handbook for cooperating teachers - Wilmington University

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SCORINGELEMENTS6.2 Understandingthat effectiveinstructionalplanning requiresalignment ofassessment andinstruction prior tolesson delivery.Score:_____(Whole #’s only)6.3 Understandingof how to developlong (unit) and shortrange (lesson) plans.Score:_____(Whole #’s only)6.4 Understandingof how to connectstudent experienceswith educationgoals in planning.Score:_____(Whole #’s only)UNSATISFACTORY1The candidate was unableto describe the alignmentbetween assessment andinstruction because he/sheclearly addressed fewerthan two of the followingelements: (1) statement ofobjectives, (2) descriptionof instructional strategiesused in the lesson, (3)description of assessmentstrategies used in thelesson, (4) rationale forhow the assessmentsdescribed align with thestated learning objectivesand instructionalstrategies, and (5)examples of thatalignment.The candidatedemonstrated anunsatisfactory* level ofunderstanding of how todevelop long and shortrange plans consistent withcurriculumstandards/goals, learnerdiversity, and learningtheory.The candidate did notprovide examplesdemonstrating anunderstanding of how tomake connections betweenstudent experiences andeducationalstandards/goals in theplanning process.EMERGING2The candidate was able todescribe the alignmentbetween assessment andinstruction by clearlyaddressing two of thefollowing elements: (1)statement of learningobjectives, (2) descriptionof instructional strategiesused in the lesson, (3)description of assessmentstrategies used in thelesson, (4) rationale forhow the assessmentsdescribed align with thestated learning objectivesand instructionalstrategies, and (5)examples of thatalignment.The candidatedemonstrated anemerging* level ofunderstanding of how todevelop long and shortrange plans consistent withcurriculumstandards/goals, learnerdiversity, and learningtheory.The candidate providedand described onespecific exampledemonstrating anunderstanding of how tomake connections betweenstudent experiences andeducationalstandards/goals in theplanning process.BASIC3The candidate was able todescribe the alignmentbetween assessment andinstruction by clearlyaddressing three of thefollowing elements: (1)statement of learningobjectives, (2) descriptionof instructional strategiesused in the lesson, (3)description of assessmentstrategies used in thelesson, (4) rationale forhow the assessmentsdescribed align with thestated learning objectivesand instructionalstrategies, and (5)examples of thatalignment.The candidatedemonstrated a basic*level of understanding ofhow to develop long andshort range plansconsistent with curriculumstandards/goals, learnerdiversity, and learningtheory.The candidate providedand described twospecific examplesdemonstrating anunderstanding of how tomake connections betweenstudent experiences andeducationalstandards/goals in theplanning process.PROFICIENT4The candidate was able todescribe the alignmentbetween assessment andinstruction by clearlyaddressing four of thefollowing elements: (1)statement of learningobjectives, (2) descriptionof instructional strategiesused in the lesson, (3)description of assessmentstrategies used in thelesson, (4) a rationale forhow the assessmentsdescribed align with thestated learning objectivesand instructionalstrategies, and (5)examples of thatalignment.The candidatedemonstrated aproficient* level ofunderstanding of how todevelop long and shortrange plans consistent withcurriculumstandards/goals, learnerdiversity, and learningtheory.The candidate providedand described threespecific examplesdemonstrating anunderstanding of how tomake connections betweenstudent experiences andeducationalstandards/goals in theplanning process.DISTINGUISHED5The candidate was able todescribe the alignmentbetween assessment andinstruction by clearlyaddressing all five of thefollowing elements: (1)statement of learningobjectives, (2) descriptionof instructional strategiesused in the lesson, (3)description of assessmentstrategies used in the lesson,(4) a rationale for how theassessments described alignwith the stated learningobjectives and instructionalstrategies, and (5) examplesof that alignment.The candidatedemonstrated adistinguished* level ofunderstanding of how todevelop long and shortrange plans consistent withcurriculum standards/goals,learner diversity, andlearning theory.The candidate providedand described four specificexamples demonstrating anunderstanding of how tomake connections betweenstudent experiences andeducational standards/goalsin the planning process.College of EducationProfessional PartnersCreating Environments for Learning64
