handbook for cooperating teachers - Wilmington University

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Teacher Preparation ProgramsScoring Checklist for Portfolio Program Competency # 13 – Dispositions(Revised Summer, 2008)STUDENT:_________________________ SEMESTER:_______________________________PROGRAM COMPETENCY:EVALUATED ASSIGNMENT:SCORING ELEMENTS:Demonstrate dispositions expected of beginning teachers as specified in the Model Standards forBeginning Teachers developed by the Interstate New Teacher Assessment and Support Consortium(INTASC) and in the Wilmington University Division of Education Conceptual Framework.The teacher candidate will write a description, analysis, and reflection (DAR) and will provide teachingartifacts to demonstrate knowledge of this competency. To successfully complete this assignment, thecandidate will write a DAR for each of the scoring elements below.Adapted from the Wilmington University Division of Education Conceptual Framework/ProgramAttributes.SCORINGELEMENTS13.1 Candidateunderstands theimportance ofeducators aslearners.Score:____13.2 Candidateunderstands theimportance ofsensitivity tocontext andculture in theschool andclassroomsettings.UNSATISFACTORY1The candidate did notdemonstrate anunderstanding of theimportance of theeducator as a continual,life-long learner.The candidate did notdemonstrate anunderstanding of theimportance of contextand culture in theschool and classroomEMERGING2The candidate demonstratedan understanding of theimportance of the educatoras a continual, life-longlearner in a less than averageway.The candidate demonstrateda below averageunderstanding of theimportance of context andculture in the school andclassroom.BASIC3The candidatedemonstrated anunderstanding of theimportance of theeducator as a continual,life-long learner in anaverage way.The candidatedemonstrated anacceptable understandingof the importance ofsensitivity to context andculture in the school andclassroom.PROFICIENT4The candidatedemonstrated anunderstanding of theimportance of theeducator as a continual,lifelong learner in anabove average way.The candidatedemonstrated an aboveaverage understanding ofthe importance ofsensitivity to context andculture in the school andclassroom.DISTINGUISHED5The candidate demonstrated anunderstanding of theimportance of the educator as acontinual, life-long learner indistinguished and exceptionalways.The candidate demonstrated asuperior understanding of theimportance of sensitivity tocontext and culture in theschool and classroom.Score:_____College of EducationProfessional PartnersCreating Environments for Learning84
13.3 Candidateunderstands theimportance ofinquiry, analysis,and reflection inthe teachingprocess.The candidate did notdemonstrate anunderstanding if theimportance of inquiry,analysis, and reflectionin the teaching process.The candidate demonstrateda less than averageunderstanding of theimportance of inquiry,analysis, and reflection inthe teaching process.The candidatedemonstrated anacceptable understandingof the importance ofinquiry, analysis, andreflection in the teachingprocess.The candidatedemonstrated an aboveaverage understanding ofthe importance of inquiry,analysis, and reflection inthe teaching process.The candidate demonstrated asuperior understanding of theimportance of inquiry, analysis,and reflection in the teachingprocess.Score:_____Mean Score:__________(total divided by: 3)Assessor:______________________________College of EducationProfessional PartnersCreating Environments for Learning85
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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
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9.2 participate in professional dis
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13.10 appreciates the importance of
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handbooks. Teacher Interns are aske
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TYPICAL (SUGGESTED) SCHEDULE* FOR 4
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12. Participate in regular progress
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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 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: SCORINGELEMENTS12.2 Understands leg
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
Page 123 and 124: Competency 14: Employment - Obtain
Page 125 and 126: Narrative Comments (Optional)Teache
Page 127 and 128: Delaware Standards: This should inc
Page 129 and 130: Formative Assessment (ongoing) How
Page 131 and 132: Formative Assessment (ongoing) How
Page 133 and 134: REFLECTION SHEETTeacher/Teacher Int
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.COOPERATING TEACHER STIPENDIn orde
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