handbook for cooperating teachers - Wilmington University

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Definitions of Scoring ElementsExamples of Dispositions Related to Each Element13.1 Candidate understands the importance of educators as learners.• Believes that educators should engage in continuous learning throughout their careers to improve their knowledge andskills;• Believes in the value of life-long learning;• Willingly engages in professional discussions about subject matter, about student learning of subject matter, and/or aboutstrategies for effectively teaching subject matter;• Makes efforts to study and learn more about subject matter, about student learning of subject matter, and/or about strategiesfor effectively teaching subject matter.13.2 Candidate understands the importance of sensitivity to context and culture in the school and classroom settings.• Understands the context of the school in the community;• Believes that all students can learn;• Is sensitive to community and cultural norms;• Values students and helps students value each other in the school and classroom;• Is willing to work with and support all students in the school and classroom.13.3 Candidate understands the importance of inquiry, analysis, and reflection in the teaching process.• Values critical thinking and problem solving in the classroom;• Is willing to give and to receive help;• Recognizes the professional responsibility for engaging in and improving professional practice;• Is committed to continually seek out, develop, and refine practices that address the individual learning needs of students;• Is a reflective practitioner who is willing to analyze and evaluate his/her own practice for the purpose of improvement as aclassroom teacher.Mean Score:_______College of EducationProfessional PartnersCreating Environments for Learning86Assessor:__________________________________________(Print Name)__________________________________________(Signature)
Teacher Preparation ProgramsScoring Checklist for Portfolio Program Competency # 14 – EmploymentPROGRAM COMPETENCY: Obtain and retain successful employment in the profession of education.UNDERGRADUATE COMPETENCY #14: Meet the unique competencies of one’s academic program.GRADUATE COMPETENCY #10: Meet the unique competencies of one’s academic program.EVALUATED ASSIGNMENT: The teacher candidate will write a description, analysis, and reflection and will provide teachingartifacts to demonstrate knowledge of this competency. See the Performance Indicators below.Performance Indicators1. Candidate writes a resume´ using proper format, grammar, mechanics, spelling and punctuation.2. Candidate writes five potential interview questions and gives his/her corresponding responses.3. Candidate writes a description of the teacher standard that they would be able to orally articulate during a job interview.SCORINGELEMENTS14.1Understands theelements of aresume´Score: ______(Whole #’s only)UNSATISFACTORY1The candidatedemonstrated aninsufficientunderstanding of theelements of a resume´.EMERGING2The candidatedemonstrated amarginalunderstanding of theelements of a resume´.BASIC3The candidatedemonstrated anadequateunderstanding of theelements of a resume´.PROFICIENT4The candidate demonstrateda well-informedunderstanding of theelements of a resume´.DISTINGUISHED5The candidate demonstratedan advancedunderstanding of theelements of a resume´.College of EducationProfessional PartnersCreating Environments for Learning87
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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 and 84: SCORINGELEMENTS12.2 Understands leg
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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
Page 135 and 136: .COOPERATING TEACHER STIPENDIn orde
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handbook for cooperating teachers - Wilmington University

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