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PC Level 1 Appendix 08/12/14
Page 1
–
College of Education and Health Services
School of Education
Preclinical Handbook Appendix for
Preclinical Experience Level I
Benedictine University educators are Effective Practitioners, committed to
Scholarship, Lifelong Inquiry, Leadership and Social Responsibility
Fall 2014
Benedictine University 5700 College Road Lisle, IL 60532-0900
PC Level 1 Appendix 08/12/14
Page 2
Table of Contents
Outcome Alignment for Preclinical Level 1 ................................................................................................. 3
File Naming Convention ............................................................................................................................... 4
Preclinical Experience Time Commitment Requirement.............................................................................. 4
Preclinical Experience Materials Needed ..................................................................................................... 4
IPTS Performance Activities Crosswalk (IPAC) .......................................................................................... 5
Candidate Information
Schedule, Site Visit, and Performance Activities ....................................................................................... 18
Preclinical Teacher Candidate Placement Information ............................................................................... 23
Teacher Candidates Information for Using Rubrics and LiveText ............................................................. 24
Grade Distribution ..................................................................................................................................... 24
LiveText Login Information ....................................................................................................................... 24
Preclinical Site Visit Log ............................................................................................................................ 25
Site Visit Notes Template ........................................................................................................................... 26
Site Visit Notes Rubric ............................................................................................................................... 27
Analysis of Assignments for Preclinical Experiences ............................................................................... 29
Analysis of Observation (EXAMPLE) ....................................................................................................... 29
Analysis of Observation Assignment .......................................................................................................... 31
Analysis of Observation Rubrics ................................................................................................................ 32
Analysis of Interview Assignment .............................................................................................................. 35
Analysis of Interview Rubrics..................................................................................................................... 36
Analysis of Student Interaction Assignment ............................................................................................... 39
Analysis of Student Interaction Rubrics ..................................................................................................... 40
Understanding the School Environment ..................................................................................................... 43
PC Level I: Evaluation of Growth .............................................................................................................. 45
Comprehensive Analysis Paper Assignment .............................................................................................. 46
Comprehensive Analysis Paper Rubric ....................................................................................................... 47
Professional Behaviors (Dispositions) for Teacher Preparation ................................................................. 48
Final Product Assignment ........................................................................................................................... 50
Final Product Rubric ................................................................................................................................... 51
University Supervisor & Cooperating Teacher Information
University Supervisors Information for Using Rubrics and LiveText ........................................................ 53
Grading Distribution ................................................................................................................................... 53
Informal Preclinical Experience Site Visit .................................................................................................. 54
PC Level I: Supervisor's Observation of Teacher Candidate Classroom Performance .............................. 55
PC Level II: University Supervisor Recommendation for Teacher Candidate to Continue ....................... 57
PC Level II: Cooperating Teacher Recommendation for Teacher Candidate to Continue ......................... 58
PC Level 1 Appendix 08/12/14
Page 3
Outcome Alignment for Preclinical Level 1
Outcome
Illinois Professional Teaching Standard Course(s) Questions for Consideration
1. Understand the
School System
(1) Teaching Diverse Students – The competent teacher
understands the diverse characteristics and abilities of each
student and how individuals develop and learn within the
context of their social, economic, cultural, linguistic, and
academic experiences. The teacher uses these experiences to
create instructional opportunities that maximize student
learning.
EDUC 205
EDUC 207
EDUC 260
1. What is the role of the teacher?
2. What is the role of the student?
3. What is the role of the administrators?
4. What is the role of the school support
personnel?
5. What are the grade levels and why are they
important?
6. What role does the school district play in the
school system?
2. Identify the
Importance of
Planning
(3) Planning for Differentiated Instruction – The competent
teacher plans and designs instruction based on content area
knowledge, diverse student characteristics, student
performance data, curriculum goals, and the community
context. The teacher plans for ongoing student growth and
achievement.
EDUC 210
1. What are the components of a basic lesson
plan?
2. Why is lesson planning important for student
learning?
3. Understand the
Learning
Environment
(4) Learning Environment – The competent teacher structures
a safe and healthy learning environment that facilitates cultural
and linguistic responsiveness, emotional well-being, self-
efficacy, positive social interaction, mutual respect, active
engagement, academic risk-taking, self-motivation, and
personal goal-setting.
EDUC 210
1. Why is the physical layout of a classroom
important?
2. How do classroom behavior management
rules effect student learning?
4. Understand and
Exhibit
Professionalism
(9) Professionalism, Leadership, and Advocacy The
competent teacher is an ethical and reflective practitioner who
exhibits professionalism; provides leadership in the learning
community; and advocates for students, parents or guardians,
and the profession.
EDUC 205
EDUC 207
EDUC 210
EDUC 260
1. How is professionalism defined in education?
2. What are the various aspects of
professionalism to consider?
PC Level 1 Appendix 08/12/14
Page 4
FILE NAMING CONVENTIONS
All assignment files, regardless of the type of file, in this preclinical experience must follow the naming
convention below:
FirstInitialLastName_AssignmentName_PCLevel1_Date
TIME COMMITMENT CHART for PC Level 1
Days per Week Hours per Day
Field Experience¹
2 days per week 2 hours per day
Seminar²
1 day every other week 2 hours per day
¹The number of hours required for this preclinical experience is designed to provide the candidate with
opportunity to meet the outcomes of the experience as outlined in the IPTS Performance Activities
Crosswalk (IPAC) chart.
²Attendance at all seminars is required. Analytical writing, performance activities, and site visit experiences
will be addressed.
MATERIALS NEEDED
3-ring binder with dividers:
1. Preclinical Experience Level 1 Handbook and Appendix
2. Important contact information and websites (e.g., university supervisor, cooperating teacher)
3. Site Visit Notes with visit log as the first page
4. Analysis Papers
5. Other assignments
6. Evaluations (formal and informal)
PC Level 1 Appendix 08/12/14
Page 5
ILLINOIS PROFESSIONAL TEACHING STANDARDS-PERFORMANCE ACTIVITIES CROSSWALK (IPAC)
Course Title: Preclinical Level I Course Number: EDUC 200
This chart is designed to assist candidate understanding of the direct correlation between the experience outcomes (as outlined on page 3 of the appendix),
courses, and performance activities.
Conceptual Framework: This refers to the Benedictine University’s School of Education Conceptual Framework. For a more detailed listing the BU’s SOE’s
Conceptual Framework, download the Teacher Education Handbook: http://www.ben.edu/coehs/education/index.cfm/.
Outcomes: This column identifies the experience outcomes directly linked to the IPTS listed as well as the corresponding performance activities.
Courses: This column identifies the courses during which the candidate will also address aspects of this IPTS.
IPTS Performance Indicator (InTASC Standard[s]): The specific IPTS performance indicator being addressed is identified in this column. InTASC
standards that apply are provided in parenthesis after the IPTS performance indicator. For a complete list of the IPTS indicators (knowledge and
performance), please see Standards at: http://www.isbe.net/licensure/html/higher-education.htm. For a detailed explanation of the InTASC, download the
InTASC Model Core Teaching Standards:
http://www.ccsso.org/Resources/Publications/InTASC_Model_Core_Teaching_Standards_A_Resource_for_State_Dialogue_%28April_2011%29.html.
Task/Performance Activity: In this column, candidates will find the overall task(s) for this IPTS indicator as well as the specific performance activities
designed to provide experience directly related to the identified IPTS indicator. Clicking on the hyperlink will take a candidate directly to the site visit detailed
on the Seminar, Site Visit, and Performance Activity Schedule located in the appendix.
What to Submit: Check this column to confirm what assignments to submit as evidence of completing the performance activities and the corresponding
analysis of the experience.
Rubric(s): This column identifies the rubrics that will be used for each assignment listed.
PC Level 1 Appendix 08/12/14
Page 6
Illinois Professional Teaching Standard 1 Teaching Diverse Students – The competent teacher understands the diverse characteristics and abilities of each
student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses
these experiences to create instructional opportunities that maximize student learning.
Conceptual
Framework Outcome(s) Course(s)
IPTS Performance Indicator
(InTASC Standard[s]) Performance Activities
What to
Submit –
Supervisor &
Faculty
Rubric(s)
CF
Scholarship
#3 –
Learning
Environment
EDUC
205 210
260
1K facilitates a learning community in
which individual differences are respected
(InTASC: 1c, 2f, 2l, 2n, 3d, 3f, 3q, 3r)
Task: Observe and document
ways in which the cooperating
teacher facilitates a learning
community.
SV11-Performance Activity #21
Task: Interview cooperating
teacher, and document ways in
which the cooperating teacher
facilitates a learning community.
SV8-Performance Activity # 15
SV8-Performance Activity # 16
SV9-Performance Activity #17
Task: Interact with students in a
helpful, positive and respectful
manner to promote a positive
learning community in which
individual differences are
respected.
SV6-Performance Activity #12
SV7-Performance Activity #14
Analysis of
Observation(s)
Analysis of
Interview(s)
Analysis of
Student
Interaction(s)
Analysis of
Observation
Analysis of
Interview
Analysis of
Student
Interaction
PC Level 1 Appendix 08/12/14
Page 7
Illinois Professional Teaching Standard 2 Content Area and Pedagogical Knowledge – The competent teacher has in-depth understanding of content
area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful
learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.
Conceptual
Framework Outcome(s) Course(s)
IPTS Performance Indicator
(InTASC Standard[s]) Performance Activities
What to
Submit –
Supervisor &
Faculty
Rubric(s)
CF
Scholarship
#3 –
Learning
Environment
EDUC
205, 210
2L demonstrates fluency in technology
systems, uses technology to support
instruction and enhance student learning,
and designs learning experiences to
develop student skills in the application
of technology appropriate to the
disciplines
(InTASC: 2f, 3g, 4g)
Task: Observe and document
ways in which the cooperating
teacher uses technology to
support instruction and enhance
student learning.
SV5-Performance Activity #9
SV5-Performance Activity #10
Task: Interview cooperating
teacher, and document ways in
which the cooperating teacher
uses technology to support
instruction and enhance student
learning.
SV6-Performance Activity # 11
Analysis of
Observation(s)
Analysis of
Interview(s)
Analysis of
Observation
Analysis of
Interview
PC Level 1 Appendix 08/12/14
Page 8
Illinois Professional Teaching Standard 3 Planning for Differentiated Instruction – The competent teacher plans and designs instruction based on content
area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student
growth and achievement.
Conceptual
Framework Outcome(s) Course(s)
IPTS Performance Indicator
(InTASC Standard[s]) Performance Activities
What to
Submit –
Supervisor &
Faculty
Rubric(s)
CF
Scholarship
#2 –
Importance
of Planning
#3 –
Learning
Environment
EDUC 210 3Q develops or selects relevant
instructional content, materials,
resources, and strategies (e.g., project-
based learning) for differentiating
instruction
(InTASC: 1b, 1c, 1h, 1i, 1k, 2d, 2f, 2l,
3b, 3d, 7b, 7o, 7p)
Task: Observe cooperating
teacher to identify components of
instructional planning to address
differentiated instruction.
SV10-Performance Activity #19
SV14-Performance Activity #27
SV17-Performance Activity #32
SV17-Performance Activity #33
Task: Interview cooperating
teacher to identify components of
instructional planning to address
differentiated instruction.
SV14-Performance Activity #28
Analysis of
Observation(s)
Analysis of
Interview(s)
Analysis of
Observation
Analysis of
Interview
PC Level 1 Appendix 08/12/14
Page 9
Illinois Professional Teaching Standard 4 Learning Environment – The competent teacher structures a safe and healthy learning environment that facilitates
cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking,
self-motivation, and personal goal-setting.
