school of education preclinical handbook and appendices · critical elements necessary to ensure...

–

College of Education and Health Services

School of Education Preclinical Handbook and

Appendices

Benedictine University educators are Effective Practitioners, committed to

Scholarship, Lifelong Inquiry, Leadership and Social Responsibility

Fall 2017 – Spring 2018 Benedictine University

5700 College Road Lisle, IL 60532-0900

PC Handbook 07/3/2017

Contents INTRODUCTION ........................................................................................................................................ 5 School of Education Faculty and Staff ......................................................................................................... 5 CONCEPTUAL FRAMEWORK INTRODUCTION .................................................................................. 6 OVERVIEW of TEACHER EDUCATION PRECLINICAL EXPERIENCES OBJECTIVESError! Bookmark not defined. Outcome Alignment for Preclinical Level 1 ................................................................................................. 8 Outcome Alignment for Preclinical Level 2 ................................................................................................. 9 Outcome Alignment for Preclinical Level 3 ............................................................................................... 10 Policies Regarding the Safety of School Age Children and Youth ............................................................. 11

Criminal Background Check ............................................................................................................... 11 Protecting All God’s Children Requirement ....................................................................................... 11 Mandatory Reporting of Abuse and Neglect ...................................................................................... 11

POLICIES AND PROCEDURES .............................................................................................................. 12 Eligibility for Placement ..................................................................................................................... 12

Cancellation of Preclinical Experience ....................................................................................................... 15 Time Commitment for the Preclinical Experience ...................................................................................... 15 Nature of the Experience............................................................................................................................. 16

Attendance and Absence ..................................................................................................................... 16 Course Grade .............................................................................................................................................. 16 Procedures for Initial School Site Meeting ................................................................................................. 16 General Policies and Procedures ................................................................................................................. 17

Academic Honesty and Ethical Behavior ........................................................................................... 17 Professional Dispositions ............................................................................................................................ 18 Preclinical Candidate Dress Code ............................................................................................................... 26 Termination of Placement ........................................................................................................................... 26 Governing Policies ...................................................................................................................................... 27

Liability and Health Policies ............................................................................................................... 27 Temporary Work Stoppage Policy During Preclinical and Student Teaching Experiences ............... 27 Candidate Grievance Procedures ........................................................................................................ 27 Internet Use and Digital Etiquette ....................................................................................................... 27 Candidate Expectations and Responsibilities ...................................................................................... 28 Academic Accommodations for Religious Obligations .......................Error! Bookmark not defined. Withdrawal from Preclinical Experience .............................................Error! Bookmark not defined.

REQUIREMENTS FOR THE PRECLINICAL EXPERIENCE ................................................................ 28 SITE VISIT POLICIES for the PC EXPERIENCE .................................................................................... 31 Remediation Process ................................................................................................................................... 33 REMEDIATION PLAN ............................................................................................................................. 34 Candidate Remediation Plan Follow-Up Report......................................................................................... 43 University supervisor expectations and responsibilities ............................................................................. 44 Cooperating Teacher and Host School Expectations and Responsibilities ................................................. 46 Preclinical Experience Bibliography .......................................................................................................... 48 File naming conventions ............................................................................................................................. 52 Preclinical Teacher Candidate Placement Information ............................................................................... 53 Assignment and Rubrics ............................................................................................................................. 54 Preclinical Site Visit Log ............................................................................................................................ 55 PRECLINICAL SITE VISIT LOG ............................................................................................................. 55 Site Visit Notes ........................................................................................................................................... 56 Analysis Assignments for Preclinical EXPERIENCES .............................................................................. 59 Analysis of Observation(s).......................................................................................................................... 61 Observation Analysis Paper Template ........................................................................................................ 62 Analysis of Interview(s) .............................................................................................................................. 65 Interview Analysis Paper Template ............................................................................................................ 66 Analysis of DISCUSSION(s)...................................................................................................................... 69 Discussion Analysis Paper Template .......................................................................................................... 70 PC Handbook 07/3/2017

Analysis of Student Interaction(s) ............................................................................................................... 73 Student Interaction Analysis Paper Template ............................................................................................. 74 UNDERSTANDING THE SCHOOL ENVIRONMENT .......................................................................... 77 FORMAL Lesson Plan ASSIGNMENT ..................................................................................................... 79 General Education Lesson Plan Template .................................................................................................. 81 Special Education Lesson Plan ................................................................................................................... 87 Music Education Lesson Plan Format ........................................................................................................ 95 Music Education Lesson Plan Template ..................................................................................................... 99 COMPREHENSIVE ANALYSIS PAPER Assignment ........................................................................... 104 Dispositions ............................................................................................................................................... 109 PRECLINICAL EXPERIENCE FINAL PRODUCT ASSIGNMENT .................................................... 116 Supervisor Site Visit Evaluations ............................................................................................................. 118 INFORMAL PRECLINICAL EXPERIENCE SITE VISIT ..................................................................... 119 PC LEVEL I: OBSERVATION OF TEACHER CANDIDATE’S classroom performance .................... 120 PC LEVEL I: EVALUATION of GROWTH ........................................................................................... 122 PC LEVEL II: OBSERVATION OF TEACHER CANDIDATE’S classroom performance ................... 123 PC LEVEL II: EVALUATION of GROWTH.......................................................................................... 127 Formal Observation PC Exp. Level III ..................................................................................................... 129 Formal Observation of Teacher Candidate’s Classroom Performance ..................................................... 129 EVALUATION of GROWTH Preclinical Experience Level III .............................................................. 134 Outcome Alignment for Preclinical Level 1 ............................................................................................. 137 GRADING DISTRIBUTION ................................................................................................................... 138 Teacher Candidates Information for Using Rubrics and LiveText ........................................................... 138 IPTS Performance Activities-EDUC 200 level I ...................................................................................... 139 PC Level I Schedule .................................................................................................................................. 146 Outcome Alignment for Preclinical Level 2 ............................................................................................. 151 File naming conventions ........................................................................................................................... 153 TEACHER CANDIDATES INFORMATION FOR USING RUBRICS AND LIVETEXT ................... 153 GRADING DISTRIBUTION ................................................................................................................... 153 IPTS Preclinical Level 2 EDUC 234/316/321/354 ................................................................................... 154 Preclinical Level 2 Schedule ..................................................................................................................... 163 Outcome Alignment for Preclinical Level 3 ............................................................................................. 173 File naming conventions ........................................................................................................................... 175 University Supervisors Information for Using Rubrics and Livetext ....................................................... 175 GRADING DISTRIBUTION ................................................................................................................... 175 SITE VISIT SCHEDULE for PC EXPERIENCE LEVEL III .................................................................. 176 Preclinical Level 3 Schedule ..................................................................................................................... 177 University supervisor expectations and responsibilities ........................................................................... 184 Cooperating Teacher and Host School Expectations and Responsibilities ............................................... 186 INFORMAL PRECLINICAL EXPERIENCE SITE VISIT ..................................................................... 187 PC LEVEL I: OBSERVATION OF TEACHER CANDIDATE’S classroom performance .................... 188 PC LEVEL I: EVALUATION of GROWTH ........................................................................................... 190 PC LEVEL II: OBSERVATION OF TEACHER CANDIDATE’S classroom performance ................... 191 PC LEVEL II: EVALUATION of GROWTH.......................................................................................... 195 Formal Observation PC Exp. Level III ..................................................................................................... 197 Formal Observation of Teacher Candidate’s Classroom Performance ..................................................... 197 EVALUATION of GROWTH Preclinical Experience Level III .............................................................. 202 Dispositions ............................................................................................................................................... 204 UNIVERSITY SUPERVISOR RECOMMENDATION FOR TEACHER CANDIDATE TO CONTINUE IN THE BU ED PROGRAM ........................................................................................................................................ 211 COOPERATING TEACHER RECOMMENDATION FOR TEACHER CANDIDATE TO CONTINUE IN THE BU ED PROGRAM .................................................................................................................................. 212


INTRODUCTION This handbook is intended to be a source of information regarding the functions and roles that Benedictine University’s Teacher Education Program (TEP) envisions for the preclinical teacher education candidates, cooperating teachers, and the university supervisors. Because this field experience precedes clinical experience (i.e., student teaching) it integrates previous coursework and field-based components of the TEP. The guidelines and expectations presented reflect the professional judgment of members of the faculty, Teacher Education Program, Teacher Education Advisory Committee, university supervisors, cooperating teachers, and K-12 administrators from selected school placements. Policies and procedures cited meet or exceed the standards of the Illinois State Department of Education. (ISBE) It is hoped that readers will find the information meaningful and useful. Further inquiries related to specific details are encouraged. Please contact the university supervisor, the School of Education Department Chair, or the preclinical placement coordinator relative to suggestions or assistance regarding our preclinical program.

School of Education Faculty and Staff Rich Campbell, Ed.D., Acting Dean, College of Education & Health Services (630) 829-6462 [email protected]

MeShelda Jackson, Ph.D., Department Chair, Associate Professor (630) 829-6282 [email protected]

Mary Jeffery, Ed.D., Licensure Officer, Assessment Coordinator (630) 829-6401 [email protected]

Joyce Cecchi, Preclinical Assistant (630) 829-6298 [email protected]

Alandra Devall, Ph.D., Professor (630) 829-6295 [email protected]

Erica George, Administrative Assistant to the Dean (630) 829-6084 [email protected]

Katherine Griffes, Ph.D., Assistant Professor (630) 829-1892 [email protected]

Joyce Jeewek, Ed.D., Associate Professor (630) 829-6286 [email protected]

Allen Legutki, Ph.D., Assistant Professor (630) 829-1995 [email protected]

Gena Lewis, Ed.D., Assistant Professor (630) 829-6553 [email protected]

Kathleen Liace, Ed.D., Assistant Professor (630) 829-6454 [email protected]

Marshall Milbrath, Assistant Professor [email protected]

James Pelech, Ed.D., Professor (630) 829-6283 [email protected]

Office Assistant (630) 829-6280

Fr. David Turner, O.S.B., Ph.D., Professor Emeritus (630)829-6245 [email protected]

Jan Writer, Ph.D., Director of Student Placement (630) 829-6293 [email protected]


mailto:[email protected]















School of Education Benedictine University

CONCEPTUAL FRAMEWORK

The Teacher Education Program aligns with the unit’s conceptual framework through coursework and clinical experiences. The program is further aligned with professional dispositions that reflect the unit’s conceptual framework. The Conceptual Framework of the School of Education at Benedictine University reflects a shared view of what the unit and its partners believe to be the best practices for preparing teacher candidates to deliver instruction and services to students, families, schools, and communities. Benedictine University’s School of Education equips candidates with the knowledge, skills, and dispositions that will shape and influence learning through critical thinking, research-based decisions, and best practices. As an integrated whole, the conceptual framework contains the overarching purpose of the unit: to create effective practitioners who are committed to Scholarship, Lifelong Inquiry, Leadership, and Social Responsibility. These enduring outcomes are the critical elements necessary to ensure readiness for every teacher candidate to positively impact student learning through reflective practice. This requires that teacher candidates develop a comprehensive foundation in the knowledge and practice of state and national teaching standards in culturally diverse learning environments. These practices support a system that produces outcomes for teacher candidates to become highly effective practitioners who actively engage with content to promote critical thinking skills, innovatively manage the learning environment, and consistently monitor student progress to adjust curriculum delivery while collaborating with others to positively impact students, the community, and the professional field.

