handbook for cooperating teachers - Wilmington University

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(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
during discussion, (3)rephrasing questions/givingclues, (4) providingindividual help duringpractice activities, (5)engaging all students inhigher level questioningand/or activities, (6)providing activities thatmeet the developmentalneeds of students bydifferentiating instructionand/or assessment, (7)planning for the optimaluse of time for learning, (8)providing materials at alevel promoting studentunderstanding.during discussion, (2)providing wait time foranswers duringdiscussion, (3)rephrasingquestions/giving clues,(4) providingindividual help duringpractice activities, (5)engaging all students inhigher levelquestioning and/oractivities, (6) providingactivities that meet thedevelopmental needs ofstudents bydifferentiatinginstruction and/orassessment, (7)planning for theoptimal use of time forlearning, (8) providingmaterials at a levelpromoting studentunderstanding.response opportunitiesduring discussion, (2)providing wait timefor answers duringdiscussion, (3)rephrasingquestions/giving clues,(4) providingindividual help duringpractice activities, (5)engaging all studentsin higher levelquestioning and/oractivities, (6)providing activitiesthat meet thedevelopmental needsof students bydifferentiatinginstruction and/orassessment, (7)planning for theoptimal use of time forlearning, (8) providingmaterials at a levelpromoting studentunderstanding.during discussion, (2)providing wait time foranswers duringdiscussion, (3)rephrasingquestions/giving clues,(4) providing individualhelp during practiceactivities, (5) engagingall students in higherlevel questioningand/or activities, (6)providing activities thatmeet the developmentalneeds of students bydifferentiatinginstruction and/orassessment, (7)planning for theoptimal use of time forlearning, (8) providingmaterials at a levelpromoting studentunderstanding.during discussion, (2)providing wait time foranswers duringdiscussion, (3)rephrasingquestions/giving clues,(4) providing individualhelp during practiceactivities, (5) engagingall students in higherlevel questioning and/oractivities, (6) providingactivities that meet thedevelopmental needs ofstudents bydifferentiatinginstruction and/orassessment, (7)planning for the optimaluse of time for learning,(8) providing materialsat a level promotingstudent understanding.COMPETENCY 3 RUBRICSCORINGELEMENTS3.1 The candidatedemonstratesknowledge ofmeasurement theoryUNSATISFACTORY1The candidatedemonstrated anunsatisfactory level ofknowledge ofEMERGING2The candidatedemonstrated anemerging level ofknowledge aboutBASIC3The candidatedemonstrated a basiclevel of knowledgeabout measurementPROFICIENT4The candidatedemonstrated aproficient level ofknowledge aboutDISTINGUISHED5The candidatedemonstrated adistinguished level ofknowledge about97
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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
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Finally, I want you to summarize th
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You could also try offering some op
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documentation.Recommend early inter
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LESSON PLANNING USING THE WIMU TEMP
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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 and 94: Implement strategies towards assist
Page 95: CEC Standard -SevenInstructionalPla
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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