Conceptual
Framework Outcome(s) Course(s)
IPTS Performance Indicator
(InTASC Standard[s]) Performance Activities
What to
Submit –
Supervisor &
Faculty
Rubric(s)
CF
Scholarship
#1 –
Understand
the School
System
#3 –
Learning
Environment
EDUC
210
4I creates a safe and healthy
environment that maximizes student
learning
(InTASC: 1c, 1k, 3a, 3f, 3n, 3q, 3r)
Task: Interview cooperating
teacher and document the policies,
and cooperating teacher’s role
modeling that helps create a safe
and healthy environment that
maximizes student learning.
SV1-Performance Activity #1
Task: Interact with students in a
positive and professional manner
to create a safe and healthy
environment that maximizes
student learning.
SV1-Performance Activity #2
SV3-Performance Activity #5
Analysis of
Interview(s)
Analysis of
Student
Interaction(s)
Analysis of
Interview
Analysis of
Student
Interaction
PC Level 1 Appendix 08/12/14
Page 10
CF
Scholarship
#2 –
Importance
of Planning
#3 –
Learning
Environment
EDUC
210
4J creates clear expectations and
procedures for communication and
behavior and a physical setting
conducive to achieving classroom
goals
(InTASC: 1c, 1i, 1k, 3f, 3q, 3r)
Task: Observe and document how
the cooperating teacher
communicates the expectations and
procedures supporting behaviors
conducive to achieving classroom
goals.
SV4-Performance Activity #7
SV7-Performance Activity #13
SV9-Performance Activity #18
SV10-Performance Activity #20
SV11-Performance Activity #22
SV12-Performance Activity #24
SV13-Performance Activity #25
SV13-Performance Activity #26
SV15-Performance Activity #29
SV18-Performance Activity #34
SV20-Performance Activity #38
Analysis of
Observation(s)
Analysis of
Observation
CF
Scholarship
#3 –
Learning
Environment
EDUC
210
4N engages students in and
monitors individual and group-
learning activities that help them
develop the motivation to learn
(InTASC: 1h, 1i, 3b, 3e, 3o, 3p)
Task: Observe and document how
the cooperating teacher motivates
student to learn.
SV4-Performance Activity #8
SV12-Performance Activity #23
Analysis of
Observation(s)
Analysis of
Observation
PC Level 1 Appendix 08/12/14
Page 11
Illinois Professional Teaching Standard 7 Assessment – The competent teacher understands and uses appropriate formative and summative assessments for
determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by
data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
Conceptual
Framework Outcome(s) Course(s)
IPTS Performance Indicator
(InTASC Standard[s]) Performance Activities
What to
Submit –
Supervisor &
Faculty
Rubric(s)
CF
Scholarship
#2 –
Importance
of Planning
EDUC
210
7K appropriately uses a variety of
formal and informal assessments to
evaluate the understanding, progress,
and performance of individual student
and the class as a whole
(InTASC: 1a, 6g, 6r, 6s, 6t, 7d)
Task: Interview cooperating
teacher to determine how teacher
determines learning has
occurred.
SV15-Performance Activity #30
Analysis of
Interview(s)
Analysis of
Interview
PC Level 1 Appendix 08/12/14
Page 12
Illinois Professional Teaching Standard 8 Collaborative Relationships – The competent teacher builds and maintains collaborative relationships to foster
cognitive, linguistic, physical, and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or
guardians, and community members.
Conceptual
Framework Outcome(s) Course(s)
IPTS Performance Indicator
(InTASC Standard[s]) Performance Activities
What to
Submit –
Supervisor &
Faculty
Rubric(s)
CF
Scholarship
#1 – Understand
the School
System
#4 -
Professionalism
EDUC
205
8J works with all school
personnel (e.g., support staff,
teachers, paraprofessionals)
to develop learning climates for the
school that encourage unity, support
a sense of shared purpose, show
trust in one another, and value
individuals
(InTASC: 1c, 1k, 3a, 3c, 3n, 9a, 9b,
10c, 10e)
Task: Interview the cooperating
teacher and how teacher works
with other school personnel
Observe how cooperating teacher
works with other school
personnel.
SV16-Performance Activity #31
Analysis of
Observation(s)
Analysis of
Observation
CF
Scholarship
#1 – Understand
the School
System
#4 -
Professionalism
EDUC
215
8M uses digital tools and
resources to promote collaborative
Interactions
(InTASC: 3g)
Task: Interview the teacher about
using digital tools to collaborate
with students, parents, community
and colleagues. Document what
the cooperating teacher uses to
collaborate with students,
parents, community and
colleagues and include this in
your interview analysis.
SV18-Performance Activity #35
Analysis of
Interview(s)
Analysis of
Interview
PC Level 1 Appendix 08/12/14
Page 13
Illinois Professional Teaching Standard 9 Professionalism, Leadership, and Advocacy – The competent teacher is an ethical and reflective practitioner who
exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
Conceptual
Framework Outcome(s) Course(s)
IPTS Performance Indicator
(InTASC Standard[s]) Performance Activities
What to
Submit –
Supervisor &
Faculty
Rubric(s)
CF
Scholarship
#1 –
Understand the
School System
#4 –
Professionalism
EDUC
205, 210
9C locates and reads emergency
response procedures as required under
the School Safety Drill Act [105 ILCS
128/1], including school safety and
crisis intervention protocol, initial
response actions and first response to
medical emergencies (e.g., first aid
and life-saving techniques)
(InTASC: 9o)
Task: Locate the resources for
emergency response actions.
SV2-Performance Activity #3
SV2-Performance Activity #4
Analysis of
Observation(s)
Analysis of
Observation
CF
Scholarship
#4 -
Professionalism EDUC
205, 207
9I models professional behavior that
reflects honesty, integrity, personal
responsibility, confidentiality, altruism
and respect
(InTASC: 3q, 3r, 93, 10t)
Task: Reflect upon and then write
about your role in the classroom
during this PC Experience.
SV20-Performance Activity #39
SV21-Performance Activity #40
SV21-Performance Activity #41
Complete BU
School of
Education
Professional
Behaviors
(Dispositions)
for Teacher
Preparation
CF
Scholarship
EDUC
207, 205
9Q uses leadership skills that
contribute to individual and collegial
growth and development, school
improvement, and the advancement of
knowledge in the teaching profession
(InTASC: 3a, 3n, 9b, 10f)
Task: Interview the teacher about
what organizations they are members
of and why they belong to the
organization.
SV19-Performance Activity #36
SV19-Performance Activity #37
Analysis of
Observation(s)
Analysis of
Interview(s)
Analysis of
Observation
Analysis of
Interview
PC Level 1 Appendix 08/12/14
Page 14
CF
Scholarship
#1 –
Understand the
School System
#4 -
Professionalism
EDUC
207, 205
9S is aware of and complies with
the mandatory reporter provisions of
Section 4 of the Abused and Neglected
Child Reporting Act [325 ILCS 5/4]
(InTASC: 9o)
Task: Summarize the laws and rules
for reporting sexual misconduct and
corporal punishment. These can be
found at
www.state.il.us/dcfs/faq/faq_faq_can.s
html
SV3-Performance Activity #6
Submit the
summary to your
university
supervisor via
email.
CF
Scholarship
#4 -
Professionalism EDUC
215
207, 205
9T models digital etiquette and
responsible social actions in the use of
digital technology
(InTASC: 3f, 9f)
Task: Maintain email contact with
supervisor and cooperating teacher,
peers, and faculty.
Task: Use proper professional ethics
and language, writing skills
PC Level 1 Appendix 08/12/14
Page 15
Preclinical Experience Level 1
Candidate Information
PC Level 1 Appendix 08/12/14
Page 16
PC LEVEL I
SEMINAR, SITE VISIT and PERFORMANCE ACTIVITY SCHEDULE
Teacher Candidate:____________________________ Host School:_______________________ Cooperating Teacher:_______________________________
Week of assigned
Site Visit and Seminar
dates
PA # PERFORMANCE ACTIVITY What to Submit Where to
Submit
Seminar #1
September 2, 2014
12:20p.m. – 1:20p.m.
Seminar #1
Topic: Introduction to the PC Program and the PC Handbook, , (Contact
cooperating teacher and university supervisor, note IPTS, the IPAC chart, Code of
Ethics and BU dress code, Disposition) Meet with supervisor
**Be sure to be registered in LiveText before the next seminar**
Seminar #2
September 9, 2014
12:20p.m. – 1:20p.m.
Seminar #2
Topic: LiveText Registration and Assignment Submission, Writing analysis
papers Meet with supervisor
Signed BU Dress
Code (PDF Form)
Email to
Preclinical
Specialist
Preparation Site Visit to
Host School and
Cooperating Teacher
PREPARATION VISIT to Host School and Cooperating Teacher Email
your cooperating teacher to request a time, next week to make a brief visit.
Be sure to CC your university supervisor on ALL emails sent to your
cooperating teacher. Once at the host school take your time to learn where
to sign in, where to park your car, what documents you need for being in the
host school, to meet the personnel e.g. cooperating teacher, you need to and
try to meet the principal. Have a printed academic calendar of the host
school for your reference at this meeting. Confirm Site Visit required blocks
of time: 2 hours twice a week for the entire experience which runs to
through the semester. You may be given a student handbook or teacher
handbook to read over before your fist Site Visit. Be prepared to provide
cooperating teacher with the following documents: Cooperating Teacher
and Host School Expectation and Responsibilities, PC LEVEL I Schedule:
Seminar, Site Visit and Performance Activities, and the PC LEVEL I:
Observation Analysis for Teacher Candidate Lesson.
Site Visit Notes
Email to
Supervisor
Seminar #3
September 16, 2014
12:20p.m. – 1:20p.m.
Seminar #3
Topic: Prepare for Site Visits 1-4 with the IPTS focus and writing of Site
Visit Notes Meet with supervisor
*Bring all Site Visit
Notes for review*
PC Level 1 Appendix 08/12/14
Page 17
SV 1
1 Conduct a short interview of your cooperating teacher to gain information
about his/her role in the school, professional background and educational
experience. Ask about the big picture plan of topics for the semester and try
to obtain needed textbooks, syllabus, etc. Add to the “Understanding the
School Environment” document. 4I
Site Visit Notes
IPTS 4I – Analysis of
Interview
Email to
Supervisor
LiveText
2 Interact with students by introducing yourself to the class. 4I
SV 2
3 Observe and describe the location of the fire extinguisher, fire blanket, AED
(Automated External Defibrillator) machine, fire exit, and fire alarm for this
classroom. If in a science laboratory include the chemicals available to
extinguish various types of fires. 9C
Site Visit Notes
IPTS 9C – Analysis of
Observation
Email to
Supervisor
LiveText
4 Observe and document the directions for fire, tornado, and lockdown drills
9C
Seminar #4
September 23, 2014
12:20p.m. – 1:20p.m.
Seminar #4
Topic: Analysis Papers and Discussion of Experience
*Bring all Site Visit
Notes for review*
SV 3
5 Interact with students by distributing materials in classroom under
cooperating teacher’s direction. 4I
Site Visit Notes
IPTS 4I – Analysis of
Student Interaction
IPTS 9S – Summary
of Mandated Reporter
Responsibilities
Email to
Supervisor
LiveText
Email to
Supervisor
6 Write a summary about your responsibilities in regards to the laws and rules
for reporting sexual misconduct and corporal punishment as a teacher
candidate AND as a licensed teacher. These can be found at
http://www.state.il.us/dcfs/FAQ/faq_CPF.shtml 9S
SV 4 7 Observe how the teacher’s proximity (movement around room and
closeness to students) affects student learning. 4J
Site Visit Notes
IPTS 4N – Analysis of
Student Interaction
LiveText
LiveText 8 Under the direction of the cooperating teacher, interact with a student by
assisting an individual student. What did you do? 4N
Seminar #5
September 30, 2014
12:20p.m. – 1:20p.m.
