handbook for cooperating teachers - Wilmington University

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8.4 Thecandidatedemonstratesknowledge ofhow to use theresults ofassessment toreflect on andmodify teachingScore: ________(Whole #’s only)8.5 Thecandidatedemonstratesknowledge of thepurpose andcharacteristics ofdifferent kinds ofassessmentsScore: _____(Whole #’s only)The candidatedemonstrated anunsatisfactory level ofknowledge of how to useassessment results byproviding information thathad at least four factualor data inaccuracies forall of the following threeelements: (1) explainwhole class outcome onspecific objectives,(describe strengths andneeds on each objective);(2) explain studentoutcome on specificobjectives, (describestrengths and needs oneach objective); and (3)reflect on a teacher’sprofessional responsibilityfor making appropriatedecisions based on dataresults.The candidatedemonstrated anunsatisfactory level ofknowledge of the purposeand characteristics of sixassessment strategies byproviding information thathas at least four factualinaccuracies for thefollowing items: (1)performance-basedassessments(portfolio/rubric); (2)pencil-paper activitiesThe candidatedemonstrated anemerging level ofknowledge of how to useassessment results byproviding informationthat has only threefactual or datainaccuracies for all ofthe following threeelements: (1) explainwhole class outcome onspecific objectives,{describe strengths andneeds on each objective);(2) explain studentoutcome on specificobjectives, (describestrengths and needs oneach objective); and (3)reflect on a teacher’sprofessionalresponsibility for makingappropriate decisionsbased on data results.The candidatedemonstrated anemerging level ofknowledge of thepurpose andcharacteristics of sixassessment strategies byproviding informationthat has only threefactual inaccuracies forthe following items: (1)performance-basedassessments(portfolio/rubric); (2)The candidatedemonstrated a basiclevel of knowledge ofhow to use assessmentresults by providinginformation that had onlytwo factual or datainaccuracies for all ofthe following threeelements: (1) explainwhole class outcome onspecific objectives,(describe strengths andneeds on each objective);(2) explain studentoutcome on specificobjectives, (describestrengths and needs oneach objective); and (3)reflect on a teacher’sprofessionalresponsibility for makingappropriate decisionsbased on data results.The candidatedemonstrated a basiclevel of knowledge ofthe purpose andcharacteristics of sixassessment strategies byproviding informationthat has only two factualinaccuracies for thefollowing items: (1)performance-basedassessments(portfolio/rubric); (2)pencil-paper activitiesThe candidatedemonstrated a proficientlevel of knowledge ofhow to use assessmentresults by providinginformation and dataresults that had only onefactual or datainaccuracy for all of thefollowing threeelements: (1) explainwhole class outcome onspecific objectives,(describe strengths andneeds on each objective);(2) explain studentoutcome on specificobjectives, (describestrengths and needs oneach objective); and (3)reflect on a teacher’sprofessional responsibilityfor making appropriatedecisions based on dataresults. .The candidatedemonstrated a proficientlevel of knowledge of thepurpose andcharacteristics of sixassessment strategies byproviding information thathas only one factualinaccuracies for thefollowing items: (1)performance-basedassessments(portfolio/rubric); (2)pencil-paper activitiesThe candidatedemonstrated adistinguished level ofknowledge of how to useassessment results byproviding accurateinformation and dataresults for all of thefollowing three elements:(1) explain the overallwhole class outcome onspecific objectives,(describe group strengthsand needs on eachlearning outcome); (2)explain individual/studentoutcome on specificobjectives, (describestudent strengths andneeds on each learningoutcome); and (3) reflecton a teacher’s professionalresponsibility for makingappropriate decisionsbased on data results.The candidatedemonstrated adistinguished level ofknowledge by accuratelyexplaining the purposeand characteristics of sixdifferent types ofassessment strategies(e.g., (1) performancebasedassessments(portfolio/rubric); (2)pencil-paper activities(teacher-designed); (3)publisher-designedCollege of EducationProfessional PartnersCreating Environments for Learning72
(teacher-designed); (3)publisher-designedactivities (curriculumbased);(4) observations(checklists, etc.); (5)informal records(anecdotal, narrative,interviews);and (6)standardized assessmentactivities (reading,language arts, science, ormath). (Items areexamples.)pencil-paper activities(teacher-designed); (3)publisher-designedactivities (curriculumbased);(4) observations(checklists, etc.); (5)informal records(anecdotal, narrative,interviews); and (6)standardized assessmentactivities (reading,language arts, science, ormath). (Items areexamples.)(teacher-designed); (3)publisher-designedactivities (curriculumbased);(4) observations(checklists, etc.); (5)informal records(anecdotal, narrative,interviews); and (6)standardized assessmentactivities (reading,language arts, science, ormath). (Items areexamples.)(teacher-designed); (3)publisher-designedactivities (curriculumbased);(4) observations(checklists, etc.); (5)informal records(anecdotal, narrative,interviews); and (6)standardized assessmentactivities (reading,language arts, science, ormath). (Items areexamples.)activities (curriculumbased);(4) observations(checklists, etc.); (5)informal records(anecdotal, narrative,interviews); and (6)standardized assessmentactivities (reading,language arts, science, ormath)).Mean Score:_______Assessor:__________________________________________(Print Name)__________________________________________(Signature)College of EducationProfessional PartnersCreating Environments for Learning73
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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
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Improved oral and written communica
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PREREQUISITES:The Teacher Internshi
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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 and 66: 6.5Understanding ofhow to maximizet
Page 71: 8.3 Thecandidatedemonstratesknowled
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
Page 117 and 118: Competency 7: Instructional Strateg
Page 119 and 120: Competency 9: Professional Growth -
Page 121 and 122: 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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