handbook for cooperating teachers - Wilmington University

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*Definitions of Ratings for the Third Scoring Element Above:Distinguished:Proficient:Basic:Emerging:Unsatisfactory:The candidate demonstrated an understanding or a working knowledge of this element of the standardwhich far exceeds that normally expected of the teacher preparation candidate at the conclusion of TheTeacher Internship. The understanding demonstrated by the candidate was at a level commonlyexpected of the effective, veteran classroom teacher.The candidate demonstrated an understanding or a working knowledge of this element of the standardwhich exceeds that normally expected of the teacher preparation candidate at the conclusion of TheTeacher Internship. The candidate demonstrated the knowledge to be an effective classroom teacher.The candidate demonstrated an understanding or a working knowledge of this element of the standardwhich is normally expected of the teacher preparation candidate at the conclusion of The TeacherInternship. The candidate demonstrated the knowledge to potentially become an effective classroomteacher.The candidate demonstrated an understanding or a working knowledge of this element of the standardwhich falls below that normally expected of the teacher preparation candidate at the conclusion of TheTeacher Internship. The candidate needs continued knowledge development in this area to have thepotential to become an effective classroom teacher.The candidate did not demonstrate an understanding or a working knowledge of this element of thestandard to a level acceptable for the teacher preparation candidate at the conclusion of The TeacherInternship. The candidate needs a great deal of knowledge development in this area to become a teacher.Revised 12/05College of EducationProfessional PartnersCreating Environments for Learning66
Teacher Preparation ProgramsScoring Rubric for Portfolio Program Competency # 7 – Instructional StrategiesPROGRAM COMPETENCY: Apply a variety of instructional approaches that promote student thinking, understanding, andapplication of knowledge.DELAWARE PROFESSIONAL TEACHING STANDARD: The teacher understands a variety of instructional approachesand uses them to promote student thinking, understanding, and application of knowledge.UNDERGRADUATE COMPETENCY #14/GRADUATE COMPETENCY #10: Meet the unique competencies of one’sacademic program.EVALUATED ASSIGNMENT: The teacher candidate will write a description, analysis, and reflection and will provideteaching artifacts in a portfolio to demonstrate knowledge of this competency/standard.SCORINGELEMENTS7.1 Understanding ofinstructional strategies.Score x 2:_____(Whole #’s only)UNSATISFACTORY1The candidate was able toclearly define and describeand give examples of fewerthan two (2) of the fivefollowing instructionalstrategies: (a) questioning, (b)problem solving, (c)discussion, (d) activation ofprior knowledge, and (e)student reflection on learning.EMERGING2The candidate was able toclearly define and describeand give examples of twoof the five followinginstructional strategies: (a)questioning, (b) problemsolving, (c) discussion, (d)activation of priorknowledge, and (e)student reflection onlearning.BASIC3The candidate was able toclearly define and describeand give examples ofthree of the five followinginstructional strategies: (1)questioning, (2) problemsolving, (3) discussion, (4)activation of priorknowledge, and (5)student reflection onlearning.PROFICIENT4The candidate was able toclearly define and describeand give examples of fourof the five followinginstructional strategies: (1)questioning, (2) problemsolving, (3) discussion, (4)activation of priorknowledge, and (5)student reflection onlearning.DISTINGUISHED5The candidate was able toclearly define and describeand give examples of thefollowing fiveinstructional strategies: (1)questioning, (2) problemsolving, (3) discussion, (4)activation of priorknowledge, and (5)student reflection onlearning.College of EducationProfessional PartnersCreating Environments for Learning67
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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
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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 65: 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
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
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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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