Seminar #5
Topic: Analysis Papers and Discussion of Experience
*Bring all Site Visit
Notes for review*
PC Level 1 Appendix 08/12/14
Page 18
SV 5
9 Observe and document what technology is used and is available to teacher
and students. This might include: SMARTBOARD, overhead, computer
program, document projector, calculators, digital equipment, copy machine,
pedometers, heart rate monitors, interactive video games etc. 2L
Site Visit Notes
IPTS 2L – Analysis of
Observation
Email to
Supervisor
LiveText
10 Observe and learn how to use two technology tools, previously unknown to
you, from your classroom observation. This includes the copy machine that
the cooperating teacher uses. After today, please offer to assist cooperating
teacher with this throughout this preclinical. 2L
SV 6
11 Conduct a short interview of your cooperating teacher to gain information
about how technology is used for instruction. 2L
Site Visit Notes
IPTS 2L – Analysis of
Interview
Email to
Supervisor
LiveText 12 Interact with students by greeting them at the door. This is a perfect time to
say something positive to each student. It may simply be “Good morning.”
or “That hair style looks good on you...” or “That color looks good on you”
or “Nice game last night” or “I heard the chess club trounced its
opponents.” 1K
Seminar #6
October 7, 2014
12:20p.m. – 1:20p.m.
Seminar #6
Topic: Components of Planning and Discussion of Experience
*Bring all Site Visit
Notes for review*
SV 7 13 Observe and record how the teacher managers the classroom. What
strategies/behaviors do you observe the teacher using to keep the class
motivated and engaged? 4J
Site Visit Notes
IPTS 1K – Analysis of
Student Interaction
Email to
Supervisor
LiveText 14 Interact with an individual student who needs additional assistance. 1K
SV 8
15 Interview your cooperating teacher to discuss how s/he gets to know the
students, their interests, learning styles, and readiness level for learning.
Also, ask about appropriate behaviors, expectations, and procedures in the
classroom and how these promote student learning. 1K
Site Visit Notes
Understanding the
School Environment
LiveText
Email to
Supervisor 16 Interview your cooperating teacher or teacher assistant about how
instruction is changed for an individual student (e.g., disabled, gifted,
underachieving, ELL). 1K
Seminar #7
October 14, 2014
12:20p.m. – 1:20p.m.
Seminar #7
Topic: Components of Planning and Discussion of Experience
*Bring all Site Visit
Notes for review*
PC Level 1 Appendix 08/12/14
Page 19
SV 9
17 Interview a special education teacher and/or teacher assistant to learn about
assistive technology usage with students. 1K
Site Visit Notes
IPTS 1K – Analysis of
Interview
Email to
Supervisor
LiveText 18 Observe and record how the placement of classroom furniture, equipment,
and course materials affects teaching and learning. How does it provide
active and equitable engagement of students in productive learning
activities? 4J
SV 10 19 Observe the bulletin board(s) created by the cooperating teacher and then
plan, design, and display a bulletin board. Collaborate with your
cooperating teacher for information. (Schedule this according to your
teacher’s needs.) 3Q
Site Visit Notes
Email to
Supervisor
20 Observe cooperating teacher supervising the hall, recess, etc. What kind of
behaviors did you observe from the students? What kind behaviors did you
observe from the teacher in response? Was the supervision activity
reflective of the general behavior and culture of the school? 4J
Seminar #8
October 21, 2014
12:20p.m. – 1:20p.m.
Seminar #8
Topic: Diversity and Discussion of Experience
*Bring all Site Visit
Notes for review*
SV 11 21 Observe and describe the diversity in the classroom. Use IPTS 1 to
consider aspects of diversity. 1K
Site Visit Notes
IPTS 1K – Analysis of
Observation
Email to
Supervisor
LiveText 22 Observe and record examples of how the teacher praises students or lets
them know they’re successful. 4J
SV 12
23 Observe and record how the teacher calls on students. How does the
number of different students called upon seem to affect the learning
environment? 4N
Site Visit Notes
IPTS 4N – Analysis of
Student Interaction
LiveText
LiveText
24 Under the direction of the cooperating teacher, interact with students by
offering praise and/or encouragement to students. 4J
Seminar #9
October 28, 2014
12:20p.m. – 1:20p.m.
Seminar #9
Topic: Student Interaction and Discussion of Experience
*Bring all Site Visit
Notes for review*
SV 13
25 Observe and describe how voice and presence affect student behavior. 4J Site Visit Notes
Email to
Supervisor
26 Observe and describe how the teacher relates content to student lives. 4J
PC Level 1 Appendix 08/12/14
Page 20
SV 14
27 Observe and document one of the components of a lesson plan by
describing how the teacher begins the lesson. How did the teacher hook or
motivate the class? What was used to capture students’ attention or access
their prior knowledge? Use a script, if possible. 3Q
Site Visit Notes
IPTS 3Q – Analysis of
Interview
Email to
Supervisor
LiveText
28 Interview your cooperating teacher to discuss resources used to develop a
lesson plan as well as materials used to teach it. 3Q
Seminar #10
November 4, 2014
12:20p.m. – 1:20p.m.
Seminar #10
Topic: Connecting with Students and Discussion of Experience
*Bring all Site Visit
Notes for review*
SV 15
29 Observe when and how the teacher presents or states the objectives or goals
of the lesson (Learning Targets). 4J
Site Visit Notes
IPTS 7K – Analysis of
Interview
Email to
Supervisor
LiveText
30 Interview your cooperating teacher to discuss how s/he determines whether
the learners achieved the intended outcome. If the intended outcome was
not achieved, what does the cooperating teacher do for remediation? 7K
SV 16
31
Observe a team, department, or faculty meeting. Reflect and write about the
collaborative process you observed during this meeting. 8J
Site Visit Notes
IPTS 8J – Analysis of
Observation
LiveText
LiveText
Seminar #11
November 11, 2014
12:20p.m. – 1:20p.m.
Seminar #11
Topic: Collaboration and Discussion of Experience
*Bring all Site Visit
Notes for review*
SV 17
32 Observe and document one of the components of a lesson plan by
describing how the content is presented by the teacher. Use a script, if
possible. 3Q
Site Visit Notes
IPTS 3Q – Analysis of
Observation
Email to
Supervisor
LiveText
33 Observe and document how the teacher provided practice for the content
presented. Consider opportunities students are given under the direct
supervision of the teacher as well as independently. What activities or
discussion was used to enable students to apply, extend, or elaborate upon
the goals of the lesson? Use a script, if possible. 3Q
SV 18
34
Observe and document how the teacher ends the lesson. What does the
strategy accomplish? 4J
Site Visit Notes
IPTS 8M – Analysis
of Interview
Email to
Supervisor
LiveText
35 Interview the cooperating teacher to document how the teacher uses digital
tools to collaborate with students, parents, community, and colleagues. 8M
PC Level 1 Appendix 08/12/14
Page 21
Seminar #12
November 18, 2014
12:20p.m. – 1:20p.m.
Seminar #12
Topic: Analysis Papers and Discussion of Experience
*Bring all Site Visit
Notes for review*
SV 19
36 Interview your cooperating teacher about his/her involvement with any
student activities and membership in any professional organizations such as
NEA or IEA. 9Q
Site Visit Notes
IPTS 9Q – Analysis of
Observation
Email to
Supervisor
LiveText
37 Observe professional organizations by going to the website of one of these
professional organizations. Summarize the content of the website and the
purpose of the organization. 9Q
SV 20 38
With the advice of your cooperating teacher, observe another
classroom/grade level. While there, pay particular attention to the way the
teacher begins and ends the lesson, manages student behaviors, and assesses
for student understanding. Try to identify 5 similarities and 5 differences
as compared to your assigned classroom. Aspects to note may include, but
are not limited to, classroom management, procedures, atmosphere, and
student behaviors. 4J
Site Visit Notes
IPTS 4J – Analysis of
Observation
LiveText
LiveText
39 Document how you demonstrated honesty, integrity, personal
responsibility, confidentiality, altruism, and respect throughout this
preclinical experience. 9I
Seminar #13
November 25, 2014
12:20p.m. – 1:20p.m.
Seminar #13
Topic: Analysis Papers and Discussion of Experience
*Bring all Site Visit
Notes for review*
SV 21 40 Thank the teachers and students. 9I Site Visit Notes
BU Dispositions –
Self-Analysis
Email to
Supervisor
LiveText
41 Reflect upon your role, how it has changed and caused changes in you
during this PC experience. 9I
Seminar #14
December 2, 2014
12:20p.m. – 1:20p.m.
Seminar #14
Topic: Reflection and Discussion of Experience
*Bring all Site Visit
Notes and analysis
papers for review*
Final Product
Hand in to
Supervisor
Week of Final Exams
**Submit assignment no later than 11:59pm on Wednesday of this
week**
PCI Comprehensive
Analysis Paper
LiveText
PC Level 1 Appendix 08/12/14
Page 22
PRECLINICAL TEACHER CANDIDATE PLACEMENT INFORMATION
Preclinical Teacher Candidate Placement Information
For University Supervisor
SEMESTER___________ EDUC______________
Please have complete and email to your university supervisor by _____________________.
[If you have more than one placement, please complete a form for each placement.]
Name ____________________________________________ Email _________________________ @ben.edu
Address _____________________________________________________________________________________
Street Address City Zip Code
Star the best phone to contact you with: Cell Phone _(_____)____________________
Home Phone _(______)__________________
Name of School where you are teaching ___________________________________________________________
Address _____________________________________________________________________________________
Street Address City Zip Code
Main Office Phone Number: _(______)__________________________________
Location of the main entrance or door that should be used: ___________________________________________
Directions to the School from Benedictine University (include mileage and significant sites or landmarks – stores,
signs, etc.)
Name of Cooperating Teacher(s) _________________________________________________________________
Phone number _(______)___________________ Email address(s) ____________________________________
Grade level(s) ___________________ Subject(s) _______________________________________________
Room number of your preclinical site visits _____________________
Days and time you are at your host school location _________________
Beginning date________________ Ending date_____________________
Principal’s name: _______________________________ Dept. Chair name: ___________________________
Other information that would assist your university supervisor in observing you, finding you, etc.:
Remember to plan your observation(s) at least 2 weeks in advance.
Your Final Product must be in your supervisor’s BU mailbox by ______________. Earlier is better. This will
provide ample time to read and evaluate your effort and progress. Portions of your Final Product can be sent to the
university supervisor electronically on an as need basis for perusal, suggestions and review but the Final Product
must be in hard copy and will be placed in the university supervisor’s BU mailbox.
PC Level 1 Appendix 08/12/14
Page 23
TEACHER CANDIDATES INFORMATION FOR USING RUBRICS AND LIVETEXT
Assignments to be submitted to the University
Supervisor
LiveText Entry
Site Visit Notes entries must be emailed to the university
supervisor. If only one site visit occurs in a week, then
submit one Site Visit Notes entry.
Site Visit Notes from Site Visits 4, 8, 12, 16, and 20
Analyses of Observation (multiple) Submit each analysis; be sure to label each appropriately.
Analyses of Interview (multiple) Submit each analysis; be sure to label each appropriately.
Analyses of Student Interaction (multiple) Submit each analysis; be sure to label each appropriately.
Completed BU School of Education Professional Behaviors
(Dispositions) for Teacher Preparation
Completed BU School of Education Professional Behaviors
(Dispositions) for Teacher Preparation
Comprehensive Analysis Paper Submit the Comprehensive Analysis Paper.