6.5Understanding ofhow to maximizethe participationand engagement ofstudents withdisabilities in ageneral or expendedcurriculum.Score:_____(Whole #’s only)The candidate providedfewer than two specificexamples from the lessonplans demonstrating anunderstanding of how tomaximize the participationand engagement ofstudents with disabilitiesin classroom lessons.Examples includestrategies selected fromthe following areas: (1)providing equal responseopportunities duringdiscussion, (2) providingwait time for answersduring discussion, (3)rephrasingquestions/giving clues, (4)providing individual helpduring practice activities,(5) engaging all studentsin higher level questioningand/or activities, (6)providing activities thatmeet the developmentalneeds of students bydifferentiating instructionand/or assessment, (7)planning for the optimaluse of time for learning,(8) providing materials ata level promoting studentunderstanding.The candidate provided adescription and specificexamples from the lessonplans demonstrating anunderstanding of how tomaximize theparticipation andengagement of studentswith disabilities inclassroom lessons.Examples includedstrategies in two of thefollowing areas: (1)providing equal responseopportunities duringdiscussion, (2) providingwait time for answersduring discussion, (3)rephrasingquestions/giving clues, (4)providing individual helpduring practice activities,(5) engaging all studentsin higher levelquestioning and/oractivities, (6) providingactivities that meet thedevelopmental needs ofstudents by differentiatinginstruction and/orassessment, (7) planningfor the optimal use of timefor learning, (8) providingmaterials at a levelpromoting studentunderstanding.The candidate provided adescription and specificexamples from the lessonplans demonstrating anunderstanding of how tomaximize theparticipation andengagement of studentswith disabilities inclassroom lessons.Examples includedstrategies in three of thefollowing areas: (1)providing equal responseopportunities duringdiscussion, (2) providingwait time for answersduring discussion, (3)rephrasingquestions/giving clues, (4)providing individual helpduring practice activities,(5) engaging all studentsin higher levelquestioning and/oractivities, (6) providingactivities that meet thedevelopmental needs ofstudents by differentiatinginstruction and/orassessment, (7) planningfor the optimal use of timefor learning, (8) providingmaterials at a levelpromoting studentunderstanding.The candidate provided adescription and specificexamples from the lessonplans demonstrating anunderstanding of how tomaximize the participationand engagement of studentswith disabilities inclassroom lessons.Examples includedstrategies in four of thefollowing areas: (1)providing equal responseopportunities duringdiscussion, (2) providingwait time for answersduring discussion, (3)rephrasing questions/givingclues, (4) providingindividual help duringpractice activities, (5)engaging all students inhigher level questioningand/or activities, (6)providing activities thatmeet the developmentalneeds of students bydifferentiating instructionand/or assessment, (7)planning for the optimaluse of time for learning, (8)providing materials at alevel promoting studentunderstanding.The candidate provided adescription and specificexamples from the lessonplans demonstrating anunderstanding of how tomaximize the participationand engagement of studentswith disabilities inclassroom lessons.Examples includedstrategies in five of thefollowing areas: (1)providing equal responseopportunities duringdiscussion, (2) providingwait time for answers duringdiscussion, (3) rephrasingquestions/giving clues, (4)providing individual helpduring practice activities, (5)engaging all students inhigher level questioningand/or activities, (6)providing activities thatmeet the developmentalneeds of students bydifferentiating instructionand/or assessment, (7)planning for the optimal useof time for learning, (8)providing materials at alevel promoting studentunderstanding.Mean Score:_______Assessor:__________________________________________College of EducationProfessional PartnersCreating Environments for Learning65(Print Name)__________________________________________(Signature)
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College of EducationHANDBOOK FORCOO
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TABLE OF CONTENTSCollege of Educati
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We envision our students, as they t
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Master of Education in School Leade
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group and individual interviews hel
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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 and 56: 2.2 Understanding ofhuman developme
Page 57 and 58: SCORINGELEMENTS3.1 Understanding of
Page 59 and 60: Teacher Preparation ProgramsScoring
Page 63: 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 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
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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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