COMPONENTS OF THE CONCEPTUAL FRAMEWORK

Benedictine University educators are effective practitioners, committed to scholarship, lifelong inquiry, leadership and social responsibility. These four strands are woven into the education curriculum and are reflected in the expectations we have for our graduates: Scholarship (S)

Benedictine University’s education program requires that candidates have a firm understanding of the subject matter and a solid foundation in pedagogical principles that promote understanding of the content. Candidates acquire the knowledge that shapes and influences learning through critical thinking, research-based decisions, and best practices utilizing technological advances and innovative strategies.

Lifelong Inquiry (LI)

Candidates regularly engage in learning through self-reflection by questioning and critically reflecting upon their current understandings. They seek out information, both individually and collaboratively, to formulate an in-depth knowledge base, grounded in research that informs their thinking and decision-making. Candidates incorporate information learned from professional development opportunities and are actively involved in professional groups and organizations.

Leadership (L)

Candidates are prepared to assume leadership roles that enable them to affect change and improve professional practice through the application of educational theory and ethical principles. Candidates learn how to be flexible, supportive, ethical and responsible and they use their knowledge to promote effective educational initiatives that influence learning environments. Through the development of interpersonal and communication skills, candidates pursue opportunities to collaborate with others to positively impact students, the community, and the professional field.


Social Responsibility (SR) Candidates are dedicated to creating fair and equitable environments that support and enhance the learning of all students. They seek diversity of thought and practice from students and other professionals. Candidates demonstrate honesty and integrity in their actions and communication with others.

Purpose of the Preclinical Experiences According to 23 Illinois Administrative Code 25.610, "Clinical Experiences are “part of the professional preparation program enabling candidates preparing for licensure to acquire practical experience along with theoretical knowledge prior to entering into the full responsibilities of the role for which they are seeking licensure. These practical and structured experiences include pre-student teaching field experiences and student teaching and insure gradual and sequential introduction to, and eventual assumption of, the full range of experiences associated with a role for which a professional educator license is required. At appropriate times the candidate shall demonstrate mastery of skills and techniques necessary for effective performance as a beginning practitioner and to enable evaluation by qualified personnel. The sequence of experiences brings the candidate into contact with a variety of populations and educational situations, including public school settings, encountered by practitioners.” (https://www.isbe.net/Pages/Rules-Currently-in-Effect.aspx) The Teacher Education Program Preclinical component enables candidates seeking licensure to acquire practical experience prior to student teaching. The preclinical experience:

• Provides an opportunity for the teacher candidate to assess his/her interest and fitness for teaching; • Is designed to enable the candidate to synthesize theory and practice. The teacher candidate is introduced to

the school environment, to faculty and administrators as professional colleagues, and to diverse student populations;

• Includes supervised participation involving a wide range of experiences, in which the candidate is expected to assist or engage in purposeful interaction with students and school personnel; and,

• This experience is consistent with the goals and objectives of Benedictine University’s Teacher Education Program and the IPTS. (https://www.isbe.net/Pages/Rules-Currently-in-Effect.aspx)

The School of Education expects that each teacher candidate will:

• Demonstrate an understanding of effective teaching, as assessed through direct observation of teacher behavior, learner behavior, and the teaching/learning environment;

• Demonstrate an understanding of effective schools and the contributing role of the teacher; • Apply skills related to effective teaching/learning, while assisting the Cooperating Teacher in the areas of

class management, instruction, differentiation of instruction, instructional support, student-teacher interactions, and monitoring student behavior;

• Interact with typical and atypical learners, including students who are culturally diverse, have gifted and talented abilities, or have diverse disabilities;

• Be familiar and effectively interact with and use the support systems within the school, including but not exclusive to: Curriculum and Instruction (e.g., resource center, audio-visual aids; print material); Education Personnel (e.g., other teachers; librarian; school administrators); and Student Support Staff (e.g., counselors; school psychologist; school nurse; paraprofessionals)

• Learn and understand external systems to the school and supportive of the curriculum (e.g., ISBELearning Goals, Illinois Professional Teaching Standards) (https://www.isbe.net/Pages/Rules-Currently-in-Effect.aspx)

• Experience out-of-class activities which are directly supportive of instruction (e.g., grading papers; in-service faculty development) and which are indirectly supportive of instruction (e.g., faculty meetings; co-curricular activities);

• Participate in out-of-class activities which are directly or indirectly supportive of instruction (e.g., grading papers; faculty development activities; school meetings; extracurricular activities);


https://www.isbe.net/Pages/Rules-Currently-in-Effect.aspx




• Demonstrate an awareness of the role of the teacher as a professional (e.g., promptness, resourcefulness, delivery of effective instruction, desire for improvement and professional development, compliance with the Illinois Code of Ethics (https://www.isbe.net/Pages/Rules-Currently-in-Effect.aspx)

Outcome Alignment for Preclinical Level 1 This preclinical experience introduces the candidate to K-12 education through active observation and analysis of the learning environment, instructional planning, and student learning.

Outcome

Illinois Professional Teaching Standard 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.

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.

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.

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.

1. How is professionalism defined in education?

2. What are the various aspects of professionalism to consider?



Outcome Alignment for Preclinical Level 2 This preclinical experience introduces the candidate to teaching methods, including planning, classroom management, and instructional delivery strategies where K-12 students engage in learning experiences.

Outcome Illinois Professional Teaching Standard Questions for Consideration

1. Plan for Differentiated Instruction, Content, and Pedagogy

(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. (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. (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.

1. What are the aspects of diversity have to be considered within a classroom?

2. What are some ways to plan for differentiated instruction that enhance every student’s learning experience?

3. What is pedagogy? 4. Why is it as important to know pedagogy as

the content you are teaching?

2. Plan for the learning environment: grouping for instruction



2. What is grouping for instruction? How does it promote student learning?

3. What are the various components of a lesson plan? Why is each component important?

4. How do classroom management rules effect student learning?

3. Deliver Instruction

(5) Instructional Delivery – The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.

1. What is differentiated instruction? Why is it important?

2. How were your lesson plans altered as you delivered instruction?




2. In what ways did you see professionalism exhibited throughout your experience?


Outcome Alignment for Preclinical Level 3 This preclinical experience allows the candidate to plan lessons and implement differentiated instruction while practicing multiple classroom management and assessment strategies. Candidates evaluate their own teaching of these lessons in consultation with the cooperating teacher and the university supervisor.


1.


1.

2.


1.

3.


1.

4.



Policies Regarding the Safety of School Age Children and Youth

Criminal Background Check The Illinois State Police has advised that the Federal Bureau of Investigation (FBI) does not permit colleges and universities to conduct national criminal history checks under the Adam Walsh Act on student teachers or any education candidate who will be in the field working with students in schools. Background checks must be done prior to participating in any field experiences in the public schools. Authorization for and payment of the costs of the checks must be furnished by the student. Results of the checks must be furnished to the higher education institution where the student is enrolled and the superintendent of the school district where the student is assigned. An updated guidance document on Criminal History Records Information (CHRI) Checks for School Personnel, in which you will find further explanation of the issue of student background checks, is now available on the ISBE website. www.ISBE.net The language of 105 ILCS 5/10-21.9 (g) remains as follows: In order to student teach or complete a preclinical experience in the public schools, a person is required to authorize the following: 1. Fingerprint based criminal history records check — Benedictine University Police and/or assigned school district 2. Check of the Statewide Sex Offender Database — www.castlebranch.com (Enter package code BC93) 3. Check of the Statewide Child Murderer and Violent Offender Against Youth Database — www.castlebranch.com (Enter package code BC93)

Protecting All God’s Children Requirement All candidates must successfully complete the “Protecting God’s Children” program provided by the Catholic Church. Candidates placed in parochial schools must provide evidence of completion to your parochial placement school’s administrator. www.virtus.org/virtus

Mandatory Reporting of Abuse and Neglect The Illinois Department of Children and Family Services (DCFS) requires that all school personnel including certified and non-certified school employees, to be mandated reporters. All teacher education candidates are mandated reporters of child abuse and neglect. Mandated Reporter Training is completed through DCFS. The training is self-directed and takes approximately 60-90 minutes to complete. Print the Certificate of Completion at the time of completion. https://mr.dcfstraining.org/User/Auth/Login!loginPage.action Preclinical teacher education candidates should report suspected cases of abuse and neglect directly to the school principal at the site where he/she is placed. The principal will then contact the appropriate authorities, as appropriate. Any person who knowingly transmits a false report to the department commits the offense of disorderly conduct under subsection (a) (7) of Section 26-1 of the Criminal Code of 1961. A first violation of this subsection is a Class A misdemeanor, punishable by a term of imprisonment for up to one year, or by a fine not to exceed $1,000, or by both such term and fine. A second or subsequent violation is a Class 4 felony.


http://www.isbe.net/

http://www.castlebranch.com/


http://www.virtus.org/virtus

https://mr.dcfstraining.org/User/Auth/Login!loginPage.action

POLICIES AND PROCEDURES

Eligibility for Placement The minimum standards for preclinical placement established by Benedictine University are outlined in the Teacher Education Program Checkpoints. Candidates should be aware, however, that many school districts have requirements that exceed these minimum standards. For example, some districts require that preclinical candidates have a grade point average of at least 3.0 on a 4.0 scale. Some districts further require that candidates have no less than a grade of “B,” in courses within their content area. The University is located among many diverse school settings, both public and private. The University establishes contractual agreements with school districts. Preclinical placements are made solely by the School of Education Office, not by the preclinical candidate. The Preclinical Specialist and Preclinical Coordinator make all contacts with schools. As per contractual agreement with our school districts, candidates and/or their representatives (e.g., friends; family members) are not allowed to make contact with schools, in search of a placement. Placements will only be granted to candidates who submit their preclinical experience application by the specified date on the SOE calendar. Candidates who submit their applications late will not be guaranteed a placement. Upon receipt of your advisor-approved application and verification of your registration in a preclinical course, a placement will be sought for you by the Preclinical Specialist. Placement decisions are made by the department on the basis of availability, district policy, and any other university related factors. All placements will be confirmed within six weeks following the start of the BU semester. Please be advised that it is the School of Education’s policy not to place a candidate where they have: a) attended school as a student; b) completed a preclinical experience; c) are or have been employed; d) have a relative employed; or e) have children who attend that school. According to Illinois State Teaching Standards efforts are made to place student teaching candidates in settings that are rich in cultural diversity. The following factors are considered when processing placements:

• The candidate’s field of study and licensure sought; • The availability of appropriate public and private schools, already approved as preclinical sites; • The nature and grade level of the candidate’s prior preclinical experiences (e.g., public vs. private school

placement; grade level of placements; student diversity; etc.); • The availability of appropriate sites.

A candidate for special Education licensure (K-12) will have at least half of their experiences in the elementary grade levels (K-5) and half at the middles school/high school levels (6-12). Each candidate will be placed in at least one setting that is rich in cultural diversity. All preclinical candidates must furnish or arrange their own transportation to and from their placement school site. No changes will be made in a placement, once it has been confirmed. Any candidate who subsequently chooses not to complete a preclinical experience at their assigned placement will not be guaranteed a second placement. To be eligible for consideration for enrollment in Preclinical Experiences Levels 1 (EDUC 200), 2 (EDUC 234), and 3 (236), the candidate must fulfill the requirements of the TEP Checkpoints. (https://www.ben.edu/college-of-education-and-health-services/school-of-education/admission-to-teacher-education.cfm)


https://www.ben.edu/college-of-education-and-health-services/school-of-education/admission-to-teacher-education.cfm

https://www.ben.edu/college-of-education-and-health-services/school-of-education/admission-to-teacher-education.cfm

Benedictine University’s School of Education Teacher Education Program

Checkpoints

Please note that any course required for licensure requires a grade of C or better at degree/licensure completion. A grade of C- is below C. There is no limit to the number of times one may take any state exam.