Midterm Evaluation of Growth Preclinical Level I (Self)
Final Evaluation of Growth Preclinical Level I (Self)
Final Product
GRADING DISTRIBUTION
Assignment Points Percentage
Analyses of Observations 20 per analysis 20
Analyses of Interviews 20 per analysis 15
Analyses of Student Interactions 20 per analysis 15
Final Evaluation of Growth - Cooperating Teacher 36 10
Final Evaluation of Growth - University Supervisor 36 10
Comprehensive Analysis Paper 40 15
Site Visit Notes (4, 8, 12, 16, 20) 28 per Site Visit Notes 5
Site Visit Notes (Submission) 21 5
Final Product 20 5
LIVETEXT LOGIN INFORMATION
Website: www.livetext.com
BU Contact for LiveText Issues: Ms. Jeffery, M.A.T., Assessment Coordinator
mjeffery@ben.edu
(630) 829-6401
For your records:
Login Name: ________________________________________
Password: __________________________________________
PC Level 1 Appendix 08/12/14
Page 24
PRECLINICAL SITE VISIT LOG
BENEDICTINE UNIVERSITY
STUDENT _______________________________________________ Semester ______________________
SCHOOL _______________________________________________ PC Experience Level ________
DATE TIME
IN OUT HOURS Performance Activity/Activities Completed
Cooperating
Teacher’s Initials
I, ___________________, understand that all hours logged for the preclinical experience include classroom
observation and participation hours only. I understand that travel time and activities unrelated to curricula and
instruction (e.g., lunch period; study hall) are not included as preclinical hours. By signing this form, I am verifying
that the hours further understand that falsifying this information is cause for disciplinary action, as guided by
University rules governing academic honesty.
Total hours completed ____________
Student Signature______________________________________ Date_______________
Cooperating Teacher___________________________________ Date_______________
University Supervisor__________________________________ Date_______________
PC Level 1 Appendix 08/12/14
Page 25
SITE VISIT NOTES
Candidate Name: Date/Site Visit Number:
School: Grade Level/Subject:
Using the space provided below, briefly summarize today’s classroom experience.
Identify the Illinois
Professional Teaching
Standards/Indicators
targeted in today’s
experience.
Identify the
performance activities
that occurred today
which addressed the
teaching standards
identified above. Then
describe what you
learned by performing
each performance
activity.
Describe the impact of
the performance
activities on student
learning.
Describe additional
activities of “note” that
occurred today.
General comments and
observations including
at least one emerging
question.
PC Level 1 Appendix 08/12/14
Page 26
Site Visit Notes
Use this rubric to determine if all elements of your site visit notes are meeting expectations.
0
Missing
1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Identify the IPTS
targeted in today’s
experience.
No IPTS were identified
Some IPTS indicators were
identified, but only by
number.
Some IPTS indicators were
identified or all IPTS
indicators were identified,
but only by number.
Most IPTS indicators were
identified in detail.
All IPTS indicators were
identified in detail.
Identify the
performance
activities that
occurred today
which addressed
the teaching
standards identified
above. Then
describe what you
learned by
performing each
performance
activity.
No performance activities
were identified.
Performance activities were
identified, but no
description of what was
learned was included.
Performance activities
were identified, but
description of what was
learned was very brief and
included few details.
All performance activities
were identified.
Description of what was
learned was detailed, but
did not include specific
examples from the site visit
to support ideas.
All performance activities
were identified.
Description of what was
learned was detailed and
included specific examples
from the site visit to
support ideas.
Describe the impact
of the performance
activities on student
learning.
No description was
provided that related to the
impact on student learning.
Some performance
activities were identified
and description for all does
not link to the impact on
student learning.
Some performance
activities were identified or
description for all does not
link to the impact on
student learning.
All performance activities
were identified, but not
linked to specific details.
Description tells, but does
not show, the impact on
student learning.
All performance activities
were identified and linked
to specific details showing
the impact on student
learning.
Describe additional
activities of “note”
that occurred
today.
No additional activities
were included.
Additional activities were
listed.
Additional activities were
included and described.
Additional activities were
included and described in
detail.
Additional activities were
included and described in
detail. Activities were
linked to previous or
upcoming performance
activities.
PC Level 1 Appendix 08/12/14
Page 27
Site Visit Notes
Use this rubric to determine if all elements of your site visit notes are meeting expectations.
While your Site Visit Notes are not graded, they will be reviewed and discussed to make sure expectations are being met.
0
Missing
1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
General comments
and observations,
including at least
one emerging
question.
No comments,
observations, or emerging
questions were identified.
Comments or observations
were made, but were very
vague. An emerging
question was included, but
either did not directly relate
to the classroom experience
or include the event(s) that
prompted the question.
Comments and/or
observations were made.
The emerging question
related directly to the
classroom experience, but
did not include the event(s)
that prompted the question.
Comments and observations
were made. Emerging
question related directly to
the classroom experience
and included the event(s)
that prompted the question.
Comments and
observations were
thoughtful. Emerging
question related directly to
the classroom experience
and included the event(s)
that prompted the question.
Academic
Language
No academic language was
used.
Academic language was
used in a few areas and was
rarely used correctly.
Academic language was
used in a few areas or
usage was not always
correct. Usage of academic
language does not show
understanding of the
concepts discussed.
Academic language was
used in some areas of the
notes. Usage was correct
and shows understanding of
the concepts discussed.
Academic language was
used throughout the notes;
usage was correct and
shows understanding of the
concepts discussed.
Writing Style
(grammar, spelling,
mechanics, usage)
No site visit notes were
completed.
The writing shows partial
or little control of grammar
and conventions. Minor
and major errors occur and
may be distracting. Some
control of basic sentence
structure is evident; usage
may be imprecise.
The writing shows
adequate control of
grammar and conventions.
Minor and perhaps a few
major errors occur and they
may interfere with
meaning. Sentence
structure is adequate but
may not be varied; usage is
adequate.
The writing shows good
control of grammar and
conventions. A few minor
errors occur, but they do not
interfere with meaning.
Sentence structure shows
variation; usage is often
precise.
The writing shows mastery
of grammar and
conventions. Very few
minor errors occur.
Sentence structure is
varied and effective.
Usage is precise
throughout.
Candidate Comments:
Supervisor Comments:
PC Level 1 Appendix 08/12/14
Page 28
ANALYSIS ASSIGNMENTS FOR PRECLINICAL EXPERIENCES
When writing an Analysis of Observation(s), Interview(s), or Student Interaction(s), be sure to have the following
materials with you:
Illinois Professional Teaching Standards-Performance Activities Crosswalk (IPAC) Chart (PC Handbook)
Site Visit Notes (specific to the PAs being analyzed)
IPTS
Assignment and Rubric Information (PC Handbook)
Note: The cooperating teacher is referred to as the general education teacher in this example; this is the terminology
that should be used in your analyses.
Analysis of Observation (EXAMPLE) *Use this example as a guide to complete all analyses (observations, interviews, and student interactions).
Host School: Jefferson Jr. High Teacher Candidate Name: John Doe
Cooperating Teacher: Mrs. XYZ Date of this Analysis submission: Sept. 29, 2013
Subjects: Math, Reading
Standard 4J: Creates clear expectations and procedures for communication and behavior and a physical setting
conducive to achieving classroom goals.
Step 1: Focus on Summarizing the Observation(s)
Follow the instructions from the Candidate Assignment
Step 1A:
Site Visit/s (SV)
and Performance
Activity/ies (PA)
Date/s Day/s Time/s Grade Level/s Subject/s
SV 4/PA 7 9-11-2013 Wednesday 9-11:00 a.m. 2 Math
SV 7/PA 13 9-24-2013 Tuesday 9-11:00 a.m. 3 Reading
SV 9/PA 18 9-26-2013 Thursday 9-11:00 a.m. 2 Math
SV 10/PA 20 10-1-2013 Tuesday 9-11:00 a.m. 2 Reading
SV 11/PA 22 10-2-2013 Wednesday 9-11:00 a.m. 2 Math
SV 12/PA 24 10-22-2013 Tuesday 9-11:00 a.m. 3 Reading
SV 13/PA 25 10-24-2013 Wednesday 9-11:00 a.m. 2 Reading
SV 13/PA 26 10-24-2013 Wednesday 9-11:00 a.m. 2 Reading
SV 15/PA 29 10-31-2013 Wednesday 9-11:00 a.m. 3 Math
SV 18/PA 34 11-20-2013 Thursday 9-11:00 a.m. 3 Math
SV 20/PA 38 12-1-2013 Tuesday 9-11:00 a.m. 2 Math
Step 1B:
On average, the each classroom consisted of 22 students. Classroom diversity included 5 special education students
with disabilities (list specifics if possible), 10 students who are struggling readers, 12 boys, and 10 girls.
Step 1C:
On average there were 2 adults in the math classroom and 3 in the reading classroom. In the math classes the general
education teacher co-taught with the special education teacher. In the reading classes the general education teacher
assigned the teaching assistant and a parent volunteer to work with the reading groups.
Step 1D:
Site Visit 4/Performance Activity #7 - Observe how the teacher’s proximity (movement around room and closeness to
students) affects student learning. (4J)
The general education teacher demonstrated math problems on the Smart Board while the special education teacher
moved around the room and assisted individual students. The special education teacher spent approximately 1 to 2
PC Level 1 Appendix 08/12/14
Page 29
minutes with each student checking for comprehension of the math concept being taught. Students were able to
complete the worksheet with few errors.
In the reading class the general education teacher provided instruction for 1 group every 15 minutes. Listening to
students’ responses to questions from the interactions with the general education teacher indicated that students
comprehended the material more effectively when the general education teacher was a part of the group.
Site Visit 7/Performance Activity #13………………………………………
Site Visit 9/Performance Activity #18………………………………………
Site Visit 10/Performance Activity #20………………………………………
Site Visit 11/Performance Activity #22………………………………………
Site Visit 12/Performance Activity #24………………………………………
Site Visit 13/Performance Activity #25………………………………………
Site Visit 13/Performance Activity #26………………………………………
Site Visit 15/Performance Activity #29………………………………………
Site Visit 18/Performance Activity #34………………………………………
Site Visit 20/Performance Activity #38………………………………………
Step 2: Focus on Connection to the IPTS Indicator
Be sure to use all performance activities for a given indicator when analyzing the observation(s) and the
connection(s) to the indicator. Review all the performance activities aligned with the specific indicator. Compare
and contrast this information from your Site Visit Notes.
During observation of the math classes, the general education teacher created clear expectations by communicating
directions to the students to meet expectations in the classroom. For example, the general education teacher presented
the objectives in math on the white board and read them aloud. (PA32) By standing in front of the classroom and
using a calm voice the general education teacher modeled expected behavior. (PA43) In contrast, during the reading
classes observed, the general education teacher presented the objectives to each group individually; while the students
seemed to welcome the closer proximity, students who had not yet met with the general education teacher were
unsure about the objective. (e.g., students were talking among themselves). (PA8; PA32)
Step 3: Focus on Impact on Student Learning
Be sure to use all performance activities for a given indicator when analyzing the observation(s) and the
connection(s) to the indicator. Review all the performance activities aligned with the specific indicator. Compare
and contrast this information from your Site Visit Notes.
General education teacher proximity and praise seemed to have the most positive impact on student learning. In the
math class, when the special education teacher approached the individual student, the student became more engaged
by asking questions. (PA8) Some students continued asking questions of the general education teacher after the
special education teacher had assisted them. (PA23) For example, in the first row of six students, 3 students continued
asking questions of the general education teacher after the special education teacher had provided assistance. These
questions did not require the general education teacher to repeat information previously stated.
The students in the lower level reading group seemed to have more questions about the activity when the general
education teacher closed the lesson. For example, a student in the lower level reading group asked about which
assignment needed to be turned in right after the general education teacher said what needed to be turned in. (PA33)
PC Level 1 Appendix 08/12/14
Page 30
ANALYSIS OF OBSERVATION(S) **Please use the example of an Analysis of Observation provided as a template for all analysis papers.**
Step 1: Summarize what was observed. 1A. Background Details:
Develop a chart that identifies:
a. Site Visit Number(s)
b. Day(s) of the week
c. Date(s)
d. Grade level(s)
e. Subject(s)
1B. Students
On average, how many students were present during the observation(s)? Based on the observation(s),
describe the diversity of the students. Refer to IPTS 1A for details regarding diversity.
