handbook for cooperating teachers - Wilmington University

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Master of Education in Career and Technical Education:The purpose of the Master of Education in Career and Technical Education program is to provideprofessional development and certification opportunities for teachers who wish to pursueprofessional development, Delaware T & I certification, and/or a master’s degree. Courses in theprogram will provide Career and Technical teachers with the necessary skills to be successful inthe classroom. Students will learn methods to successfully communicate the content and skills oftheir subject area as well as to develop effective teaching strategies to ensure that students arereceiving the best instruction possible while increasing student achievement.Master of Arts in Secondary Teaching: Grades 7-12:The Master of Arts in Secondary Teaching program prepares teachers to meet the academic andsocial needs of students. The program is built on a model of the teacher as learner, researcher,and facilitator of knowledge. The program is based on the premises that teachers must besensitive to varying social demands and expectations; must be able to diagnose and address theindividual learning and developmental needs of students, including emotional, physical, social,and cognitive needs; must be able to use technology in all aspects of their profession; must makeimportant decisions about how and what to teach in the face of an overwhelming knowledgeexplosion; and must reach out more effectively to parents and the community.Doctor of Education in Educational Leadership:The doctoral program facilitates the professional development of teachers, specialists,administrators, and other personnel committed to the concept that those responsible for thenation’s educational agenda must be innovative leaders. The program prepares students totranslate research into effective systems of instruction, supervision, and leadership. It features acore of studies and a dissertation. This program of studies meets the needs of public, private, andpost-secondary educators. The program format allows for completion of coursework in just overthree years, even though students attend classes only once a week. Courses are taught by bothfull-time and adjunct faculty who are experts in their fields, providing an insight into innovative,leading edge theories and practices.Program GoalsThe specific, long-term goals (desired outcomes) of the programs in the College of Education atWilmington University are unique to each degree and to each program and are delineated asgraduation and program competencies. All program competencies are standards-based; areinstrumental, on a daily basis, in allowing the College to apply the philosophy to achieve themission described above.The College also develops a set of annual goals for carrying out its mission on more of a shortterm basis. For example, the annual goals for the 2007-2008 academic year included obtainingnational recognition for the College of Education through the NCATE accreditation process.The College underwent a rigorous standards-based process that included data review and on-siteCollege of EducationProfessional PartnersCreating Environments for Learning8August 2011
group and individual interviews held by a team of professional reviewers selected by theirrespective Specialized Professional Associations (e.g., International Reading Association andNational Council of Teachers of Mathematics. The interviews were conducted with Universityofficials, representatives from school/district partnership, faculty and students. The College wasvery pleased to hear that the programs were fully accredited and that the College receivedNational Recognition status.The Conceptual FrameworkThe core of our Conceptual Framework emanates from the visions and missions of theUniversity and College; reflects the philosophy, purposes, and goals noted above; and iscomposed of specific program attributes that we deem essential for the effectiveness ofeducator preparation programs.Knowledge Bases That Inform The Unit’s Conceptual Framework and the OrganizingTheme, “Professional Partners Creating Environments for Learning”We chose to organize our programs around the combined themes of professional partnershipsand learning environments. These flow out of the vision, mission, and philosophy of the Collegeand relate well to the purposes of each of our programs. We believe this approach to be centralto a context-embedded program. We believe in the concept of gemeinschaft (Tonnies, 1957;Sergiovanni, 1996), or schools as learning communities, characterized by shared vision, sharedrules, shared values, shared expectations, and a shared commitment toward interpersonal caring.College of EducationProfessional PartnersCreating Environments for Learning9August 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: Master of Education in School Leade
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 and 56: 2.2 Understanding ofhuman developme
Page 57 and 58: SCORINGELEMENTS3.1 Understanding of
Page 59 and 60:
Teacher Preparation ProgramsScoring
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6.5Understanding ofhow to maximizet
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8.3 Thecandidatedemonstratesknowled
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(teacher-designed); (3)publisher-de
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SCORINGELEMENTSUNSATISFACTORY1EMERG
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SCORINGELEMENTS10.2 Understands sch
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strategies, equitablydistributing r
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SCORINGELEMENTS11.2 Understands how
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SCORINGELEMENTS12.2 Understands leg
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13.3 Candidateunderstands theimport
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College of EducationMASTER OF EDUCA
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Implement Strategies - Develop and
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Implement strategies towards assist
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CEC Standard -SevenInstructionalPla
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during discussion, (3)rephrasing qu
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identify achievementgain and diffic
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3.5 The candidatedemonstratesknowle
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Wilmington UniversityClinical Repor
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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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