Checkpoint 1 – Pre-Admission to TEP: (30 or more credits)

Checkpoint 1 is designed to ensure that each candidate has met the prerequisites necessary to begin their application to the Teacher Education Program.

National and state background check clearance: Fingerprint based criminal history records check (as required by BU or the school district) Please refer

to the following link for instructions. http://www.isp.state.il.us/docs/5-727.pdf. • Check of the Statewide Sex Offender Database: www.CastleBranch.com and enter package code:

BC93 • Statewide Child Murderer and Violent Offender Against Youth Database (www.CastleBranch.com and enter package code: BC93)

• IL Department of Children and Family Services (DCFS) https://mr.dcfstraining.org/UserAuth/Login!loginPage.action

• Completion of Protecting All God’s Children Workshop (Catholic Schools Requirement) Each of the above must be completed prior to the beginning of preclinical experiences.

• Completion of the Basic Skills Requirements WRIT 101-Writing Colloquium SPCH 110-Speech Communication

WRIT 102-Research Writing MATH 110-College Algebra (or another approved course)

EDUC 207-Introduction to Education Establish Educator Licensure Information System (ELIS) (unless an account has already been created for

you by taking an Illinois Licensure Testing System (ILTS) exam). (https://www.isbe.net/Pages/Educator-Licensure-Information-System.aspx)

Eligibility for EDUC 200-Preclinical Level 1 • Non-Transfer Students: Basic Skills Requirements and pass minimum of two subtests of the Test of

Academic Proficiency (TAP) or passage of ACT/SAT Plus Writing in lieu of TAP (https://www.isbe.net/Documents/act-sat-testing-in-lieu-of-tap.pdf)

• Transfer Students: Basic Skills Requirements and pass minimum of two subtests of the TAP (TAP exception at the discretion of the Director/Chair) or passage of ACT/SAT Plus Writing in lieu of TAP (https://www.isbe.net/Documents/act-sat-testing-in-lieu-of-tap.pdf)

• ACT Prior to 9/1/15-Composite score of 22 or higher and a minimum score of 19 on the combined English/Writing portion. (https://www.isbe.net/Documents/act-sat-testing-in- lieu-of-tap.pdf)

• 9/1/15 – 9/10/16 – Composite score of 22 or higher and a minimum score of 16 on the writing portion

• After 9/10/16 – Composite score of 22 and a minimum of 6 on the writing test




https://mr.dcfstraining.org/UserAuth/Login!loginPage.action

https://www.isbe.net/Pages/Educator-Licensure-Information-System.aspx

http://www.isbe.net/Documents/act-sat-testing-in-lieu-of-tap.pdf)

http://www.isbe.net/Documents/act-sat-testing-in-lieu-of-tap.pdf)

http://www.isbe.net/Documents/act-sat-testing-in-

http://www.isbe.net/Documents/act-sat-testing-in-

• SAT Prior to 3/5/16 – Composite score of 1030 (critical reading + mathematics = 1030

or higher) and a minimum of 450 on writing • After 3/5/16 – Composite score of 1110 or higher) and a minimum score of 26 on writing and

language.

Checkpoint 2 –Admission to TEP: (60 or more credit hour)

Checkpoint 2 is designed to ensure that each candidate has met the prerequisites necessary to complete their application for admission to the Teacher Education Program.

Successful completion of Checkpoint 1 TAP passed or evidence of acceptance by ISBE of ACT or SAT in lieu of TAP File formal application for Admission to TEP (http://www.ben.edu/college-of-education-and-health-

services/TEP/index.cfm) which requires:

• EDUC 200-Preclinical Level 1 • EDUC 205-Educational Foundations • EDUC 210-Educational Psychology • EDUC 260-Educating Students with Exceptionalities

Successful Ratings on Professional Behaviors/Dispositions; any ratings below three will require a plan for professional growth. Ratings for Professional Behaviors/Dispositions will occur in all courses, all preclinical experiences, and student teaching.

Cumulative GPA of 2.75 Major GPA of 3.00

Checkpoint 3 – Advancement in TEP: (75 or more credit hours)

Checkpoint 3 is designed to ensure that each candidate has met the prerequisites necessary to advance in the Teacher Education Program and apply for student teaching.

Successful completion of Checkpoint 2 Submit application for student teaching Completion of Math 112- Mathematics for Elementary Teachers 1 & Math 222 – Mathematics for

Elementary Teachers 2 for Elementary Education Majors

Cumulative GPA of 2.75 Major GPA of 3.00 Successful Ratings on Professional Behaviors/Dispositions; any ratings below three will require a plan for

professional growth. Ratings for Professional Behaviors/Dispositions will occur in all courses, all preclinical experiences, and student teaching.

Checkpoint 4 – Admission to Student Teaching: (90 or more credit hours)

Checkpoint 4 is designed to ensure that each candidate has met the prerequisites necessary to advance in the Teacher Education Program and to be admitted to student teaching.

Successful completion of Checkpoint 3 National and state background check clearance:

• Fingerprint based criminal history records check (as required by BU or the school district) • Check of the Statewide Sex Offender Database (www.CastleBranch.com and enter package code: BC93)


http://www.ben.edu/college-of-education-and-health-services/TEP/index.cfm

http://www.ben.edu/college-of-education-and-health-services/TEP/index.cfm


• Statewide Child Murderer and Violent Offender Against Youth Database • (www.CastleBranch.com and enter package code: BC93) • IL Department of Children and Family Services (DCFS) Mandatory Reporting of Abuse and Neglect • Basic physical exam as required

Completion of any additional student teaching requirements of the placement district Passage of applicable content area test (s) prior to student teaching. The student teaching application will not be

processed until the application content area test (s) has been passed. This may result in a delay of the student teaching experience.

Cumulative GPA of 2.75 Major GPA of 3.00 Passage of applicable content area test prior to student teaching Successful Ratings on Professional Behaviors/Dispositions; any ratings below three will require a plan for

professional growth. Ratings for Professional Behaviors/Dispositions will occur in all courses, all preclinical experiences, and student teaching.

Application for graduation submitted to Registrar’s office. http://www.ben.edu/registrar/index.cfm

Checkpoint 5 – Degree and Program Completion: (105 or more credit hours)

Checkpoint 5 is designed to ensure that each candidate has met all requirements for degree and program completion.

Successful completion of Checkpoint 4 Completion of Student Teaching experience with grade of C or better Successful passage of edTPA requirements Successful Ratings on Professional Behaviors/Dispositions; any ratings below three will require a plan for

professional growth. Ratings for Professional Behaviors/Dispositions will occur in all courses, all preclinical experiences, and student teaching

Checkpoint 6 – Program Exit and Licensure: (120 or more credit hours)

Checkpoint 6 is designed to ensure that each candidate has been issued a Professional Educator License (PEL)

Successful completion of Checkpoint 5 Apply for and register license through ELIS: (https://www.isbe.net/Pages/Educator-Licensure-Information-

System.aspx) Cancellation of Preclinical Experience Candidates must inform the Preclinical Specialist immediately, should they decide to withdraw from the preclinical experience (i.e., drop the preclinical experience course). Be advised that dropping the preclinical course does not automatically cancel placements. Candidates are responsible for notifying the university supervisor, cooperating teacher and the School of Education preclinical specialist by email. Additionally, candidate must meet with their advisor and withdraw from the course per Benedictine University policy. Approval to withdraw from a course or to change registration in any way must be processed by the Office of the Registrar. Not attending class does not constitute a legitimate withdrawal. (https://www.ben.edu/registrar/) Time Commitment for the Preclinical Experience PC Handbook 07/07/2017


http://www.ben.edu/registrar/index.cfm



https://www.ben.edu/registrar/

In order to maximize full potential for success in the preclinical experience, the student candidate must dedicate a consistent block of his/her time each week to the experience, according to the pre-set schedule established when the candidate registered for the course. Each preclinical level’s appendix has a chart indicating the time commitment for that level. This time block must be during regular school hours, wherein the candidate can observe and participate in classroom activities and instruction (e.g., your experience can’t include lunch period). Nature of the Experience Depending on the program in which the candidate is enrolled, undergraduate students will complete 20-22 site visits at their placement school (see Preclinical Handbook). The dates for beginning and ending school placements are indicated on the placement information, which is distributed at the beginning of each Fall and Spring semester.

Attendance and Absence Student candidates are expected to be at their placement sites on the days and at the times scheduled for their preclinical experience. Should an absence be necessitated for reasons of illness or emergency, the candidate must notify the cooperating teacher and the university supervisor via phone and email, as soon as the impending absence is realized, preferably the day before the necessitated absence will occur. The teacher candidate’s grade for the Preclinical Experience can be affected by absences. Any absences due to participation in University athletic events must be pre-approved by the cooperating teacher at the school site, the university supervisor, and the preclinical coordinator. Request for participation in athletic events must be emailed to the cooperating teacher at the school site, the university supervisor, and the preclinical coordinator. university supervisors and cooperating teachers have been informed of the School of Education’s policy on attendance and are required to report any discrepancies. For unplanned absences, the candidate must notify the cooperating teacher and the university supervisor, as soon as the impending absence is realized, by email and phone. If the candidate is unable to reach the university supervisor, he/she must contact the preclinical coordinator by email and phone. Make-up days for absences may be requested by the university supervisor (in consultation with the preclinical coordinator and cooperating teacher), especially if the candidate demonstrates a pattern of absences and /or has missed three (3) scheduled preclinical days of experience. If the teacher candidate is absent more than 3 Site Visits or equivalent of 6 hours, a remediation plan for the student will be required. Make-up days for absences are required to obtain the 46 observation hours. university supervisors and cooperating teachers have been informed of the School of Education’s policy on attendance and are required to report any discrepancies. Course Grade The course grades for each preclinical experience is as follows: A = 90-100%, B = 80-89%, C = 70-79%, D = 60-69%, F = 59.9% and below. Teacher candidates must receive the equivalent of a “C” letter grade (70%-100% of the maximum points possible) to pass the course. If a student receives a grade of “D” or below, the course must be retaken the following semester. The student will be responsible for re-enrolling and paying the tuition required for the course. Teacher candidates will be evaluated by their cooperating teacher and university supervisor, in a number of areas that will reflect the candidate’s growth according to the Illinois Professional Teaching and Content Standards, including performance, growth, and written assignments (e.g., site visit notes, analysis papers, lesson plans). High performance will be evidenced by the candidate’s level of commitment, preparedness and effort. In addition, weekly communication entries with requested information delivered in a timely and professional manner, assessment of written answers to specific IPTS Indicators using an edTPA driven format, a Final Product and Comprehensive Analysis Paper will be major components of the earned grade. These components are explained in this Handbook, detailed in the corresponding appendix and course syllabus, and will be supported during the on campus seminars. Procedures for Initial School Site Meeting PC Handbook 07/07/2017

Within one week following the formalized preclinical placement, the preclinical candidate must arrange for a visit with the cooperating yeacher and the iniversity supervisor to clarify the nature of the experience and to establish a schedule. During this visit the candidate should: • Review essential materials and forms with the cooperating teacher including the: Preclinical Handbook; Preclinical Handbook Appendix: Preclinical Level ____ (as appropriate to your level); and Preclinical Handbook Appendix: Cooperating Teachers and University Supervisors.