1C. Adults
How many other adults were in the room? Describe their roles (e.g., parent, co-teacher, teacher’s aide,
student teacher, special education teacher).
1D. Summary of Observation(s)
Using your Site Visit Notes and focusing on the appropriate Performance Activity/ies, provide 3-4 sentences
summarizing what was observed in each Site Visit. Using the performance activities, provide clear examples
which support the given IPTS.
Remember that a summary focuses on retelling the main events of the observation in your own words. No opinion or
analysis should be part of your summary.
Step 2: Analyze observation(s) and the connection(s) to the standard/indicator. In this analysis, closely
examine the observation(s) to understand the parts and ways they work together. Focus on the connection(s) between
the observation(s) and the explicit standard/indicator the observation(s) addressed. Be sure to support all claims with
specific examples from the observation(s).
Step 3: Analyze what was observed and its impact on student learning. Using classroom data and anecdotal
data from the observation(s), analyze the way in which what was observed impacts student learning. Consider the
way specific characteristics of students in the observed class(es) (e.g., developmental characteristics, previously
demonstrated academic performance/ability and special needs, socio-economic profile, ethnicity/cultural/gender
make-up, special needs and language) impact decisions regarding instruction and assessments, especially in terms of
the explicit standard on which the observation(s) focused. Provide specific numbers whenever possible. Be sure to
support all claims with specific examples from the observation(s).
PC Level 1 Appendix 08/12/14
Page 31
ANALYSIS OF OBSERVATION(S)
Step 1: Summarize what you have observed.
0
Missing
1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Summary Elements
No summary was provided. Summary addressed one or
none of the key events
related to the target topic
observed in the classroom.
No examples were included
to support key ideas.
Summary includes
extraneous opinions or
reflections; the writing
lacks unity and coherence.
Summary addressed two or
three of the key events
related to the target topic
observed in the classroom.
One example is presented
to support key ideas.
Extraneous opinions or
reflections are included; the
development of ideas is not
completely logical or
coherent.
Summary addressed at least
four of the key events
related to the target topic
observed in the classroom.
At least two clear examples
are presented to support key
ideas. Extraneous opinions
or reflections may be
added; the progression of
ideas and information is, for
the most part, logical.
Summary addressed all the
key steps related to the
target topic observed in the
classroom. In Step D, three
or more clear examples are
presented to support key
ideas. No opinions or
reflections are added; the
writing is unified and
coherent throughout.
Step 2: Analyze Observation & Connection to the Standard
Analysis Elements
No analysis was provided. Makes little or no
connection between the
topic of focus, the
classroom observation, and
the standard. No examples
were included to support
key ideas.
Makes appropriate but
somewhat vague
connections between the
topic of focus, the
classroom observation, and
the standard. One
example is presented to
support key ideas.
Makes appropriate
connections between the
topic of focus, the
classroom observation, and
the standard. At least two
clear examples are
presented to support key
ideas.
Makes appropriate,
powerful and original
connections between the
performance activity and
the standard. Three or
more clear examples are
presented to support key
ideas.
Step 3: Analyze Impact on Student Learning
Analysis Elements
No analysis was provided. Makes little or no
connection between the
topic of focus, the
classroom observation, and
the impact on student
learning. No examples
were included to support
key ideas.
Makes appropriate but
somewhat vague
connections between the
topic of focus, the
classroom observation, and
the impact on student
learning. One example is
presented to support key
ideas.
Makes appropriate
connections between the
topic of focus, the
classroom observation, and
the impact on student
learning. At least two
clear examples are
presented to support key
ideas.
Makes appropriate,
powerful and original
connections between the
performance activity and
the impact on student
learning. Three or more
clear examples are
presented to support key
ideas.
PC Level 1 Appendix 08/12/14
Page 32
Academic Language and Writing Style
0
Missing
1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Academic
Language
No academic language was
used.
Academic language was
used in a few areas and was
rarely used correctly.
Academic language was
used in a few areas or
usage was not always
correct. Usage of academic
language does not show
understanding of the
concepts discussed.
Academic language was
used in some areas of the
analysis. Usage was
correct and shows
understanding of the
concepts discussed.
Academic language was
used throughout the
analysis; usage was correct
and shows understanding
of the concepts discussed.
Writing Style
(grammar,
spelling,
mechanics, usage)
No analysis was provided.
The writing shows partial
or little control of grammar
and conventions. Minor
and major errors occur and
may be distracting. Some
control of basic sentence
structure is evident; usage
may be imprecise.
The writing shows
adequate control of
grammar and conventions.
Minor and perhaps a few
major errors occur and they
may interfere with
meaning. Sentence
structure is adequate but
may not be varied; usage is
adequate.
The writing shows good
control of grammar and
conventions. A few minor
errors occur, but they do not
interfere with meaning.
Sentence structure shows
variation; usage is often
precise.
The writing shows mastery
of grammar and
conventions. Very few
minor errors occur.
Sentence structure is
varied and effective.
Usage is precise
throughout.
PC Level 1 Appendix 08/12/14
Page 33
ANALYSIS OF INTERVIEW(S) **Please use the example of an Analysis of Observation provided as a template for all analysis papers.**
Step 1: Summarize the interview(s). 1A. Background Details:
Develop a chart that identifies:
a. Site Visit Number(s)
b. Day(s) of the week
c. Date(s)
d. Grade level(s)
e. Subject(s)
1B. Summary of Interview(s)
Using your Site Visit Notes as well as the notes taken during the interview(s), provide 3-4 sentences
summarizing each interview. Be sure to identify, specifically, who was interviewed and focus on the specific
Performance Activity that supports the given IPTS.
Remember that a summary focuses on retelling the main events of the interview in your own words. No opinion
or analysis should be part of your summary.
Step 2: Analyze the interview(s) and connection to the standard. In this analysis, closely examine the interview
questions and the responses received. Focus on the connection between the interview discussion(s) and the explicit
IPT standard/indicator this interview(s) is addressing. Be sure to support the claims with specific examples from the
interview(s).
Step 3: Analyze impact on student learning. Using anecdotal data from the interview(s), analyze the way in
which what you learned through the interview(s) impacts student learning. Consider the way specific characteristics
of students in the target grade level and subject area (e.g., developmental characteristics, previously demonstrated
academic performance/ability and special needs, socio-economic profile, ethnicity/cultural/gender make-up, special
needs and language) impact decisions regarding instruction and assessments made by the teacher, especially in terms
of the explicit IPT standard/indicator on which the interview(s) focused. Provide quotes whenever possible. Be sure
to support claims with specific examples from the interview(s).
PC Level 1 Appendix 08/12/14
Page 34
ANALYSIS OF INTERVIEW(S)
Step 1: Summarize the interview(s).
0
Missing
1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Summary
Elements
No summary was provided. Summary addressed one or
none of the key events
related to the target topic of
the interview(s). No
examples were included to
support key ideas.
Summary includes
extraneous opinions or
reflections; the writing
lacks unity and coherence.
Summary addressed two or
three of the key events
related to the target topic of
the interview(s). One
example is presented to
support key ideas.
Extraneous opinions or
reflections are included; the
development of ideas is not
completely logical or
coherent.
Summary addressed at least
four of the key events
related to the target topic of
the interview(s). At least
two clear examples are
presented to support key
ideas. Extraneous opinions
or reflections may be
added; the progression of
ideas and information is, for
the most part, logical.
Summary addressed all the
key steps related to the
target topic of the
interview(s). Three or
more clear examples are
presented to support key
ideas. No opinions or
reflections are added; the
writing is unified and
coherent throughout.
Step 2: Analyze Interview & Connection to the Standard
Analysis Elements
No analysis was provided. Makes little or no
connection between the
topic of the interview(s)
and the standard. No
examples were included to
support key ideas.
Makes appropriate but
somewhat vague
connections between the
topic of the interview(s)
and the standard/indicator.
One example is presented
to support key ideas.
Makes appropriate
connections between the
topic of the interview(s) and
the standard/indicator. At
least two clear examples are
presented to support key
ideas.
Makes appropriate,
powerful and original
connections between the
performance activities and
the standard/indicator.
Three or more clear
examples are presented to
support key ideas.
Step 3: Analyze Impact on Student Learning
Analysis Elements
No analysis was provided. Makes little or no
connection between the
topic of the interview and
the impact on student
learning. No examples
were included to support
key ideas.
Makes appropriate but
somewhat vague
connections between the
topic of the interview(s)
and the impact on student
learning. One example is
presented to support key
ideas.
Makes appropriate
connections between the
topic of the interview(s) and
the impact on student
learning. At least two
clear examples are
presented to support key
ideas.
Makes appropriate,
powerful and original
connections between the
performance activities and
the impact on student
learning. Three or more
clear examples are
presented to support key
ideas.
PC Level 1 Appendix 08/12/14
Page 35
Academic Language and Writing Style
0
Missing
1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Academic
Language
No academic language was
used.
Academic language was
used in a few areas and was
rarely used correctly.
Academic language was
used in a few areas or
usage was not always
correct. Usage of academic
language does not show
understanding of the
concepts discussed.
Academic language was
used in some areas of the
analysis. Usage was
correct and shows
understanding of the
concepts discussed.
Academic language was
used throughout the
analysis; usage was correct
and shows understanding
of the concepts discussed.
Writing Style
(grammar,
spelling,
mechanics, usage)
No analysis was provided.
The writing shows partial
or little control of grammar
and conventions. Minor
and major errors occur and
may be distracting. Some
control of basic sentence
structure is evident; usage
may be imprecise.
The writing shows
adequate control of
grammar and conventions.
Minor and perhaps a few
major errors occur and they
may interfere with
meaning. Sentence
structure is adequate but
may not be varied; usage is
adequate.
The writing shows good
control of grammar and
conventions. A few minor
errors occur, but they do not
interfere with meaning.
Sentence structure shows
variation; usage is often
precise.
The writing shows mastery
of grammar and
conventions. Very few
minor errors occur.
Sentence structure is
varied and effective.
Usage is precise
throughout.
PC Level 1 Appendix 08/12/14
Page 36
ANALYSIS OF STUDENT INTERACTION(S) **Please use the example of an Analysis of Observation provided as a template for all analysis papers.**
Step 1: Summarize the student interaction(s). 1A. Background Details:
Develop a chart that identifies:
a. Site Visit Number(s)
b. Day(s) of the week
c. Date(s)
d. Grade level(s)
e. Subject(s)
1B. Students
Who were the students with whom you worked? Be as specific as possible without revealing names.
Consider the variety of learners in your class who required different strategies/support (e.g., students with
IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic
knowledge, and/or gifted students).
1C. Summary of Student Interaction(s)
Using your Site Visit Notes, provide 3-4 sentences summarizing what the student interaction from each Site
Visit. Be sure to focus on the specific Performance Activities that support the given IPTS. Describe the
central focus and purpose for the content addressed in this student interaction. Be sure to include:
a. the specific lesson taught or activity performed;
b. the materials used;
c. the objective of the lesson or activity; and
d. the outcome of the lesson or activity.
Remember that a summary focuses on retelling the main events of the student interaction in your own words. No
opinion or analysis should be part of your summary.
Step 2: Analyze observation and connection to the standard/indicator. Describe how the student interaction
was accomplished. How does this activity affect student learning? Analyze the results of your student
interaction. In your analysis, closely examine the objective of the lesson or activity and how well the objective was
met. How do you KNOW students met the objective? Focus on the connection between the student interaction and
the explicit standard/indicator this student interaction is addressing. Be sure to support your claims with specific
examples from your student interaction.
Step 3: Analyze impact on student learning. Using anecdotal data from your interview, analyze the way in which
what you learned through your student interaction impacts student learning. Consider the way specific characteristics
of students in the target grade level and subject area (e.g., students with IEPs, English language learners, struggling
readers, underperforming students or those with gaps in academic knowledge, and/or gifted students) impact decisions
regarding instruction and assessments, especially in terms of the explicit standard/indicator on which this student
interaction focused. Be sure to support your claims with specific examples from your student interaction.
