handbook for cooperating teachers - Wilmington University

(lesson) plans.CEC Standard – SevenInstructional PlanningScore:_____understanding of how todevelop long and shortrange plans consistent withcurriculum standards/goals,learner diversity, andlearning theory.understanding of howto develop long andshort range plansconsistent withcurriculumstandards/goals, learnerdiversity, and learningtheory.of how to develop longand short range plansconsistent withcurriculumstandards/goals,learner diversity, andlearning theory.understanding of howto develop long andshort range plansconsistent withcurriculumstandards/goals, learnerdiversity, and learningtheory.understanding of how todevelop long and shortrange plans consistentwith curriculumstandards/goals, learnerdiversity, and learningtheory.5.4 Understanding ofhow to connect studentexperiences witheducation goals inplanning.CEC Standard SevenInstructionalPlanningScore:_____5.5 The candidatedemonstrated anunderstanding of howto maximize theparticipation andengagement of studentswith ELN in a generalor expanded program.The candidate did notprovide examplesdemonstrating anunderstanding of how tomake connections betweenstudent experiences andeducational standards/goalsin the planning process.The candidate providedfewer than two specificexamples from the lessonplans demonstrating anunderstanding of how tomaximize the participationand engagement ofstudents with disabilities inclassroom lessons.Examples includestrategies selected from thefollowing areas: (1)providing equal responseopportunities duringdiscussion, (2) providingwait time for answersThe candidate providedand described onespecific exampledemonstrating anunderstanding of howto make connectionsbetween studentexperiences andeducationalstandards/goals in theplanning process.The candidate provideda description andspecific examples fromthe lesson plansdemonstrating anunderstanding of howto maximize theparticipation andengagement of studentswith disabilities inclassroom lessons.Examples includedstrategies in two of thefollowing areas: (1)providing equalresponse opportunitiesThe candidateprovided anddescribed two specificexamplesdemonstrating anunderstanding of howto make connectionsbetween studentexperiences andeducationalstandards/goals in theplanning process.The candidateprovided a descriptionand specific examplesfrom the lesson plansdemonstrating anunderstanding of howto maximize theparticipation andengagement ofstudents withdisabilities inclassroom lessons.Examples includedstrategies in three ofthe following areas:(1) providing equalThe candidate providedand described threespecific examplesdemonstrating anunderstanding of howto make connectionsbetween studentexperiences andeducationalstandards/goals in theplanning process.The candidate provideda description andspecific examples fromthe lesson plansdemonstrating anunderstanding of howto maximize theparticipation andengagement of studentswith disabilities inclassroom lessons.Examples includedstrategies in four of thefollowing areas: (1)providing equalresponse opportunitiesThe candidate providedand described fourspecific examplesdemonstrating anunderstanding of how tomake connectionsbetween studentexperiences andeducationalstandards/goals in theplanning process.The candidate provideda description andspecific examples fromthe lesson plansdemonstrating anunderstanding of how tomaximize theparticipation andengagement of studentswith disabilities inclassroom lessons.Examples includedstrategies in five of thefollowing areas: (1)providing equalresponse opportunities96