• Clarify expectations regarding teaching responsibilities, in collaboration with the university supervisor and the handbooks; and,

• Obtain confirmation about expectations of teachers (e.g., health and safety precautions; attire, arrival/departure time; holidays, institutes, conferences; parking) and about the school (e.g., student handbook; faculty handbook; emergency procedures).

General Policies and Procedures

Academic Honesty and Ethical Behavior The search for truth and the dissemination of knowledge are the central missions of a university. Benedictine University pursues these missions in an environment guided by our Roman Catholic tradition and our Benedictine heritage. Integrity and honesty are therefore expected of all University students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification, destruction, multiple submission, solicitation and misrepresentation are violations of these expectations and constitute unacceptable behavior in the University community. To access the complete Academic Honesty Policy, which includes student responsibility, responsibility and authority of faculty, violations, reporting and communicating, responsibilities of the provost, appeals, composition of the academic appeals board, procedures of the academic appeals board, and records, please visit (www.ben.edu/ahp). Preclinical experiences incorporate a wide range of objectives and activities. It is the expectation of the School of Education that each preclinical teacher candidate: • accepts that student learning is a priority and commit to this as the first goal of education; • strives to attain the objectives and outcomes of each preclinical experience; • fulfills required site visits; • attends and fully participates in all preclinical experience seminars requested by this course; • exhibits behavior and attitude in all situations that exemplifies the highest professional standards, in both conduct

and demeanor by meeting IPTS #9 • models professional behavior that reflects honesty, integrity, personal responsibility, confidentiality, altruism and

respect (ITPS 9I); • participates in professional development, professional organizations, and learning communities, and engages in

peer coaching and mentoring activities to enhance personal growth and development (IPTS 9O); • 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] (IPTS 9R); and • models digital etiquette and responsible social actions in the use of digital technology (IPTS 9S). Students who compromise the integrity of the preclinical experience are subject to disciplinary action, on the part of the School of Education and the University. Violations of integrity include, but are not limited to:

• Forgery, falsification, or alteration of any documents pertaining to academic records; • Plagiarism or using the work of others as one’s own; • Cheating in any form, whether in formal examinations or elsewhere; and, • Disruptive behavior in a course of study or abusiveness toward faculty, fellow students, cooperating teachers,

or students at a school placement site.


http://www.ben.edu/ahp

Illinois Educator Code of Ethics (https://www.isbe.net/Pages/Rules-Currently-in-Effect.aspx) is in place for all candidates, university supervisors and anyone else associated with students in the BU educational program. Please contact the SOE if there are any concerns regarding any of these matters. Professional Dispositions All teacher candidates are evaluated on dispositional behavior throughout the program. Any candidate who receives a rating of three or below, in any criteria may be placed on probation or provisional status relative to Admissions and Advancement in the TEP program. A remediation plan for improvement will be developed and implemented by the university supervisor and the cooperating teacher for preclinicals. Failure of the candidate to meet the requirements of the remediation plan for improvement within the provided time line may result in dismissal from their program. The Teacher Education Committee may recommend that a candidate with four or more unresolved dispositional concerns will not be permitted to progress through the checkpoints for admission to TEP, advancement in TEP, admission to student teaching, degree and program completion, and program exit and licensure. The chart below identifies the assessment of candidates’ dispositions demonstrated, as described in the unit’s conceptual framework. This information is submitted electronically.



Benedictine University Professional Behaviors (Dispositions) for Educator Preparation

Candidate’s Name: Semester/Year: Date: Course: Name of Instructor/Supervisor: Candidate 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 all education programs through many venues so that upon completion of their program, our graduates possess the knowledge, skills and professional behaviors we expect of an effective practitioner. Directions: In order to determine if the candidate is developing the professional dispositions of an effective practitioner, please indicate the rating for each criterion below. Professional Dispositions Scholarship Benedictine University’s education program requires that candidates have a firm understanding of the subject matter and a solid foundation in pedagogical principles that promote understanding of the content. Candidates acquire the knowledge that shapes and influences learning through critical thinking, research-based decisions, and best practices utilizing technological advances and innovative strategies.

Criteria

1 Unsatisfactory

2 Emerging

3 Proficient

4 Exemplary

Scholarship may be demonstrated by the following behaviors:

Class/field participation

[Code of Ethics for IL Educators

22.20: b.1, b.4, c.1] Dispositions

20.130 [a,b,e]

Inattentive in class. May fall asleep, read off-task material, work on outside projects, text/use cell phone or attend to other materials not related to class/field experience. Rarely participates in class discussions. May distract others in the class with behaviors (e.g., talking; creating noise; etc.)

Attention is inconsistently focused on class/field related materials and activities. Responds appropriately when called on, but does not volunteer. Does not distract others in the classroom.

Actively engaged and interested in class/field experience activities. Volunteers to respond to questions. Participates in discussions. Typically stays focused and on-task. Sometimes refers to previous course/field materials during current discussion and coursework.

Shows initiative in class activities and field experiences. Is attentive and on-task. Actively participates in class/field experience activities. Applies knowledge to new situations and makes connections with previous learning. Seeks to extend understanding to higher-level thinking. Asks questions showing intellectual interest.

Asking questions related to course/field materials. Showing initiative and remaining attentive and on-task. Actively seeking out and incorporating ideas of others, as well as sharing information and ideas with others. Accurately referring to previous course/field materials during current discussion and coursework. Gathering and assessing relevant information to develop a well-reasoned conclusion/solution, and effectively communicating findings orally and/or in writing.


Class/field preparation


22.20: b.1, b.4] Dispositions

20.130 [a,b,e]

Work completed with little attention to quality and may contain errors. Places emphasis on getting work done, rather than learning. Assignments are sometimes late, missing, or lacking key elements. Uses current knowledge, rather than additional resources to complete work. Procrastinates.

Assignments completed correctly and with accuracy, meeting minimum requirements and expectations. Work shows basic grasp of the assignment's intent. Meets assignment deadlines adequately. Makes use of resources provided to complete work.

Work is completed with attention to detail and is sequential and logical. Demonstrates evidence of thoughtful analysis of the assignment. Work shows that adequate time and planning were allocated. Consistently submits work on time. Seeks new resources and additional information to complete work.

Work is of exceptional quality. Shows a desire to pursue the intended learning at a deep level. Work shows evidence of personal reflection and revision. Consistently submits work on time. Uses an array of available and self-identified quality resources to add to the scope and depth of project.

Making necessary revisions to assignments, as per feedback provided. Using an array of resources (e.g., journal articles; books; online sources; etc.) Completing assignments accurately, by following the directions and rubrics provided. Completing and submitting assignments on time. Seeking new resources and additional information to complete work.

Lifelong Inquiry Candidates regularly engage in learning through self-reflection by questioning and critically reflecting upon their current understandings. They seek out information, both individually and collaboratively, to formulate an in-depth knowledge base, grounded in research that informs their thinking and decision-making. Candidates incorporate information learned from professional development opportunities and are actively involved in professional groups and organizations.

Criteria 1 Unsatisfactory

2 Emerging

3 Proficient

4 Exemplary

Lifelong Inquiry may be demonstrated by the following

behaviors:

Self-Reflection and growth



20.130 [c,d,e]

Rarely seeks suggestions and constructive criticism or practices critical thinking. Does not engage in learning through self-reflection Rarely or never makes changes to improve future performance based on recommendations from others.

Inconsistently accepts suggestions and constructive criticism. Sometimes practices critical thinking. Infrequently engages in learning through self-reflection. Sometimes makes changes to improve future performance, based on recommendations from others.

Accepts suggestions and constructive criticism. Frequently practices critical thinking. Engages in learning through self-reflection. Frequently makes changes to improve future performance, based on recommendations from others.

Actively seeks suggestions and constructive criticism. Regularly practices critical thinking. Regularly engages in learning through self-reflection. Consistently makes changes to improve future performance, based on recommendations from instructors and supervisors.

Consistently seeking suggestions and input from others to improve work. Routinely engaging in critical thinking and self-reflection. Making necessary changes and improving work, when given feedback from instructors and supervisors.


Commitment to Ongoing Learning/

Professional Development


22.20: b.1, c.3] Dispositions

20.130 [c,d,e]

Rarely or never makes use of information from professional organizations, publications, and educational resources. Shows little interest in growing professionally. Does not engage in professional growth and development, unless required to do so.

Occasionally makes use of information from professional organizations, publications, and educational resources. Recognizes the importance of professional growth. Demonstrates some interest in professional growth and development, beyond class and field requirements.

Often makes use of information from professional organizations, publications, and educational resources. Values professional growth. Seeks out opportunities for professional growth and development, beyond class and field requirements.

Consistently makes use of information from professional organizations, publications, and educational resources. Makes professional growth a high priority. Actively seeks out opportunities for professional growth and development.

Incorporating information learned from professional organizations, publications, and educational resources into class and/or field experience discussion, assignments, and decision making. Seeking out and engaging in professional development opportunities (e.g., online reading and research beyond class and field requirements; professional subscriptions; participation in professional meetings and conferences; etc.). Demonstrating a commitment to making professional growth a high professional priority.

Leadership Candidates are prepared to assume leadership roles that enable them to affect change and improve professional practice through the application of educational theory and ethical principles. Candidates learn how to be flexible, supportive, ethical and responsible and they use their knowledge to promote effective educational initiatives that influence learning environments. Through the development of interpersonal and communication skills, candidates pursue opportunities to collaborate with others to positively impact students, the community, and the professional field.


2 Emerging

3 Proficient

4 Exemplary

Leadership may be demonstrated by the following behaviors:

Professional Responsibility and Initiative [Code of Ethics for IL Educators 22.20:

b.1, b.4, c.1, c.3]

Is largely a passive observer during class and/or field activities, often relying upon direction from others. Is generally unaware of professional organizations, professional publications and/or other sources of current information in the field. Shows little or no interest in professional activities or events.

Participates in class and field activities, to the degree required of the group as a whole. Demonstrates a basic awareness of professional organizations and their publications. Occasionally participates in professional activities or events.

Actively participates in class and field activities, contributing novel ideas and suggestions. Makes reference to and uses professional organizations and their publications. Willingly participates in professional activities or events. Belongs to at least one professional organization, group, or club.

Assumes a leadership role and supports others, during class and field activities. Participates in activities of one or more professional or BU organizations, groups, or clubs. Seeks opportunities to be involved in professional activities or events at BU and/or in the field of Education. Takes a leadership role in a professional group or organization.

Assuming responsibility for key elements of class and field activities, beyond that which is required of the group as a whole. Demonstrating an awareness of professional organizations, professional publications and/or other sources of current information in the field of Education. Being an active member in a professional and/or BU organization Assuming a leadership role in an on- or off-campus group or organization. Engaging in professional service (e.g., offering assistance for class and/or field activities and events; volunteering at schools; tutoring children at schools and agencies; offering support to professional organizations; etc.).


Collaboration [Code of Ethics for

IL Educators 22.20: b.1, b.2, b.4,

c.1, c.4]

Puts forth minimal effort during group activities and fails to do a fair share of work. Attends group meetings inconsistently or is absent. Shows little regard for other people or their ideas. May actually be a roadblock for the completion of a task. Does not relate well with others. Communication is often not professional, appropriate, and/or respectful toward others.

Completes their part of group work. Accepts responsibility. Attends planned group meetings. Accepts ideas of others. Adequately relates with others and performs basic group responsibilities. Communication is inconsistently professional, appropriate, and/or respectful toward others.