PC Level 1 Appendix 08/12/14
Page 37
ANALYSIS OF STUDENT INTERACTION
Step 1: Summarize Experience with Student Interaction
0
Missing
1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Summary
Elements
No summary was provided. Summary addressed one or
none of the elements
related to the student
interaction as established in
the assignment. No
examples were included to
support key ideas.
Summary includes
extraneous opinions or
reflections; the writing
lacks unity and coherence.
Summary addressed two or
three of the elements
related to the student
interaction as established in
the assignment. One
example is presented to
support key ideas.
Extraneous opinions or
reflections are included; the
development of ideas is not
completely logical or
coherent.
Summary addressed at least
four of the elements related
to the student interaction as
established in the
assignment. At least two
clear examples are
presented to support key
ideas. Extraneous opinions
or reflections may be
added; the progression of
ideas and information is, for
the most part, logical.
Summary addressed all the
performance activities
related to the student
interaction as established
in the assignment. Three or
more clear examples are
presented to support key
ideas. No opinions or
reflections are added; the
writing is unified and
coherent throughout.
Step 2: Analyze Student Interaction & Connection to the Standard
Analysis Elements
No analysis was provided. Makes little or no
connection between the
lesson/activity of the
student interaction and the
standard. No examples
were included to support
key ideas.
Makes appropriate but
somewhat vague
connections between the
lesson/activity of the
student interaction and the
standard. One example is
presented to support key
ideas.
Makes appropriate
connections between the
lesson/activity of the
student interaction and the
standard. At least two
clear examples are
presented to support key
ideas.
Makes appropriate,
powerful and original
connections between the
performance activity of the
student interaction and the
standard. Three or more
clear examples are
presented to support key
ideas.
Step 3: Analyze Impact on Student Learning
Analysis Elements
No analysis was provided. Makes little or no
connection between the
student interaction
experience and the impact
on student learning. No
examples were included to
support key ideas.
Makes appropriate but
somewhat vague
connections between
student interaction
experience and the impact
on student learning. One
example is presented to
support key ideas.
Makes appropriate
connections between the
student interaction
experience and the impact
on student learning. At
least two clear examples are
presented to support key
ideas.
Makes appropriate,
powerful and original
connections between
student interaction
experience and the impact
on student learning.
Three or more clear
examples are presented to
support key ideas.
PC Level 1 Appendix 08/12/14
Page 38
Academic Language and Writing Style
0
Missing
1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Academic
Language
No academic language was
used.
Academic language was
used in a few areas and was
rarely used correctly.
Academic language was
used in a few areas or
usage was not always
correct. Usage of academic
language does not show
understanding of the
concepts discussed.
Academic language was
used in some areas of the
analysis. Usage was
correct and shows
understanding of the
concepts discussed.
Academic language was
used throughout the
analysis; usage was correct
and shows understanding
of the concepts discussed.
Writing Style
(grammar,
spelling,
mechanics, usage)
No analysis was provided.
The writing shows partial
or little control of grammar
and conventions. Minor
and major errors occur and
may be distracting. Some
control of basic sentence
structure is evident; usage
may be imprecise.
The writing shows
adequate control of
grammar and conventions.
Minor and perhaps a few
major errors occur and they
may interfere with
meaning. Sentence
structure is adequate but
may not be varied; usage is
adequate.
The writing shows good
control of grammar and
conventions. A few minor
errors occur, but they do not
interfere with meaning.
Sentence structure shows
variation; usage is often
precise.
The writing shows mastery
of grammar and
conventions. Very few
minor errors occur.
Sentence structure is
varied and effective.
Usage is precise
throughout.
PC Level 1 Appendix 08/12/14
Page 39
UNDERSTANDING THE SCHOOL ENVIRONMENT
Student ______________________ Host School_________________________ Term_______________
Your site visit experience offers you the opportunity to learn how schools operate as a large community promoting the
growth of a learner. School environment is determined by the school’s culture, its history, its belief in how to do
things and what is worth doing. Become familiar with the school environment by completing the form below.
Accomplish this by using the host school’s website, the Illinois Public K-12 School Rankings based on the Report
Card provided by Illinois State Board of Education (www.isbe.net) website and school personnel interviews.
What is/are the…
Answer
Resource for the Answer:
Person’s name and title,
document, or website
Demographics
The following elements look at the demographic information of a school.
The demographic information of a school can provide an excellent look at the diversity of the school environment.
Current school enrollment as per report
card.
Demographic information as per report
card (percentages of various ethnicities)
Number of males and females as per school
report card
Percent of low income students
Percentage of students with IEPs as per
report card
Percentage of English Language
Proficiency students as per report card
Composite percent of students who meet
and exceed state standards as per ISAT
assessment as per report card
# of FTE (full time equivalency) teachers
as per report card
School Organization
The following elements identify various aspects of the organization of the school.
By understanding the school organization, teachers can better plan their lessons and their day.
School Mission Statement
Length of school day for students
Length of school day for contracted staff
Number of minutes per class or time
allotted for each subject
Number of minutes for “specials;” Art,
Phys. Ed., Music, and others
Elective classes
Types of extracurricular activities
Types of duties to which teachers are
assigned
PC Level 1 Appendix 08/12/14
Page 40
What is/are the…
Answer
Resource for the Answer:
Person’s name and title,
document, or website
Types of communication between the
school, home, and community
Types of all-school or grade-level
assemblies
School colors and mascot
Student and faculty dress code
Assistance
The following elements identify various types of assistance available to students and faculty.
Identifying and understanding the various types of assistance available to students and to the teachers provides a
teacher with a greater sense of community.
Student intervention plans such as the
Response to Intervention (RtI) plan
Provisions for students so that they can
participate in extracurricular activities e.g.
transportation
Types of technology available for teachers
Types of professional development
available to keep staff knowledgeable
about new technology or programs
Policies
The following elements provide a greater understanding of the policies that exist in a school environment.
Read and summarize the School’s digital
etiquette policy for students.
Staff credentials to sponsor extracurricular
activities
Philosophy of the school library, IMC, or
learning center
Study hall policies for students and for
teachers
Lunch room policies for students and for
teachers
Hallway policies: during class time and
between classes
School discipline policy
Emergency procedure plans (fire, tornado,
evacuation, and lockdown)
PC Level 1 Appendix 08/12/14
Page 41
PC LEVEL I: EVALUATION of GROWTH
TO BE COMPLETED BY UNIVERSITY SUPERVISOR AND ANOTHER ONE BY COOPERATING TEACHER AT MIDTERM AND AT END
OF TERM. Both will be given to the supervisor for the final grade calculations.
The intent of this final evaluation is to measure the growth of the teacher candidate. If there has been little growth because a TC has always been “excellent” in
an area, please check “expected or good growth observed”. Experience + Reflection = Growth
Teacher Candidate ______________________________ EDUC 200 Term____________ Date:_________ Midterm or Final ( circle one)
Completed by: University Supervisor/ Cooperating Teacher: _____________________________________________
IPTS or Behavior
Missing – 0
Points (No
growth
observed)
Unsatisfactory –
1 Point (Little
growth
observed)
Emerging – 2
Points (Some
growth
observed)
Proficient – 3
Points
(Expected or
good growth
observed)
Exemplary – 4
Points
(Distinguished
growth observed
that went
beyond
expectations)
IPTS 9I – Models professional behavior including dress,
integrity, and timeliness
IPTS 9K – Reflects on lessons, self-assesses, accepts
criticism, and changes practice to improve
IPTS 1K – respects individual student differences
IPTS 2L – Is willing to use technology in the classroom
IPTS 4N - Engages students in and monitors individual and
group-learning activities that help them develop the
motivation to learn
IPTS 6E - Speaks clearly, audibly, and with adequate
inflection when teaching
IPTS 6E – Knows and models standard conventions of
written and oral communications
IPTS 9T – Uses proper digital etiquette
IPTS 8J – Builds and maintains collaborative relationships
with other teachers
PC Level 1 Appendix 08/12/14
Page 42
COMPREHENSIVE ANALYSIS PAPER Assignment
Directions: Write a Comprehensive Analysis Paper of your preclinical experience that thoroughly addresses all
components listed below and include the section headings:
Introduction: Write a detailed introduction of yourself and the classroom you were in. What level experience
are you completing? What grade level did you work with during this preclinical experience? Who was the
primary teacher and what were some of his/her primary methods of teaching? What were the demographics of
the classroom (in general)? Consider all aspects of diversity as established in IPTS 1.
Outcomes: For each preclinical experience outcome, write a detailed analysis connecting what you learned in this
semester’s education courses to your preclinical experience. Provide comprehensive examples from your
textbooks, lectures, classroom activities, and discussions to connect the classroom learning to your preclinical
teaching experience. This is not a summary of what you have learned, but an analysis focused on bridging your
learning with your preclinical experience. Consider the following questions to help you get started:
1. What did you learn about in the classroom that was not evident in your preclinical experience?
2. What did you learn about in the classroom that was evident in your preclinical experience, but seemed to be
executed quite differently than discussed in class?
3. What did you learn in the classroom that was evident in your preclinical experience and executed as you
anticipated?
4. How did the elements of the outcomes that were similar to what you learned in the classroom affect student
learning?
5. How did the elements of the outcomes that were different to what you learned in the classroom affect student
learning?
**This list of questions is NOT all inclusive. Your preclinical experience was unique and, therefore, your
analysis should be as well. You are expected to use the above questions as starting points, but you must go
beyond to show true understanding of how the outcomes are connected between your classroom learning and your
preclinical experience. Be sure to include specific examples (without the use of any specific names) and research
to support your claims.
Growth: Provide an in-depth, reflective description of your growth as an educator during this preclinical
experience. This should include specific teaching strategies you learned and knowledge gained during this
preclinical experience. Be sure to provide specific examples to support your claims.
• Emerging Questions: Identify three questions regarding: yourself as a future teacher, the cooperating teacher,
students, classroom, and/or school, as a result of your overall PC experience and explain why you asked these
questions.
Be sure to use APA guidelines for all formatting and citations.
PC Level 1 Appendix 08/12/14
Page 43
Comprehensive Analysis Paper
Student ______________________________ Term__________ Score________/40 points University Supervisor____________________
0
Missing
1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Introduction
No
introduction
was provided.
Introduction provides an
introduction of the candidate
that includes vague
information about the
classroom in which the
experience was completed.
Minimal information about
the cooperating teacher and
his/her teaching methods
were identified. Few
elements of diversity (IPTS
1) were addressed, with
specific data from the
classroom
Introduction provides an
introduction of the candidate
that includes some
information about the
classroom in which the
experience was completed.
Some information about the
cooperating teacher and
his/her teaching methods
were identified. Most
elements of diversity (IPTS
1) were addressed, with
specific data from the
classroom
Introduction provides a
detailed introduction of the
candidate that includes some
information about the
classroom in which the
experience was completed.
Information about the
cooperating teacher and
his/her teaching methods
were identified. All
elements of diversity (IPTS
1) were addressed, with
specific data from the
classroom
Introduction provides a
detailed introduction of the
candidate that includes
specific information about
the classroom in which the
experience was completed.
Detailed information about
the cooperating teacher and
his/her teaching methods
were identified. All
elements of diversity (IPTS
1) were addressed, with
specific data from the
classroom.
Outcome #1
No analysis of
Outcome #1
was provided.
An analysis connecting what
has been learned in this
semester’s education courses
to the preclinical experience
is provided and includes few
examples from course
textbooks, lectures,
classroom activities, and
discussions. Analysis
shows vague understanding
of how the outcomes are
connected between the
classroom learning and the
preclinical experience.
Analysis contains many
elements of a summary. Few
general examples and/or
research to support claims
have been provided.
