handbook for cooperating teachers - Wilmington University

More documents

Recommendations

Info

STRUCTURED EXTERNAL ASSIGNMENT AND CECRAM DATA COLLECTIONCOURSE: MSE 8802TITLE: Student Teaching in Special EducationPROGRAM COMPETENCY 3: Analyze informal and formal assessments used in identifying students with special needs and develop plans to meeteducational goals and objectives.PROGRAM COMPETENCY 5: Plan and implement content lessons that accommodate or adapt for unique needs of individuals with severe and multipledisabilitiesGRADUATION COMPETENCY 1: Exercise critical thinking strategies, including reasoning, problem solving, analysis, and evaluation and apply themappropriately to one’s field of study; 2: Utilize research methods and findings as they apply to one’s profession; 3: Demonstrate advanced oral and writtencommunication skills; 4. Apply legal and ethical principles to guide professional behaviors and decision making.CONCEPTUAL FRAMEWORK PROGRAM ATTRIBUTE 2: Programs view educators as learners; 7: Programs are standards drivenDELAWARE PROFESSIONAL TEACHING STANDARD 9: The teacher understands the importance of reflection on practice and actively seeksopportunities to grow professionally; 3: The teacher understands how students differ andadapts instruction for diverse learnersNCATE STANDARD 1: Knowledge, skills, and dispositionsCEC STANDARDS 7: Instructional Planning;8: AssessmentSTRUCTURED EXTERNAL ASSIGNMENT: Teacher candidates will compile pre-test/diagnostic information based on a chosen student’s IEP’s goals andobjectives, lesson plans and implementation of such with post-test/diagnostic information discussing what the student has learned. Teacher candidates willdevelop remedial lesson plans for correction and implementation and collect assessment information reporting the level of student success for the successivelessons being reported.COMPETENCY 5 RUBRICSCORINGELEMENTS5.1 Understanding ofmajor elements ofinstructional planning.UNSATISFACTORY1The candidate was able toaccurately describe andgive examples of how toincorporate fewer thanEMERGING2The candidate was ableto accurately describeand give examples ofhow to incorporate twoBASIC3The candidate wasable to accuratelydescribe and giveexamples of how toPROFICIENT4The candidate was ableto accurately describeand give examples ofhow to incorporateDISTINGUISHED5The candidate was ableto accurately describeand give examples (inthe lesson plans) of how94
CEC Standard -SevenInstructionalPlanningScore:_____5.2 Understanding thateffective instructionalplanning requiresalignment ofinstruction prior tolesson delivery.CEC Standard -SevenInstructionalPlanningScore:_____5.3 Understanding ofhow to develop long(unit) and short rangetwo of the following fiveelements of instructionalplanning into the planningprocess: (1) learningtheory, (2) content, (3)curriculum development,(4) assessment, and (5)student levels ofdevelopment.The candidate was unableto describe the alignmentbetween assessment andinstruction because he/sheclearly addressed fewerthan two of the followingelements: (1) statement ofobjectives, (2) descriptionof instructional strategiesused in the lesson, (3)description of assessmentstrategies used in thelesson, (4) rationale forhow the assessmentsdescribed align with thestated learning objectivesand instructional strategies,and (5) examples of thatalignment.The candidatedemonstrated anunsatisfactory* level ofof the following fiveelements ofinstructional planninginto the planningprocess: (1) learningtheory, (2) content, (3)curriculumdevelopment, (4)assessment, and (5)student levels ofdevelopment.The candidate was ableto describe thealignment betweenassessment andinstruction by clearlyaddressing two of thefollowing elements:(1) statement oflearning objectives, (2)description ofinstructional strategiesused in the lesson, (3)description ofassessment strategiesused in the lesson, (4)rationale for how theassessments describedalign with the statedlearning objectives andinstructional strategies,and (5) examples ofthat alignment.The candidatedemonstrated anemerging* level ofincorporate three ofthe following fiveelements ofinstructional planninginto the planningprocess: (1) learningtheory, (2) content, (3)curriculumdevelopment, (4)assessment, and (5)student levels ofdevelopment.The candidate wasable to describe thealignment betweenassessment andinstruction by clearlyaddressing three ofthe followingelements: (1)statement of learningobjectives, (2)description ofinstructional strategiesused in the lesson, (3)description ofassessment strategiesused in the lesson, (4)rationale for how theassessments describedalign with the statedlearning objectives andinstructional strategies,and (5) examples ofthat alignment.The candidatedemonstrated a basic*level of understandingfour of the followingfive elements ofinstructional planninginto the planningprocess: (1) learningtheory, (2) content, (3)curriculumdevelopment, (4)assessment, and (5)student levels ofdevelopment.The candidate was ableto describe thealignment betweenassessment andinstruction by clearlyaddressing four of thefollowing elements:(1) statement oflearning objectives, (2)description ofinstructional strategiesused in the lesson, (3)description ofassessment strategiesused in the lesson, (4) arationale for how theassessments describedalign with the statedlearning objectives andinstructional strategies,and (5) examples ofthat alignment.The candidatedemonstrated aproficient* level ofto incorporate thefollowing five elementsof instructional planninginto the planningprocess: (1) learningtheory, (2) content, (3)curriculumdevelopment, (4)assessment, and (5)student levels ofdevelopment.The candidate was ableto describe thealignment betweenassessment andinstruction by clearlyaddressing all five ofthe following elements:(1) statement oflearning objectives, (2)description ofinstructional strategiesused in the lesson, (3)description ofassessment strategiesused in the lesson, (4) arationale for how theassessments describedalign with the statedlearning objectives andinstructional strategies,and (5) examples of thatalignment.The candidatedemonstrated adistinguished* level of95
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 and 8:
Master of Education in School Leade
Page 9 and 10:
group and individual interviews hel
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
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
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: Implement strategies towards assist
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
show all

handbook for cooperating teachers - Wilmington University

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?