Contributes ideas and effort to group activities. Comes to meetings prepared and on time. Incorporates ideas of others into the group's activities. Relates well to others and promotes group success. Communication is professional, appropriate, and respectful toward others.

Promotes group goals by contributing above and beyond expectations to both in-class group activities and assigned group projects. Comes early and well prepared to help facilitate group meetings. Encourages the use of ideas from all. Does everything possible to ensure success for the group as a whole. Communication is consistently professional, appropriate, and respectful toward others.

Treating differing opinions as a way to understand underlying beliefs and assumptions. Actively and respectively listening to the ideas and opinions of others. Demonstrating the ability to compromise in respect for others’ opinions Seeking out and incorporating the ideas of others during group work (e.g., cooperative learning and partner activities; group projects; etc.), class discussion, and field experiences. Using conventional, professional, and respectful language in assignments, class discussion, and interactions with others in class and in the field.

Social Responsibility Candidates are dedicated to creating fair and equitable environments that support and enhance the learning of all students. They seek diversity of thought and practice from students and other professionals. Candidates demonstrate honesty and integrity in their actions and communication with others.


2 Emerging

3 Proficient

4 Exemplary

Social Responsibility may be demonstrated by the following

behaviors:

Value of Diversity

[Code of Ethics for IL Educators: 22.20: a.2, a.4,

b.4, c.2, d.1, d.2]

Usually works only with those of similar ability, race, gender, or ethnicity. Rarely interacts with others, especially those different than self. Main concern appears to be for self, with little concern for others. Does not listen well. Exhibits low expectations for the accomplishments of varied groups of students.

Accepts others, despite differences in ability, race, gender, or ethnicity. Interacts with others in a polite, courteous, and professional manner,. Shows awareness of others’ needs. Listens to others and strives to understand them. Inconsistently exhibits high expectations for diverse groups of students.

Willingly works with others from different ability, race, gender, or ethnic groups. Welcomes feedback from and interaction with others. Shows genuine concern for others and their needs. Listens carefully to others and demonstrates respect for their values and viewpoints. Generally exhibits high expectations for all students.

Actively seeks opportunities to work with those of different ability, race, gender, or ethnicity. Openly seeks interaction and feedback from diverse people. Demonstrates concern for others, often putting their needs ahead of his/her own. Actively listens to and values the opinions of others. Consistently exhibits high expectations for all students.

Courteously interacting with peers and others, regardless of ability, race, gender or ethnicity, during class activities and field experiences. Openly sharing and incorporating ideas of others, during class activities and field experiences. Seeking diversity of thought and practice from others, during class activities and field experiences. Using inclusive practices and demonstrating a belief that all students are capable of learning and attaining outcomes of significance. Treating all adults and students equally.


Ethical Practice and

Academic Integrity

[Code of Ethics for IL Educators 22.20: b.4]

Reveals personal and professional confidences. Engages in actions such as cheating, plagiarism, fabrication, falsification, and/or misrepresentation in courses, field experiences, and/or in interactions with others.

Inconsistently keeps personal and professional confidences. Unevenly follows mandates of the BU student Academic Honesty Policy and the Code of Ethics for IL Educators in courses, field experiences, and/or in interactions with others.

Can be counted on to keep personal and professional confidences. Follows most mandates of the BU student Academic Honesty Policy and the Code of Ethics for IL Educators in courses, field experiences, and in interactions with others.

Can be counted on in all circumstances to keep personal and professional confidences. Follows all mandates of the BU student Academic Honesty Policy and the Code of Ethics for IL Educators in courses, field experiences, and in interactions with others.

Maintaining confidentiality in the field and in the classroom. Including appropriate reference citations and copyright information in assignments. Following the BU student Academic Honesty Policy and demonstrating truthfulness in word and deed within courses, field experiences, and in interactions with others.

Professional Conduct Candidates recognize the value of their participation in scheduled meetings, and show their respect by arriving on time and remaining attentive throughout the duration of each event. They strive to provide their students with consistent and effective learning experiences and are accountable for any absence they may experience from that instruction. They are conscientious in their use of respectful and grammatically correct conventional language within and across all situations and environments. Their appearance and demeanor are consistently professional and appropriate for the settings in which they work.


2 Emerging

3 Proficient

4 Exemplary

Professional Conduct may be demonstrated by the following

behaviors:

Attendance and Punctuality

[Code of Ethics for IL Educators 22.20:

b.1, b.2, b.4]

Exhibits a pattern of unpunctuality or absence. Fails to contact instructor, supervisor, and/or cooperating teacher (as appropriate) in advance of absences and/or to make arrangements for missed work. Gives no reason for absences. Sometimes disrupts class or field setting by arriving late.

Occasionally misses class and/or field experiences. Makes an attempt to notify instructor, supervisor, and/or cooperating teacher (as appropriate), in advance of absences. Inconsistently contacts instructor following a missed class. Sometimes gives a reason for absence.

Consistently attends class and field experiences and arrives on time. Usually notifies instructor, supervisor, and/or cooperating teacher (as appropriate), in advance of absence. Arranges to meet instructor, following a missed class, to make arrangements for missed work. Usually gives a valid reason for absence.

Arrives at class and field experiences early. When possible, makes prior arrangements, if an absence is necessary. May submit assignments prior to scheduled absences. Follows up to complete missed class/field work. Arranges with classmates, instructor, or supervisor to secure handouts or materials presented in class, seminars, and/or scheduled meetings.

Consistently attending scheduled classes, seminars, and field experiences, as per syllabus guidelines. Dependably contacting instructor, supervisor, and/or cooperating teacher (as appropriate), in advance of any absences. Making arrangements with instructor or supervisor to make up missed work. Arriving at classes and field experiences early, prior to the commencement of activities. Consistently providing a valid reason for unpunctuality and absences.


Oral and Written

Communication Skills


Frequently uses incorrect grammar in oral and/or written communications. Typically has spelling and punctuation errors in written work. May use slang, profanity, inappropriate vocabulary, or offensive language. Does not express ideas clearly. May display distracting language habits (e.g., repetition of words or phrases, such as “yah,” "okay" or "like").

Inconsistently uses correct grammar in oral and/or written communication. Frequently has spelling and punctuation errors in written work. Generally uses language that is appropriate and respectful. Can convey ideas accurately.

Typically uses correct grammar in oral and written communication. Uses correct spelling and punctuation in most written work. Communication is free of offensive or inappropriate language. Uses oral and written language to effectively and respectfully express ideas and opinions

Speaking and writing is consistently grammatically correct. Uses correct spelling and punctuation in all written work. Language usage is conventional and respectful. Is articulate and persuasive when expressing ideas.

Using correct grammar in personal oral and written communication, in class and field activities and in assignments. Utilizing correct spelling and punctuation in written class and field assignments and lessons. Using conventional, respectful, and persuasive oral and written language, when communicating with others.

Appropriate Professional Appearance


Appearance and dress typically do not follow generally accepted standards for the classroom and/or field setting. Often exhibits a lack of cleanliness and hygiene in his/her person and actions.

Appearance and dress inconsistently follow generally accepted standards for the classroom and/or field setting. Inconsistently exhibits cleanliness and hygiene in his/her person and actions.

Appearance and dress usually follow generally accepted standards for the classroom and/or field setting. Usually exhibits cleanliness and hygiene in his/her person and actions.

Appearance and dress consistently follow generally accepted standards for the classroom and field setting. Always exhibits cleanliness and hygiene in his/her person and actions

Consistently exhibiting appearance and dress appropriate for classroom and field situations and settings. Displaying cleanliness and hygienic practices in his/her person (e.g., body; clothing; etc.) and actions.

Emotional Responsibility


Demonstrates unpredictable display of emotions. May lose temper and display outbursts of anger or cry easily. Acts disrespectfully toward others and/or their opinions. Does not take responsibility for personal emotions and behavior. Blames others or outside circumstances for behavior and loss of emotional control.

May lose emotional control in some situations, but generally has emotions under control. Is not responsive to the perspectives of others. Does not consistently accept responsibility for personal actions and behavior.

Maintains basic control of emotions across settings and situations. May show an emotional reaction to a situation, but does not lose temper or emotional control. Demonstrates a respect for the perspectives of others. Takes responsibility for personal emotions and behavior.

Displays a steady emotional temperament, even in potentially volatile or highly emotional situations. Is receptive to the viewpoints and suggestions of others. Holds self accountable for personal emotions and behavior. Displays a sense of humor and a willingness to get along with others.

Consistently maintaining composure, regardless of the circumstances. Respecting the viewpoints of others and treating all persons with dignity, even when not in agreement with them. Being accountable and responsible for personal emotions and behavior. Maintaining an even temperament and sense of humor.


II. Comments Please comment on any items rated at 1 or 2. Please Note: Any candidate who receives a rating below three in any criteria may be placed on probation or provisional status relative to Admissions and Advancement in their program. A plan for improvement will be developed and implemented by the designated School of Education Committee. Failure of the candidate to meet the requirements of the plan for improvement within the provided time line may result in dismissal from their program. Signature of individual completing the assessment is required: Evaluator’s Signature:___________________________ Title:____________________ Date:_____________ Candidate’s Signature:_____________________________ Date:_____________ Faculty Advisor:________________________________ Date:_____________


Preclinical Candidate Dress Code The professional status of a candidate as a teacher is, in part, determined and reinforced by appropriate dress and appearance. Your students will learn from the example you set. We further believe that there is a direct correlation between appropriate dress and how others perceive the individual, as well as the organization represented by the individual. Always remember that everything you do during your student teaching experience reflects not only on you, but also on this University. Inappropriate clothing, paraphernalia, jewelry, accessories, bodily adornments, grooming, or personal hygiene habits that are in any way disruptive or potentially distracting to students and/or others in the learning environment are discouraged. Some examples of these include, but are not limited to:

• Visible tattoos and/or body piercings (except earrings); • See-through clothing or fishnet fabrics, halter-tops, spaghetti strap tops, off the shoulder or low-cut tops, bare

midriff tops, and low cut/hip hugger pants; • Tight or form-fitting clothing, such as leggings and spandex tops and pants; • T-shirts, sports jerseys, and sweatshirts; • Jeans and denim pants; • Sandals, flip flops, and sports shoes, as well as sneakers (which may only be worn by PE majors) • Excessive jewelry that may be disruptive to students and the learning environment; and • Fingernails that are distracting in appearance due to length or decoration.

The overall guidepost for preclinical candidate dress and appearance is to come to school each day dressed as though you were having a job interview. Your appearance and demeanor may well be your first step to an interview and can be influential in your being hired in the future. Termination of Placement In the event that a preclinical candidate does not complete his or her preclinical experience, either by a decision of the cooperating school, the University, or the individual candidate, the candidate must arrange a meeting with the School of Education Chair and preclinical coordinator, to determine the appropriate steps to be taken regarding the situation. The following list includes, but is not limited to, possible reasons for termination of a preclinical placement: • Unprofessional behavior; • Frequent absences; • Frequency of arriving late and/or leaving early; • Insubordination to school and/or University personnel; • Failure to comply with directives of the cooperating teacher(s) and/or the university supervisor; • Failure to conform to school policies; • Ineffective teaching performance; • Failure to complete assignments in a timely manner; and/or • Failure to adhere to the BU code of conduct for students, as detailed in the BU Student Handbook

(http://www.ben.edu/student-life/student-handbook.cfm).

