handbook for cooperating teachers - Wilmington University

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Teacher Preparation ProgramsScoring Rubric for Portfolio Program Competency # 3 – Diverse LearnersPROGRAM COMPETENCY: Adapt instruction for diverse learners based on an understanding of how students differ.DELAWARE PROFESSIONAL TEACHING STANDARD: The teacher understands how students differ and adaptsinstruction for diverse learners.UNDERGRADUATE COMPETENCY #14/GRADUATE COMPETENCY #10: Meet the unique competencies in one’sacademic program.EVALUATED ASSIGNMENT: The teacher candidate will write a description, analysis, and reflection and will provideteaching artifacts to demonstrate knowledge of this competency/standardCollege of EducationProfessional PartnersCreating Environments for Learning56
SCORINGELEMENTS3.1 Understanding ofhow students areinfluenced by individualexperiences, talents,prior learning,language, culture,gender, health, family,and community.Score:_____(Whole #’s only)3.2 Understanding ofthe different approachesto learning.Score:_____(Whole #’s only)3.3 Understanding ofcultural diversity.Score:_____(Whole #’s only)UNSATISFACTORY1The candidate providedless than two examples ofhow student learning isinfluenced by: (1)individual experiences,(2) talents, and (3) priorlearning, as well as (4)language, culture, (5)gender, (6) health, (7)family, or (8) community.The candidatedemonstrated a limitedunderstanding of thedifferences in approachesto learning andperformance by providingless than two examplesfrom the TeacherInternship experienceillustrating the following:learning styles, multipleintelligences, andperformance modes (i.e.,developing a product orperforming a task, etc.).The candidate providedless than two examples ofcultural diversity and howto incorporate multiculturalexperiences intoinstruction.EMERGING2The candidate providedtwo examples of howstudent learning isinfluenced by: (1)individual experiences,(2) talents, and (3)prior learning, as wellas (4) language,culture, (5) gender, (6)health, (7) family, or(8) community.The candidatedemonstrated anadequate understandingof the differences inapproaches to learningand performance byproviding twoexamples from theTeacher Internshipexperience illustratingthe following: learningstyles, multipleintelligences, andperformance modes(i.e., developing aproduct or performinga task, etc.).The candidate providedtwo examples ofcultural diversity andhow to incorporatemulti-culturalexperiences intoinstruction.BASIC3The candidate providedthree examples of howstudent learning isinfluenced by: (1)individual experiences,(2) talents, and (3)prior learning, as wellas (4) language,culture, (5) gender, (6)health, (7) family, or(8) community.The candidatedemonstrated anadequateunderstanding of thedifferences inapproaches to learningand performance byproviding threeexamples from theTeacher Internshipexperience illustratingthe following: learningstyles, multipleintelligences, andperformance modes(i.e., developing aproduct or performinga task, etc.).The candidate providedthree examples ofcultural diversity andhow to incorporatemulti-culturalexperiences intoinstruction.PROFICIENT4The candidate providedfour examples of howstudent learning isinfluenced by: (1)individual experiences,(2) talents, and (3) priorlearning, as well as (4)language, culture, (5)gender, (6) health, (7)family, or (8)community.The candidatedemonstrated a strongunderstanding of thedifferences inapproaches to learningand performance byproviding fourexamples from theTeacher Internshipexperience illustratingthe following: learningstyles, multipleintelligences, andperformance modes(i.e., developing aproduct or performing atask, etc.).The candidate providedfour examples ofcultural diversity andhow to incorporatemulti-culturalexperiences intoinstruction.DISTINGUISHED5The candidate providedfive examples of howstudent learning isinfluenced by: (1)individual experiences,(2) talents, and (3) priorlearning, as well as (4)language, culture, (5)gender, (6) health, (7)family, or (8)community.The candidatedemonstrated anadvancedunderstanding of thedifferences inapproaches to learningand performance byproviding five examplesfrom the TeacherInternship experienceillustrating thefollowing: learningstyles, multipleintelligences, andperformance modes(i.e., developing aproduct or performing atask, etc.).The candidate providedfive examples ofcultural diversity andhow to incorporatemulti-culturalexperiences intoinstruction.College of EducationProfessional PartnersCreating Environments for Learning57
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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 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: 2.2 Understanding ofhuman developme
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
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
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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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handbook for cooperating teachers - Wilmington University

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