An analysis connecting what
has been learned in this
semester’s education courses
to the preclinical experience
is provided and includes few
examples from course
textbooks, lectures,
classroom activities, and
discussions. Analysis
shows some understanding
of how the outcomes are
connected between the
classroom learning and the
preclinical experience.
Analysis contains elements
of a summary. General
examples and/or research to
support claims have been
provided.
A detailed analysis
connecting what has been
learned in this semester’s
education courses to the
preclinical experience is
provided and includes some
examples from course
textbooks, lectures,
classroom activities, and
discussions. Analysis shows
an understanding of how the
outcomes are connected
between the classroom
learning and the preclinical
experience. Specific
examples and research to
support claims have been
provided.
A detailed analysis
connecting what has been
learned in this semester’s
education courses to the
preclinical experience is
provided and includes
comprehensive examples
from course textbooks,
lectures, classroom
activities, and discussions.
Analysis shows solid
understanding of how the
outcomes are connected
between the classroom
learning and the preclinical
experience. Specific
examples and research to
support claims have been
provided.
PC Level 1 Appendix 08/12/14
Page 44
0
Missing
1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Outcome #2
No analysis of
Outcome #2
was provided.
An analysis connecting what
has been learned in this
semester’s education courses
to the preclinical experience
is provided and includes few
examples from course
textbooks, lectures,
classroom activities, and
discussions. Analysis
shows vague understanding
of how the outcomes are
connected between the
classroom learning and the
preclinical experience.
Analysis contains many
elements of a summary. Few
general examples and/or
research to support claims
have been provided.
An analysis connecting what
has been learned in this
semester’s education courses
to the preclinical experience
is provided and includes few
examples from course
textbooks, lectures,
classroom activities, and
discussions. Analysis
shows some understanding
of how the outcomes are
connected between the
classroom learning and the
preclinical experience.
Analysis contains elements
of a summary. General
examples and/or research to
support claims have been
provided.
A detailed analysis
connecting what has been
learned in this semester’s
education courses to the
preclinical experience is
provided and includes some
examples from course
textbooks, lectures,
classroom activities, and
discussions. Analysis shows
an understanding of how the
outcomes are connected
between the classroom
learning and the preclinical
experience. Specific
examples and research to
support claims have been
provided.
A detailed analysis
connecting what has been
learned in this semester’s
education courses to the
preclinical experience is
provided and includes
comprehensive examples
from course textbooks,
lectures, classroom
activities, and discussions.
Analysis shows solid
understanding of how the
outcomes are connected
between the classroom
learning and the preclinical
experience. Specific
examples and research to
support claims have been
provided.
Outcome #3
No analysis of
Outcome #3
was provided.
An analysis connecting what
has been learned in this
semester’s education courses
to the preclinical experience
is provided and includes few
examples from course
textbooks, lectures,
classroom activities, and
discussions. Analysis
shows vague understanding
of how the outcomes are
connected between the
classroom learning and the
preclinical experience.
Analysis contains many
elements of a summary. Few
general examples and/or
research to support claims
have been provided.
An analysis connecting what
has been learned in this
semester’s education courses
to the preclinical experience
is provided and includes few
examples from course
textbooks, lectures,
classroom activities, and
discussions. Analysis
shows some understanding
of how the outcomes are
connected between the
classroom learning and the
preclinical experience.
Analysis contains elements
of a summary. General
examples and/or research to
support claims have been
provided.
A detailed analysis
connecting what has been
learned in this semester’s
education courses to the
preclinical experience is
provided and includes some
examples from course
textbooks, lectures,
classroom activities, and
discussions. Analysis shows
an understanding of how the
outcomes are connected
between the classroom
learning and the preclinical
experience. Specific
examples and research to
support claims have been
provided.
A detailed analysis
connecting what has been
learned in this semester’s
education courses to the
preclinical experience is
provided and includes
comprehensive examples
from course textbooks,
lectures, classroom
activities, and discussions.
Analysis shows solid
understanding of how the
outcomes are connected
between the classroom
learning and the preclinical
experience. Specific
examples and research to
support claims have been
provided.
PC Level 1 Appendix 08/12/14
Page 45
0
Missing
1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Outcome #4
No analysis of
Outcome #4
was provided.
An analysis connecting what
has been learned in this
semester’s education courses
to the preclinical experience
is provided and includes few
examples from course
textbooks, lectures,
classroom activities, and
discussions. Analysis
shows vague understanding
of how the outcomes are
connected between the
classroom learning and the
preclinical experience.
Analysis contains many
elements of a summary. Few
general examples and/or
research to support claims
have been provided.
An analysis connecting what
has been learned in this
semester’s education courses
to the preclinical experience
is provided and includes few
examples from course
textbooks, lectures,
classroom activities, and
discussions. Analysis
shows some understanding
of how the outcomes are
connected between the
classroom learning and the
preclinical experience.
Analysis contains elements
of a summary. General
examples and/or research to
support claims have been
provided.
A detailed analysis
connecting what has been
learned in this semester’s
education courses to the
preclinical experience is
provided and includes some
examples from course
textbooks, lectures,
classroom activities, and
discussions. Analysis shows
an understanding of how the
outcomes are connected
between the classroom
learning and the preclinical
experience. Specific
examples and research to
support claims have been
provided.
A detailed analysis
connecting what has been
learned in this semester’s
education courses to the
preclinical experience is
provided and includes
comprehensive examples
from course textbooks,
lectures, classroom
activities, and discussions.
Analysis shows solid
understanding of how the
outcomes are connected
between the classroom
learning and the preclinical
experience. Specific
examples and research to
support claims have been
provided.
Growth
No analysis of
growth was
provided.
Section III provides a
description of growth as an
educator during this
preclinical experience,
including teaching strategies
learned or knowledge gained
during this preclinical
experience. No examples are
provided to support claims.
Section III provides a
reflective description of
growth as an educator during
this preclinical experience,
including a few teaching
strategies learned and/or
knowledge gained during
this preclinical experience.
Vague examples are
provided to support claims.
Section III provides an in-
depth, reflective description
of growth as an educator
during this preclinical
experience, including
general teaching strategies
learned and/or knowledge
gained during this
preclinical experience.
General examples are
provided to support claims.
Section III provides an in-
depth, reflective description
of growth as an educator
during this preclinical
experience, including
specific teaching strategies
learned and knowledge
gained during this
preclinical experience.
Specific examples are
provided to support claims.
PC Level 1 Appendix 08/12/14
Page 46
0
Missing
1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Emerging
Questions
No emerging
questions were
provided.
Fewer than three questions
regarding the candidate as a
future teacher, the
cooperating teacher,
students, classroom, and/or
school, as a result of the
overall PC experience were
asked. An explanation as to
why the questions were
asked may or may not have
been provided. Examples
from the experience were not
used to support reasoning for
asking the questions.
Three questions regarding
the candidate as a future
teacher, the cooperating
teacher, students, classroom,
and/or school, as a result of
the overall PC experience
were asked. A vague
explanation as to why the
questions were asked was
provided. Examples from
the experience were used to
support reasoning for asking
at least one question.
Three questions regarding
the candidate as a future
teacher, the cooperating
teacher, students, classroom,
and/or school, as a result of
the overall PC experience
were asked. An explanation
as to why the questions were
asked was provided.
Examples from the
experience were used to
support reasoning for asking
at least two of the questions.
Three thoughtful questions
regarding the candidate as a
future teacher, the
cooperating teacher,
students, classroom, and/or
school, as a result of the
overall PC experience were
asked. A detailed
explanation as to why the
questions were asked was
provided. Examples from
the experience were used to
support reasoning for asking
each question.
Works Cited
No works cited
page was
provided.
Paper and works cited page
contained multiple errors in
APA citation and formatting.
Paper or works cited page
contained multiple errors in
APA citation and formatting.
Paper or works cited page
contained one error in APA
citation and formatting.
Paper and works cited page
contained no errors in APA
citation and formatting.
Academic
Language
No academic
language was
used.
Academic language was used
in a few areas and was rarely
used correctly.
Academic language was used
in a few areas or usage was
not always correct. Usage of
academic language does not
show understanding of the
concepts discussed.
Academic language was used
in some areas of the analysis.
Usage was correct and shows
understanding of the concepts
discussed.
Academic language was used
throughout the analysis;
usage was correct and shows
understanding of the
concepts discussed.
Writing Style
(grammar,
spelling,
mechanics,
usage)
No analysis
was provided.
The writing shows partial or
little control of grammar and
conventions. Minor and
major errors occur and may
be distracting. Some
control of basic sentence
structure is evident; usage
may be imprecise.
The writing shows adequate
control of grammar and
conventions. Minor and
perhaps a few major errors
occur and they may interfere
with meaning. Sentence
structure is adequate but may
not be varied; usage is
adequate.
The writing shows good
control of grammar and
conventions. A few minor
errors occur, but they do not
interfere with meaning.
Sentence structure shows
variation; usage is often
precise.
The writing shows mastery
of grammar and
conventions. Very few
minor errors occur.
Sentence structure is varied
and effective. Usage is
precise throughout.
PC Level 1 Appendix 08/12/14
Page 47
PROFESSIONAL BEHAVIORS (DISPOSITIONS) FOR TEACHER PREPARATION
Student’s Name: _______________________________________ Semester/Year: __________________
Course: ______________________________________________
Name of Evaluator: ____________________________________ Student Self-Assessment: Y N
Benedictine University educators are effective practitioners, committed to scholarship, lifelong inquiry, leadership and
social responsibility. These qualities or enduring outcomes are nurtured and enhanced throughout the teacher education
program through many venues so that upon completion of the program, our graduates possess the knowledge, skills and
professional behaviors we expect of an effective practitioner.
Directions to Evaluators: In order to determine if the student is developing the professional behaviors of an effective
practitioner, please circle the rating that best describes the student’s habits-of-mind.
I. Professional Dispositions related to becoming an effective practitioner
Scholarship Our graduates: know their subject matter; are aware of sound teaching principles; and stay current in the field.
Lifelong Inquiry Our graduates: questions and self-reflect; actively pursue solutions; are informed thinkers and decision-makers.
Leadership Our graduates are: flexible and supportive collaborators; self-starters; and change agents.
Finds resources beyond those provided Uses only resources
provided
Neglects available resources
provided
5 4 3 2 1
Receptive to constructive suggestions Occasionally accepts
ideas and suggestions
Rejects/ignores ideas and
suggestions
5 4 3 2 1
Listens and responds thoughtfully Demonstrates
minimal
responsiveness
Excessive or inappropriate responses
5 4 3 2 1
Demonstrates independence and initiative Operates independently
with direction
Needs step-by-step directions
5 4 3 2 1
Curious and reflective about teaching Engaged but reflection
limited to specific course
content
Unengaged and/or minimal
reflection
5 4 3 2 1
Examines critically his/her own beliefs and
experiences
Occasionally examines
his/her own beliefs and
experiences
Unwilling to examine his/her
own beliefs and experiences
5 4 3 2 1
Actively contributes to positive group functioning Works well in a group Does not work effectively
with others
5 4 3 2 1
Adheres to standards of professional ethics (academic
honesty, confidentiality, etc.)
Demonstrates limited
concern for
professional ethics
Engages in unethical
behavior
5 4 3 2 1
PC Level 1 Appendix 08/12/14
Page 48
Social Responsibility Our graduates: build community; recognize individuals’ strengths; maximize learners’ potential.
II. Professionally Responsible
III. Overall Evaluation of Student as a Prospective Teacher
Actual Points Earned /Total Points Possible x 100 = Percentage Earned
__________/75
IV. Comments
Please comment on any items rated at /1/.
Please Note:
Any rating of /1/ on any of the behaviors/dispositions will result in provisional status relative to Admissions to the
Teacher Education program or Admissions to Student Teaching, regardless of the overall percentage score. If a rating of
/1/ is evidenced, the student is required to develop a remediation plan to show sustained improvement in this area. This
plan should be developed in concert with the Advisor and/or the Department Chair.