If a candidate’s experience is terminated for any reason (voluntary or involuntary), the candidate must withdraw from the course, as required by University policy. A second placement will subsequently not be sought for that student, during the term in which the termination occurs. Additionally, the candidate must meet with their advisor and withdraw from the course per Benedictine University policy. Approval to withdraw from a course or to change registration in any way must be processed by the Office of the Registrar. (https://www.ben.edu/registrar/) Candidates who elect to terminate their placement due to circumstances beyond their control (e.g., a severe illness; death of a close relative) will be granted a second placement during a subsequent semester. Candidates who are terminated by PC Handbook 07/3/2017

http://www.ben.edu/student-life/student-handbook.cfm

https://www.ben.edu/registrar/

their placement school will not be provided a second placement, until such time as they successfully complete an individually prescribed remediation program.

Governing Policies Preclinical Experience Assignment The following two policies govern all preclinical instructional situations and assignments. It is imperative that all participating parties observe them scrupulously:

• The candidate may not receive remuneration for the preclinical teaching experience. • The candidate may not serve as a substitute for the regular teacher or be left alone in the classroom with students.

Liability and Health Policies Professional Liability Coverage All BU preclinical and student teaching candidates working in the schools as part of their professional preparation are protected by the university’s personal injury liability policy. Should a personal injury occur during your placement experience, please report the information immediately to the School of Education Office Assistant (630-829-6280). Liability for Loss or Repair of School Equipment Candidates should be aware that they are responsible for the security of university owned materials and equipment during their preclinical and student teaching experiences. These items may include electronic and audiovisual equipment, software, books, and videos. Candidate liability for the security of these items may extend any time the student has responsibility for these items. If the materials or equipment are not returned you may be charged for their replacement.

Temporary Work Stoppage Policy During Preclinical and Student Teaching Experiences When a work stoppage occurs in a district in which candidates have been assigned for preclinical, student teaching experiences, it is the policy of the School of Education that the candidates be declared non-participants in the job action. As non-participants in the work stoppage (e.g., strike), candidates shall not report to their placement schools during a job action, even if requested to do so by cooperating teachers, principals, or university supervisors. Students should not be penalized in any way for being a non-participant. Differing requirements across programs may result in extending the experience or making up missed hours in other ways so that course requirements can be met. As a result, students should check with respective experience coordinator (i.e., Director of Student Placement or preclinical coordinator) about specific requirements related to absences associated with job actions.

Candidate Grievance Procedures Should you have a grievance or concern regarding any aspect of your experience, report the information to your university supervisor and preclinical coordinator. If you subsequently believe that the concern has not been resolved, contact the SOE department chair.

Internet Use and Digital Etiquette Privacy and free speech rights permit you to maintain and submit information on the Internet, including postings on Facebook.com, and other similar websites; however, you must consider how the information you post may be interpreted and used by professional colleagues, teachers, students’ parents, school administrators and, above all, the students. When you decide to post personal and private information on the web, you run the risk that the information will be used publicly, and its use may not be to your benefit. Professional Guidelines: • Maintain separate sites for professional and personal use. • You must follow the school district guidelines for using social media online and other electronic communication

(e.g., e-mail, YouTube, etc.) • Do not share your username or personal web-addresses with students.

Voicemail or Cell phone messages Please be sure that your communications and messages are professional. Your message or voice mail message may be your first introduction to your supervisor, mentor teacher or a potential employer. PC Handbook 07/07/2017

Candidate Expectations and Responsibilities Preclinical experiences incorporate a wide range of objectives and activities. It is the expectation of the School of Education that each teacher candidate will:

• Attend all scheduled preclinical seminars; • Comply with the Illinois Educator Code of Ethics (https://www.isbe.net/Pages/Rules-Currently-in-

Effect.aspx); • Maintain the dignity necessary to gain the respect of pupils; • Show high regard and respect for each pupil and enthusiasm for teaching; • Maintain confidentiality of information about pupils and their families; • Be a good example for pupils: physically, mentally, ethically, and humanely; • Exhibit professional courtesy when relating to or about others; • Assume no authority other than delegated by the cooperative teacher; and • Be resourceful, display initiative, be responsible, and be responsive to constructive criticism.

Academic Accommodations for Students with Disabilities: Students with a disability are encouraged to seek assistance with the Academic and Career Enrichment Center (https://www.ben.edu/academic-career-enrichment-center/accommodation-services/). Special accommodation services are available for students with disabilities on a case-by-case basis and provided that documentation from a properly licensed clinician supports the accommodation. Students eligible under the Americans with Disabilities Act (1990) and/or Section 504 of the Rehabilitation Act (1973), whose disability interferes with a major life activity, are urged to self-identify so that the process for receiving assistance can begin as soon as possible.

Academic Accommodation for Religious Observance Policy: A student whose religious obligation conflicts with a course requirement may request an academic accommodation from the instructor. Students must make such requests in writing by the end of the first week of the class. Upon receiving such a request, the instructor will offer reasonable academic accommodations, whenever feasible, and communicate this to the student. However, the course requirements listed in the syllabus remain in effect if accommodations cannot be offered.

REQUIREMENTS FOR THE PRECLINICAL EXPERIENCE Benedictine University teacher candidates will be able and ready to teach at the initial level upon graduation. Preclinical Experience provides teacher candidates with varied experiences in a school by offering direct involvement with students and teachers, understanding the school’s culture, observing implementation of the IPTS while noting teaching methods, approaches, and classroom management styles. Teacher candidates will have opportunities for interaction with staff members, students, classroom activities, and to learn about lesson plans. Site Visit Notes will be required throughout the preclinical and will be shared during some of the preclinical seminars. This experience helps prepare quality teachers by connecting BU course content with the Illinois Professional Teaching Standards, the Illinois Content Area Standards, and the Illinois Learning Standards. These requirements immerse teacher education candidates in on-going questioning and reflection as they acquire practical experience prior to student teaching. BU is grateful to the host schools and understands and respects the constraints that exist in a school building including aspects of security, parking, and changes in a school day schedule or a teacher’s schedule. If modifications are needed, it is the responsibility of the candidate to notify the preclinical supervisor as soon as these modifications occur. Teacher Candidates will: 1. Use resources provided by the cooperating teacher and the university supervisor.




https://www.ben.edu/academic-career-enrichment-center/accommodation-services/

https://www.ben.edu/academic-career-enrichment-center/accommodation-services/

2. Complete the required schedule of observation and participation in classroom activities at an assigned elementary, middle, or high school. Hours in attendance must be documented on the log sheet and signed by the cooperating teacher, the candidate and the university supervisor. All other schedules and informational documents must also be completed, dated, and signed by the cooperating teacher, the candidate and the university supervisor.

3. Attend all Preclinical Experience seminars requested by this course

4. Submit all assignments on or before the designated due date. Late work will not be accepted or evaluated after one week past the due date. Candidates will only receive half credit for any late assignment.

5. Maintain contact with assigned university supervisor through weekly emails. These will consist of Site Visit Notes and Analysis Papers.

6. Be fully aware of the course requirements by reading this handbook and becoming familiar with each of the rubrics found in the appendix of the handbook.

7. Be prepared to meet with your university supervisor at least 5 times this semester.

8. Contact your cooperating teacher and university supervisor immediately upon receiving your placement; introduce yourself and inquire about school policies regarding health/safety precautions, school hours, school calendar, parking, and schedule your first visits within one week after receiving your placement.

9. PREPARATION MEETING Email your cooperating teacher to request a time within two weeks of receiving your placement 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 (including your cooperating teacher), 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 (see chart in the appendix). You may be given a student handbook or teacher handbook to read over before your first Site Visit. Be prepared to provide cooperating teacher with the following documents: Cooperating Teacher and Host School Expectation and Responsibilities Preclinical Experience, PC Schedule: Seminar, Site Visit & Performance Activities.

10. During the first Site Visit the teacher candidate should:

• Present the cooperating teacher with these necessary materials and forms for the appropriate preclinical experience level (Note: some may have been presented during the Preparation meeting):

1. Cooperating Teacher and Host School Expectation and Responsibilities Preclinical Experience 2. PC Schedule: Seminar, Site Visit & Performance Activities 3. PC Observation Analysis for Teacher Candidate Classroom Performance 4. Evaluation of Growth Preclinical Experience for completion as both a midterm and final 5. Recommendation for continuance in the BU Education Program;

• Confirm Site Visit required blocks of time; • Review the University’s preclinical materials with the cooperating teacher (e.g., Understanding the School

Culture, PC Schedule: Seminar, Site Visit & Performance Activities, etc.); • Obtain confirmation about expectations of teachers (e.g. health and safety precautions; attire, arrival/departure

time; holidays, institutes, conferences, parking) and about the school (e.g. student handbook; faculty handbook; emergency procedures); and

• Make an effort to secure classroom/course textbooks and/or workbooks from your cooperating teacher during the first visit.

11. Obtain from the Illinois State Board of Education (ISBE) website (www.isbe.net) and read: Applicable to Teacher Candidates: https://www.isbe.net/Pages/Rules-Currently-in-Effect.aspx

a. Illinois Professional Teaching Standards including Knowledge and Performance Indicators ( b. Illinois Content Area Standards including Knowledge and Performance Indicators c. Illinois Educator Code of Ethics




Applicable to school-aged children and youth: (https://www.isbe.net/Pages/Learning-Standards.aspx)

a. Illinois Learning Standards for your content area b. Common Core Standards for Math and English/Language Arts

12. Clearly identify your assignments with your first name initial, your complete last name and the assignment in the

assignment title. (e.g., SMiller sv1, SMiller 1K Observation, SMiller 4P Interaction)

13. Be sure to read the rubrics for each type of assignment. These will be used many times by your university supervisor as you progress through this preclinical experience. You should be aware of what the expectations are for each type of assignment.

14. Become aware of the school’s culture by completing the “Understanding the School Environment” document using the host school’s website, the Illinois K-12 Public Schools Rankings based on the Report Card at http://www.illinoisreportcard.com provided by the Illinois State Board of Education at http://www.isbe.net/ and by engaging in discussions with school personnel.

15. Complete a Site Visit Notes template for each Site Visit. The first four will be sent to the university supervisor for

review. The remainder should be kept in your notebook to be used when you write the analyses papers. This should be available for the university supervisor to review as needed; always bring this notebook to the seminars. The template is in the appendix. There is also a rubric for the Site Visit Notes. While the notes are not graded, this rubric will be used by you and your university supervisor to assure the quality of your Site Visit Notes.

16. Email your university supervisor each week’s Site Visit Notes and be prepared to share your Site Visit Notes with

peers and your BU instructor at preclinical seminars. Site Visit Notes are due by 11:59 p.m. on the Sunday following the week of Site Visits. This will be before your next week’s Site Visits begin. Therefore, Site Visit Notes for Site Visits 1 and 2 are due that Sunday before you begin Site Visits 3 & 4.

17. Performance Activities: Accomplish assigned Performance Activities as listed per Site Visit found in the PC Schedule: Seminar, Site Visit & Performance Activities. As the activity is completed, refer to PC Schedule: Seminar, Site Visit & Performance Activities for verification by obtaining the cooperating teacher’s signature in the last column. Performance Activities will be the assessed through your analysis papers for specific Indicators. These Performance Activities include the words observe, interview or interact with students.

