperating Teacher to articulate a clear and shared vision of what effective schools and teachingshould be. We expect the University supervisors to work collaboratively with site-based teachereducators toward implementation of school improvement initiatives and to facilitate achievement oflocal, state, and national goals.All Wilmington University supervisors have had extensive public school teaching experience. Theyunderstand the demands and realities of teaching in today’s schools. They can, by drawing on their ownexperience and the resources of the University, provide practical assistance to the Teacher Interns andthe Cooperating Teachers by identifying and solving problems, recommending alternative approachesand resources, suggesting methodologies, establishing mutual goals, designing management strategies,aligning curriculum and content standards, and assessing outcomes.We are trying to establish an atmosphere of collaboration, mutual trust, respect, professionalcollegiality, reciprocity and equity. We want all stakeholders (teachers, Teacher Interns, Universityfaculty, school administration, parents, etc.) to feel a sense of ownership and empowerment in theteacher preparation process. In simpler terms, we believe that the schools and the University should beprofessional partners, working together to solve common problems and to create learning environmentsthat work.You should expect the University Supervisor to Help Teacher Interns make “seamless” transitions from the University to the classroom.Make personal contacts with partner schools and the Cooperating Teachers prior to thebeginning of placements.Provide alternative and efficient methods of communication (home telephone, e-mail).Provide clear and accurate information regarding program expectations.Be familiar with a variety of teaching strategies and show how those strategies can be usedmost effectivelyConduct all conferences in a professional manner.Visit, counsel and coach Teacher Interns on a regular basis (once each week) and keepCollege of EducationProfessional PartnersCreating Environments for Learning38August 2011
documentation.Recommend early intervention strategies (including removal of the Teacher Intern) in casesof unsatisfactory skills, attitudes, behaviors, or performance.Demonstrate a thorough and sensitive understanding of school culture and issues of concernto the school and community.Exemplify the characteristics of a competent, reflective practitioner and professionalcolleague.Provide and explain all necessary forms and documents.Be familiar with Delaware Professional Teaching Standards.Be familiar with Delaware Content Standards.Affirm the view that schools in a democratic society are enriched by cultural diversity,equality, and an emphasis on interpersonal relationships, fairness, and interdependence.Make suggestions regarding effective classroom management and organizational techniques.Be familiar with a variety of current texts and curriculum materials, including those used atthe placement site.Arrange and conduct regular seminars for Teacher Interns.Develop professional, collegial relationships with school principals and support staff.Provide guidance to Teacher Interns regarding portfolio preparation and other clinicalrequirements.Collaborate with Cooperating Teachers and/or Mentor Teacher and the Teacher Interns in thepreparation of all evaluation reports.Arrange for periodic review and assessment conferences.Be flexible, prompt, and dependable in arranging classroom visits and conferences.Arrange for additional supervisory and instructional support when necessary.Participate in the portfolio review process at the end of each semester.RESPONSIBILITIES OF TEACHER INTERNSThe Teacher Internship is designed to bridge the gap between being a student of teaching to being ateacher of students. A student expects to be cared for; a teacher is expected to care for others. TheTeacher Internship experience should provide opportunities for the teacher candidate to demonstratethe personal and professional attributes that exemplify the effective teacher, and should provideopportunities to implement the practices associated with effective teaching. These attributes include,but are not limited to:respecting and appreciating individual and cultural differences;treating others fairly and respectfully;communicating to others the idea that learning and schools are valuable;setting attainable, challenging standards for student learning and behavior;specifying lesson/activity objectives;College of EducationProfessional PartnersCreating Environments for Learning39August 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: You could also try offering some op
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 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
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during discussion, (3)rephrasing qu
Page 99 and 100:
identify achievementgain and diffic
Page 101 and 102:
3.5 The candidatedemonstratesknowle
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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
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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
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