Signature of individual completing the assessment is required:
Evaluator’s Signature: __________________________________________ Date: _____________
Student’s Signature: ____________________________________________ Date: _____________
Planning is child-focused Planning is somewhat
child-focused
Planning is not dependent
on children’s learning
5 4 3 2 1
Highly sensitive to individual strengths and
differences
Sensitive to individual
strengths and
differences
Not sensitive to individual
strengths and differences
5 4 3 2 1
Listens and responds thoughtfully to diverse cultural
perspectives
Occasionally listens
to diverse cultural
perspectives and
experiences
Resists consideration of
diverse cultural
perspectives
5 4 3 2 1
Regular attendance Irregular attendance
with notification
Irregular attendance
without notification
5 4 3 2 1
Generally on time Occasional lateness Frequent lateness
5 4 3 2 1
Handles frustration appropriately Frustration interferes
with performance
Vents frustration
inappropriately
5 4 3 2 1
Turns in assignments on time Usually turns in
assignments on time
Turns in assignments late
without excuse
5 4 3 2 1
PC Level 1 Appendix 08/12/14
Page 49
PRECLINICAL EXPERIENCE FINAL PRODUCT ASSIGNMENT 1. Cover Page that includes:
a. your full name
b. course name and the current semester
c. host school’s name
d. cooperating teacher’s name
e. your university supervisor’s name
f. a digital picture of yourself in the classroom
2. A copy of this list as your “Table of Contents”
3. Log sheet with signatures
4. Informal PC Site Visit documents
5. PC Schedule: Seminar, Site Visit & Performance Activities with initials indicating completion of each activity
6. Understanding the School Environment completed document
7. Teacher candidate’s midterm self-evaluation: Evaluation of Growth w/ signatures
8. Cooperating teacher’s midterm: Evaluation of Growth w/ signatures
9. University supervisor’s midterm: Evaluation of Growth w/ signatures
10. Copies of Supervisor Observation of Teacher Candidate Classroom Performance
11. Teacher candidate’s final Evaluation of Growth w/ signatures
12. Cooperating teacher’s Evaluation of Growth
13. Cooperating teacher’s recommendation for continuance in the BU Education Program with signatures (submitted
in hard copy to university supervisor and scanned for submission to LiveText as part of the final product)
14. Reflection Paper
15. Reflection Paper Rubric
16. Final Product Rubric for Preclinical Experience
17. University supervisor’s final: Evaluation of Growth Will be added by supervisor
18. University supervisor’s recommendation for continuance in the Benedictine Education Program. Will be added
by supervisor
PC Level 1 Appendix 08/12/14
Page 50
FINAL PRODUCT RUBRIC for PRECLINICAL EXPERIENCES
Student _________________________ Term_________ Score________/20 points University Supervisor______________________
ITEM & IPTS 0
Missing
1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary Score
PC Level I Final
Product complete and
in requested order 9J
Final Product
was not
submitted.
Documents submitted out of
order and submitted late.
Documents submitted out
of order or submitted
late.
Documents in
requested order
submitted late.
In requested order,
complete including all
signatures on all
required documents,
submitted on time.
Attendance:
22 Site Visits 9H, 9I
Attendance:
6 On Campus seminars
9H, 9I
No site visits
completed.
Completes less than 35
hours of site visits and/or
attends less than 5 seminars.
Completes less than 35
hours of site visits and/or
attends less than 5
seminars.
Completes at least 35
hours of field
experience and attends
a minimum of 5
seminars.
Completes 35 or more
hours of field experience
and attends all campus
seminars.
SOE Dispositions
IPTS 9H, 9I
Illinois Code of Ethics
Dress 9H, 9I
No evidence
of dress code
presented.
Candidate continuously
violates appropriate dress
code and dispositions as
outlined by the ITPS,
Illinois Code of Ethics for
Teachers, and the SOE
dispositions.
Candidate is inconsistent
in following appropriate
dress code and
dispositions as outlined
by the ITPS, Illinois
Code of Ethics for
Teachers, and the SOE
dispositions.
Candidate follows
appropriate dress code
and most dispositions
as outlined by the
ITPS, Illinois Code of
Ethics for Teachers,
and the SOE
dispositions.
Candidate follows the
appropriate dress code
and dispositions as
outlined by the ITPS,
Illinois Code of Ethics
for Teachers and the
SOE dispositions.
Understanding the
School Environment
1C, 4D, 7B, 8A, 9C
Document
was not
submitted.
More than 4 items are left
incomplete on the School
Environment Checklist.
2 or 3 items are left
incomplete on the School
Environment Checklist.
One item is left
incomplete on the
School Environment
Checklist.
Completes all items on
the School Environment
Checklist.
PC Level I Schedule:
Seminar, Site Visit &
Performance Activities
9H. 9I
Document
was not
submitted.
More than 4 items are NOT
complete with signatures
and/or dates on the
checklist.
2 or 3 items are NOT
complete with
signatures and/or dates
on the checklist.
1 item NOT complete,
with signatures
and/or dates on the
checklist.
Completes all items,
indicated by signatures
and dates of
completion on the checklist as
scheduled or in a timely
manner.
PC Level 1 Appendix 08/12/14
Page 51
Preclinical Experience Level 1
University Supervisor & Cooperating Teacher Information
PC Level 1 Appendix 08/12/14
Page 52
UNIVERSITY SUPERVISORS INFORMATION FOR USING RUBRICS AND LIVETEXT
Rubrics LiveText Entry
Analyses of Observation (multiple) Complete the rubrics and enter the scores for each analysis
of observation completed.
Analyses of Interview (multiple) Complete the rubrics and enter the scores for each analysis
of interview completed.
Analyses of Student Interaction (multiple) Complete the rubrics and enter the scores for each analysis
of interview completed.
Midterm Evaluation Complete the Evaluation of Growth and enter the scores
and comments for both supervisor and coop teacher
BU School of Education Professional Behaviors
(Dispositions) for Teacher Preparation
Complete BU School of Education Professional Behaviors
(Dispositions) for Teacher Preparation
Final Evaluation Complete the Evaluation of Growth Preclinical Level I and
enter the scores and comments for both supervisor and
coop teacher
Comprehensive Analysis Paper Complete the rubric and enter the scores for the
Comprehensive Analysis Paper
Final Product N/A
All final grades must be submitted electronically in
Peoplesoft.
University Supervisors will collect the evaluations from the Cooperating Teacher.
GRADING DISTRIBUTION
Assignment Points Percentage
Analyses of Observations 20 per analysis 20
Analyses of Interviews 20 per analysis 15
Analyses of Student Interactions 20 per analysis 15
Final Evaluation of Growth - Cooperating Teacher 36 10
Final Evaluation of Growth - University Supervisor 36 10
Comprehensive Analysis Paper 40 15
Site Visit Notes (4, 8, 12, 16, 20) 28 per Site Visit Notes 5
Site Visit Notes (Submission) 21 5
Final Product 20 5
PC Level 1 Appendix 08/12/14
Page 53
INFORMAL PRECLINICAL EXPERIENCE SITE VISIT
INFORMAL PRECLINICAL SITE VISIT
Student ______________________________ Term____________________
University Supervisor_______________________ Date: _____________________
Cooperating Teacher _______________________ Host School________________
Discussion notes….. to be completed by university supervisor with copy given to teacher candidate.
To be signed by the student, and University Supervisor
Signature of Student:_________________________________________ Date:_________________
Signature of University Supervisor _____________________________ Date:_________________
PC Level 1 Appendix 08/12/14
Page 54
PC LEVEL I: SUPERVISOR OBSERVATION OF TEACHER CANDIDATE’S CLASSROOM
PERFORMANCE
Teacher Candidate Name______________________________
Semester _____________Date of Lesson _________________
University Supervisor ________________________________
Cooperating Teacher _________________________________
Host School ________________________________________
Grade Level (s) ____________ Subject __________________
These criteria are drawn from the Illinois Professional Teaching Standards (IPTS) 2013 and the Illinois Professional
Content Area / Common Core Standards for Teachers. For more information about these standards, visit the IL State
Board of Education http://www.isbe.net
Check indicates behavior was observed.
This checklist is an instrument to be used to stimulate teacher candidate growth, set goals, celebrate successes, and
generate discussion between teacher candidate, cooperating teacher, and university supervisor. Comments and
additional behaviors can be added as needed for specific purposes.
Teacher candidate greets students by name as they enter the classroom. IPTS 4 _____
Comments:
Teacher candidate builds rapport with students. IPTS 6 _____
Comments:
Teacher candidate walks around the room to help the cooperating teacher keep students engaged. _____
IPTS 5
Comments:
Teacher candidate responds positively to student response, even if inaccurate. IPTS 5 _____
Comments:
Teacher candidate circulates while students are doing independent practice. IPTS 5 _____
Comments:
Cooperating Teacher Midterm ___
Teacher Candidate Self-Eval. Midterm ___
University Supervisor Midterm Visit ___
Cooperating Teacher Final ___
Student Self-Evaluation Final ___
University Supervisor Final Visit ___
*Complete when approximately half of the
required weeks are completed
** Complete when most of the preclinical
experience is fulfilled.
PC Level 1 Appendix 08/12/14
Page 55
Teacher candidate gives feedback and asks questions during independent practice. IPTS 5 _____
Comments:
Teacher candidate works with small groups. IPTS 4 _____
Comments:
Teacher candidate uses management procedures as directed by the cooperating teacher. IPTS 4 _____
Comments:
Teacher candidate’s rate of speaking is appropriate for all students. IPTS 5 _____
Comments:
Teacher candidate’s voice quality is appropriate for all students. IPTS 5 _____
Comments:
Teacher candidate’s speech is free of grammar errors. IPTS 6 _____
Comments:
Teacher candidate dresses as per BU dress code. IPTS 9 _____
Comments:
Discussion with university supervisor/cooperating teacher following the lesson: Identify two areas to use as
improvement goals for the next lesson. Identify two areas of success.
Please sign:
Cooperating Teacher or University Supervisor____________________________________________
Teacher Candidate _______________________________________________________________
PC Level 1 Appendix 08/12/14
Page 56
UNIVERSITY SUPERVISOR RECOMMENDATION FOR TEACHER CANDIDATE TO CONTINUE IN THE
BU ED PROGRAM
FINAL RECOMMENDATION TO BE COMPLETED BY THE
UNIVERSITY SUPERVISOR
PRECLINICAL LEVEL I
Teacher Candidate _________________________________ Term____________ Date__________
Composite Rating __________% = _____________Final Letter Grade
Based on the Preclinical Experience it is recommended (check ONLY one):
________ That the teacher candidate continue in Teacher Education Program
________ That the teacher candidate repeats this Preclinical Experience with a remediation plan after which a
subsequent evaluation recommendation will be made.
Area/s to Emphasize:______________________________________________
________ That the teacher candidate NOT continue in the Teacher Education program.
Rationale:______________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
University Supervisor
Print Name__________________________ Signature______________________________
PC Level 1 Appendix 08/12/14
Page 57
COOPERATING TEACHER RECOMMENDATION
FOR TEACHER CANDIDATE TO CONTINUE IN THE BU ED PROGRAM
FINAL RECOMMENDATION TO BE COMPLETED BY THE
COOPERATING TEACHER
PRECLINICAL LEVEL I
Teacher Candidate _________________________________ Term____________ Date__________
Based on the Preclinical Experience it is recommended (check ONLY one):
________ That the teacher candidate continue in Teacher Education Program
________ That the teacher candidate repeats this Preclinical Experience with a remediation plan after which a
subsequent evaluation recommendation will be made.
Area/s to Emphasize:______________________________________________
________ That the teacher candidate NOT continue in the Teacher Education program.
Rationale:______________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
Cooperating Teacher
Print Name__________________________ Signature______________________________
University Supervisor
Print Name__________________________ Signature______________________________
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