18. Use the Analysis Paper template (observation, interview, and/or student interaction) required for the IPTS

Indicator as stated in the PC Schedule: Seminar, Site Visit & Performance Activities and the Illinois Professional Teaching Standards-Performance Activities Crosswalk (IPAC). See instructions below, take notes about these during the seminars, read the rubric and sample in the Appendix to assist with your writing of each analysis paper and submit each analysis in LiveText by 11:59 p.m. on the Sunday following the week of Site Visits that indicate the completion of the Performance Activities assigned the indicator. This would be before your next week’s Site Visits begin.

19. Write a Comprehensive Analysis Paper of your preclinical experience. See the appendix for specifics regarding

this assignment. 20. Submit all forms, signed where requested, and required components in your Final Product according to the list

below.

21. All documents must be word processed and follow APA formatting guidelines. Refer to the BenU Library website for help with formatting: http://researchguides.ben.edu/apa.

22. PC Final Product format for submission to university supervisor. See the appendix for specifics regarding this assignment.


https://www.isbe.net/Pages/Learning-Standards.aspx

http://webprod1.isbe.net/ereportcard/publicsite/getsearchcriteria.aspx

http://www.illinoisreportcard.com/



http://researchguides.ben.edu/apa

SITE VISIT POLICIES for the PC EXPERIENCE Upon completion of three Benedictine University Preclinical Experiences teacher education candidates will have a deeper understanding and application of the Illinois Professional Teaching Standards. Performance Activities designate a range of opportunities for the teacher candidate to observe and interview the cooperating teacher to gain perspectives and knowledge about assigned IPTS indicators. Other Performance Activities will ask the teacher candidate to interact with students to practice the experiential essence of assigned indicators. With permission of the cooperating teacher and university supervisor, the sequence of these activities and Site Visits may be changed due to the cooperating teacher’s schedule. In addition, any of these activities may be performed more than the schedule indicates. For example, grading papers, assisting students, doing a visual display, etc. can be done numerous times. Performance Activities should be completed per the Site Visit schedule. However some Performance Activities need to be addressed as they occur in the school and meet the needs of the cooperating teacher. These Performance Activities include but are not limited to: attend team/department/faculty meeting, lunchroom supervision, hallway supervision, recess supervision, study hall assistance, and visual display. Note for Special Classes and unique situations: If evidence does not exist of the teacher meeting the assigned standard on a particular day, write what could have been done to support this standard. For example, the teacher could have made a chart, multimedia presentation, written rules for organization or directions, etc. to address the standard. This may pertain to PE, Music, Art, etc.


Benedictine University School of Education

Preclinical Experience Dress Code

Dress for Success Dress as a Role Model

Dress for Decency

Dress for Safety

Dress for Respect

The professional status of a preclinical teacher is, in part, determined and reinforced by appropriate dress and appearance. We believe that there is a direct correlation between appropriate dress and how others perceive the individual, as well as the organization represented by the individual. Students will learn from the example you set. Your professional dress should promote a working and learning environment. Inappropriate clothing, paraphernalia, grooming, jewelry, accessories or bodily adornments that are in any way disruptive or potentially disruptive to the learning environment are discouraged. Some examples of these include: 1. Visible tattoos and/or body piercings (except earrings); 2. See-through clothing or fishnet fabrics, halter-tops, spaghetti strap tops, off the shoulder or low-cut tops,

and bare midriff; 3. Tight or form-fitting clothing, such as leggings and spandex slacks; 4. T-shirts, unless containing your host school’s insignia or the insignia of another school deemed appropriate

by your host school and worn in conjunction with school sponsored events. These must be worn on days designated as appropriate by the school administration;

5. Jeans and shorts; 6. Excessive jewelry which may become distractive to students in the learning environment; and 7. Fingernails that are disruptive in appearance due to length or decoration. Field experience marks the beginning of your professional career. Benedictine University School of Education recognizes this and thus sets standards, which both benefit and prepare you to enter the classroom. Your Preclinical Experience may well be your first step to an unofficial interview and can be influential in your being hired in the future. Everything you do during your Preclinical Experience reflects not only on you but also on this University. I agree to abide by the Benedictine University Preclinical Dress Code. Name ___________________________________________ Semester __________ Student’s Signature ________________________________ Date ______________


Remediation Process The purpose of a remediation plan is to provide the teacher candidate with an opportunity to modify actions that do not meet with the expectations of the experience. These actions may include, but are not limited to: Arriving late or leaving early from site visits Failure to meet with the host school policies Submitting assignments late Missing preclinical seminars Lack of communication with cooperating teacher and/or university supervisor Poor quality assignments

If a remediation plan is warranted, the University Supervisor will initiate a meeting with the teacher candidate and Cooperating Teacher to work through the identified issue(s) and complete the formal Remediation Plan (see below). Any attendee at the meeting may invite another. Copies of the plan will be provided to the cooperating teacher, teacher candidate, university supervisor, and preclinical coordinator. The preclinical coordinator will place a copy in the candidate’s university file. For the agreed upon “check-in” date, the University Supervisor will initiate communication with the teacher candidate and Cooperating Teacher. If additional remediation is necessary, another plan may be put into place. If the teacher candidate has not met the conditions of the Remediation Plan, the university supervisor will schedule a meeting with the teacher candidate and the Preclinical Coordinator. The School of Education Department Chair will be invited as needed. Failure to meet the terms of a Remediation Plan can result in termination of the experience.


REMEDIATION PLAN Benedictine University - School of Education

Candidate Remediation Plan Preclinical/Student Teaching Experience

Semester: ___________________ Year: ________ Today’s Date: ______________________________ Candidate: _____________________________________ Candidate ID: _______________________________ Cooperating Teacher: ____________________________ University Supervisor: ________________________ Cooperating School: _____________________________ Subject/Grade/Level: ________________________ Candidate Major: ________________________________ Experience Level (circle1): PC1 PC2 PC3 ST The remediation plan should be completed collaboratively via three way conference between the teacher education candidate, university supervisor, and cooperating teacher. Additional concerned parties may attend the conference at the invitation of any participant. This conference will be led by the university supervisor. State the purpose for meeting: _______________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Specific Area(s) for Remediation IPTS 1*: Teaching Diverse Students

Analyzes and uses student information to design instruction that meets the diverse needs of students and leads to ongoing growth and achievement EdTPA Tasks (Numbers refer to specific rubrics) Pl2 – Planning to Support Varied Student Learning Needs Pl3 – Using Knowledge of Students to Inform Teaching and Learning Pl4 – Identifying and Supporting Language Demands In10 – Analyzing Teaching Effectiveness As15 – Using Assessment to Inform Instruction

Stimulates prior knowledge and links new ideas to already familiar ideas and experiences EdTPA Tasks (Numbers refer to specific rubrics) Pl1 – Planning for Content Understandings In7 – Engaging Students in Learning

Differentiates strategies, materials, pace, levels of complexity, and language to introduce concepts and principles so that they are meaningful to students at varying levels of development and to students with diverse learning needs EdTPA Tasks (Numbers refer to specific rubrics) Pl2 – Planning to Support Varied Student Learning Needs Pl3 - Using Knowledge of Students to Inform Teaching and Learning Pl4 - Identifying and Supporting Language Demands

Facilitates a learning community in which individual differences are respected EdTPA Tasks (Numbers refer to specific rubrics) In6 – Learning Environment

Uses information about students’ individual experiences, families, cultures, and communities to create meaningful learning opportunities and enrich instruction for all students EdTPA Tasks (Numbers refer to specific rubrics) Pl3 – Using Knowledge of Students to Inform Teaching and Learning

Other: ______________________________________________________________________________ General Comments (include the candidate’s area(s) of strength):

Steps for Remediation Date Successful Completion Required

1. 2. 3. 4.


IPTS 2*: Content Area and Pedagogical Knowledge

Evaluates teaching resources and materials for appropriateness as related to curricular content and each student’s needs EdTPA Tasks (Numbers refer to specific rubrics) Pl1 – Planning for Content Understandings Pl2 - Planning to Support Varied Student Learning Needs Pl3 - Using Knowledge of Students to Inform Teaching and Learning

Uses differing viewpoints, theories, and methods of inquiry in teaching subject matter concepts EdTPA Tasks (Numbers refer to specific rubrics) In9 – Subject-Specific Pedagogy

Engages students in the processes of critical thinking and inquiry and addresses standards of evidence of the disciplines EdTPA Tasks (Numbers refer to specific rubrics) Pl1 – Planning for Content Understandings In8 – Deepening Student Learning In9 – Subject-Specific Pedagogy

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

Uses a variety of explanations and multiple representations of concepts that capture key ideas to help each student develop conceptual understanding and address common misunderstandings EdTPA Tasks (Numbers refer to specific rubrics) Pl2 – Planning to Support Varied Student Learning Needs In8 – Deepening Student Learning In9 Subject-Specific Pedagogy As14 – Analyzing Students’ Language Use and Literacy Learning

Facilitates learning experiences that make connections to other content areas and to life experiences EdTPA Tasks (Numbers refer to specific rubrics) Pl3 – Using Knowledge of Students to Inform Teaching and Learning

Designs learning experiences and utilizes assistive technology and digital tools to provide access to general curricular content to individuals with disabilities EdTPA Tasks (Numbers refer to specific rubrics) Pl2 – Planning to Support Varied Student Learning Needs

Adjusts practice to meet the needs of each student in the content areas EdTPA Tasks (Numbers refer to specific rubrics) Pl2 – Planning to Support Varied Student Learning Needs Pl3 – Using Knowledge of Students to Inform Teaching and Learning Pl4 – Identifying and Supporting Language

Demands In10 – Analyzing Teaching Effectiveness As15 – Using Assessment to Inform Instruction

Applies and adapts an array of content area literacy strategies to make all subject matter accessible to each student EdTPA Tasks (Numbers refer to specific rubrics) Pl4 – Identifying and Supporting Language Demands As14 – Analyzing Students’ Language Use and Literacy Learning

Other: ___________________________________________________________________________________________________

General Comments (include the candidate’s area(s) of strength):


1. 2. 3. 4.

IPTS 3*: Planning for Differentiated Instruction

Establishes high expectations for each student’s learning and behavior EdTPA Tasks (Numbers refer to specific rubrics) Pl1 – Planning for Content Understandings In6 – Learning Environment

Creates short-term and long-term plans to achieve the expectations for student learning


Uses data to plan for differentiated instruction to allow for variations in individual learning needs

EdTPA Tasks (Numbers refer to specific rubrics) Pl3 – Using Knowledge of Students to Inform Teaching and Learning In10 – Analyzing Teaching Effectiveness As15 – Using Assessment to Inform Instruction

Incorporates experiences into instructional practices that relate to a student’s current life experiences and to future life experiences EdTPA Tasks (Numbers refer to specific rubrics) Pl3 – Using Knowledge of Students to Inform Teaching and Learning

Creates approaches to learning that are interdisciplinary and that integrate multiple content areas Develops plans based on student responses and provides for different pathways based on student needs

EdTPA Tasks (Numbers refer to specific rubrics) Pl2 – Planning to Support Varied Student Learning Needs As15 – Using Assessment to Inform Instruction

Accesses and uses a wide range of information and instructional technologies to enhance a student’s ongoing growth and achievement

When planning instruction, addresses goals and objectives contained in plans developed under Section 504 of the Rehabilitation Act of 1973 (29 USC 794), individualized education programs (IEP) (see 23 Ill. Adm. Code 226 (Special Education)) or individual family service plans (IFSP) (see 23 Ill. Adm. Code 226 and 34 CFR 300.24; 2006) EdTPA Tasks (Numbers refer to specific rubrics) Pl2 – Planning to Support Varied Student Learning Needs Pl5 – Planning Assessment to Monitor and Support Student Learning

Works with others to adapt and modify instruction to meet individual student needs Develops or selects relevant instructional content, materials, resources, and strategies (e.g., project-based learning) for

differentiating instruction EdTPA Tasks (Numbers refer to specific rubrics) Pl2 – Planning to Support Varied Student Learning Needs Pl3 – Using Knowledge of Students to Inform Teaching and Learning Pl4 – Identifying and Supporting Language Demands As15 – Using Assessment to Inform Instruction

Other: _______________________________________________________________________________



1. 2. 3. 4.

IPTS 4*: Learning Environment

Creates a safe and healthy environment that maximizes student learning EdTPA Tasks (Numbers refer to specific rubrics) In6 – Learning Environment

Creates clear expectations and procedures for communication and behavior and a physical setting conducive to achieving classroom goals EdTPA Tasks (Numbers refer to specific rubrics) In6 – Learning Environment

Uses strategies to create a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision-making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities EdTPA Tasks (Numbers refer to specific rubrics) In6 – Learning Environment

Analyzes the classroom environment and makes decisions to enhance cultural and linguistic responsiveness, mutual respect, positive social relationships, student motivation, and classroom engagement EdTPA Tasks (Numbers refer to specific rubrics) In6 – Learning Environment


Organizes, allocates, and manages time, materials, technology, and physical space to provide active and equitable

engagement of students in productive learning activities Engages students in and monitors individual and group-learning activities that help them develop the motivation to learn

EdTPA Tasks (Numbers refer to specific rubrics) In7 – Engaging Students in Learning As13 – Student Use of Feedback

Uses a variety of effective behavioral management techniques appropriate to the needs of all students that include positive behavior interventions and supports EdTPA Tasks (Numbers refer to specific rubrics) In6 – Learning Environment

Modifies the learning environment (including the schedule and physical arrangement) to facilitate appropriate behaviors and learning for students with diverse learning characteristics

Analyzes student behavior data to develop and support positive behavior. Other: ___________________________________________________________________________________________________



1. 2. 3. 4.

IPTS 5*: Instructional Delivery

Uses multiple teaching strategies, including adjusted pacing and flexible grouping, to engage students in active learning opportunities that promote the development of critical and creative thinking, problem-solving, and performance capabilities EdTPA Tasks (Numbers refer to specific rubrics) In7 – Engaging Students in Learning

Monitors and adjusts strategies in response to feedback from the student EdTPA Tasks (Numbers refer to specific rubrics) In10 – Analyzing Teaching Effectiveness As15 – Using Assessment to Inform Instruction

Varies his or her role in the instructional process as instructor, facilitator, coach, or audience in relation to the content and purposes of instruction and the needs of students

Develops a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students’ understanding and presenting diverse perspectives to encourage critical and creative thinking EdTPA Tasks (Numbers refer to specific rubrics) Pl2 – Planning to Support Varied Student Learning Needs In7 – Engaging Students in Learning In8 – Deepening Student Learning

Uses strategies and techniques for facilitating meaningful inclusion of individuals with a range of abilities and experiences EdTPA Tasks (Numbers refer to specific rubrics) In6 – Learning Environment

Uses technology to accomplish differentiated instructional objectives that enhance learning for each student Models and facilitates effective use of current and emerging digital tools to locate, analyze, evaluate, and use information

resources to support research and learning Uses student data to adapt the curriculum and implement instructional strategies and materials according to the characteristics

of each student EdTPA Tasks (Numbers refer to specific rubrics) In10 – Analyzing Teaching Effectiveness As15 – Using Assessment to Inform Instruction

Uses effective co-planning and co-teaching techniques to deliver instruction to all students Maximizes instructional time (e.g., minimizes transitional time) Implements appropriate evidence-based instructional strategies

EdTPA Tasks (Numbers refer to specific rubrics) In7 – Engaging Students in Learning


In8 – Deepening Student Learning In9 – Subject-Specific Pedagogy

Other: ___________________________________________________________________________________________________



1. 2. 3. 4.

IPTS 6*: Reading, Writing, and Oral Communication

Knows and models standard conventions of written and oral communications Selects, modifies, and uses a wide range of printed, visual, or auditory materials, and online resources appropriate to the

content areas and the reading needs and levels of each student (including ELLs, and struggling and advanced readers) EdTPA Tasks (Numbers refer to specific rubrics) Pl4 – Identifying and Supporting Language Demands

Uses assessment data, student work samples, and observations from continuous monitoring of student progress to plan and evaluate effective content area reading, writing, and oral communication instruction EdTPA Tasks (Numbers refer to specific rubrics) Pl4 – Identifying and Supporting Language Demands As14 – Analyzing Students’ Language Use and Literacy Learning

Facilitates the use of appropriate word identification and vocabulary strategies to develop each student’s understanding of content EdTPA Tasks (Numbers refer to specific rubrics) Pl4 – Identifying and Supporting Language Demands As14 – Analyzing Students’ Language Use and Literacy Learning

Teaches fluency strategies to facilitate comprehension of content EdTPA Tasks (Numbers refer to specific rubrics) Pl4 – Identifying and Supporting Language Demands

Uses modeling, explanation, practice, and feedback to teach students to monitor and apply comprehension strategies independently, appropriate to the content learning EdTPA Tasks (Numbers refer to specific rubrics) Pl4 – Identifying and Supporting Language Demands In9 – Subject-Specific Pedagogy

Teaches students to analyze, evaluate, synthesize, and summarize information in single texts and across multiple texts, including electronic resources

Teaches students to develop written text appropriate to the content areas that utilizes organization (e.g., compare/contrast, problem/solution), focus, elaboration, word choice, and standard conventions (e.g., punctuation, grammar)

Integrates reading, writing, and oral communication to engage students in content learning EdTPA Tasks (Numbers refer to specific rubrics) Pl4 – Identifying and Supporting Language Demands

Works with other teachers and support personnel to design, adjust, and modify instruction to meet students’ reading, writing, and oral communication needs

Stimulates discussion in the content areas for varied instructional and conversational purposes EdTPA Tasks (Numbers refer to specific rubrics) In8 – Deepening Student Learning

Other: ___________________________________________________________________________________________________




1. 2. 3. 4.

IPTS 7*: Assessment

Uses assessment results to determine student performance levels, identify learning targets, select appropriate research-based instructional strategies, and implement instruction to enhance learning outcomes EdTPA Tasks (Numbers refer to specific rubrics) In10 – Analyzing Teaching Effectiveness As11 – Analysis of Student Learning As13 – Student Use of Feedback As15 – Using Assessment to Inform Instruction

Appropriately uses a variety of formal and informal assessments to evaluate the understanding, progress, and performance of an individual student and the class as a whole EdTPA Tasks (Numbers refer to specific rubrics) Pl5 – Planning Assessment to Monitor and Support Student Learning As11 – Analysis of Student Learning

Involves students in self-assessment activities to help them become aware of their strengths and needs and encourages them to establish goals for learning EdTPA Tasks (Numbers refer to specific rubrics) As12 – Providing Feedback to Guide Further Learning As13 – Student Use of Feedback

Maintains useful and accurate records of student work and performance Accurately interprets and clearly communicates aggregate student performance data to students, parents or guardians,

colleagues, and the community in a manner that complies with the requirements of the Illinois School Student Records Act [105 ILCS 10], 23 Ill. Adm. Code 375 (Student Records), the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g) and its implementing regulations (34 CFR 99; December 9, 2008)

Effectively uses appropriate technologies to conduct assessments, monitor performance, and assess student progress Collaborates with families and other professionals involved in the assessment of each student Uses various types of assessment procedures appropriately, including making accommodations for individual students in

specific context EdTPA Tasks (Numbers refer to specific rubrics) Pl5 – Planning Assessment to Monitor and Support Student Learning

Uses assessment strategies and devices that are nondiscriminatory, and take into consideration the impact of disabilities, methods of communication, cultural background, and primary language on measuring knowledge and performance of students EdTPA Tasks (Numbers refer to specific rubrics) Pl5 – Planning Assessment to Monitor and Support Student Learning

Other: ___________________________________________________________________________________________________



1. 2. 3. 4.

IPTS 8*: Collaborative Relationships

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

Participates in collaborative decision-making and problem-solving with colleagues and other professionals to achieve success for all students

Initiates collaboration with others to create opportunities that enhance student learning Uses digital tools and resources to promote collaborative interactions


Uses effective co-planning and co-teaching techniques to deliver instruction to each student Collaborates with school personnel in the implementation of appropriate assessment and instruction for designated students; Develops professional relationships with parents and guardians that result in fair and equitable treatment of each student to

support growth and learning Establishes respectful and productive relationships with parents or guardians and seeks to develop cooperative partnerships to

promote student learning and well-being Uses conflict resolution skills to enhance the effectiveness of collaboration and teamwork Participates in the design and implementation of individualized instruction for students with special needs (i.e., IEPs, IFSP,

transition plans, Section 504 plans), ELLs, and students who are gifted EdTPA Tasks (Numbers refer to specific rubrics) Pl2 - Planning to Support Varied Student Learning Needs Pl3 - Using Knowledge of Students to Inform Teaching and Learning Pl4 – Identifying and Supporting Language

Demands Pl5 – Planning Assessment to Monitor and Support Student Learning In10 – Analyzing Teaching Effectiveness As13 – Student Use of Feedback As14 – Analyzing Students’ Language Use and Literacy Learning As15 – Using Assessment to Inform Instruction

Identifies and utilizes community resources to enhance student learning and to provide opportunities for students to explore career opportunities

Other: ___________________________________________________________________________________________________



1. 2. 3. 4.

IPTS 9*: Professionalism, Leadership, and Advocacy

Evaluates best practices and research-based materials against benchmarks within the disciplines Knows laws and rules (e.g., mandatory reporting, sexual misconduct, corporal punishment) as a foundation for the fair and

just treatment of all students and their families in the classroom and school Understands 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 (e.g., whether to stay in or evacuate a building), and first response to medical emergencies (e.g., first aid and life-saving techniques)

Identifies paths for continuous professional growth and improvement, including the design of a professional growth plan Is cognizant of his or her emerging and developed leadership skills and the applicability of those skills within a variety of

learning communities Understands the roles of an advocate, the process of advocacy, and its place in combating or promoting certain school district

practices affecting students Understands local and global societal issues and responsibilities in an evolving digital culture Understands the importance of modeling appropriate dispositions in the classroom Models professional behavior that reflects honesty, integrity, personal responsibility, confidentiality, altruism, and respect Maintains accurate records, manages data effectively, and protects the confidentiality of information pertaining to each

student and family Reflects on professional practice and resulting outcomes; engages in self-assessment; and adjusts practices to improve

student performance, school goals, and professional growth EdTPA Tasks (Numbers refer to specific rubrics) In10 – Analyzing Teaching Effectiveness As15 – Using Assessment to Inform Instruction

Communicates with families, responds to concerns, and contributes to enhanced family participation in student education Communicates relevant information and ideas effectively to students, parents or guardians, and peers, using a variety of

technology and digital-age media and formats Collaborates with other teachers, students, parents or guardians, specialists, administrators, and community partners to

enhance students’ learning and school improvement Participates in professional development, professional organizations, and learning communities, and engages in peer

coaching and mentoring activities to enhance personal growth and development PC Handbook 07/07/2017

Uses leadership skills that contribute to individual and collegial growth and development, school improvement, and the

advancement of knowledge in the teaching profession Proactively serves all students and their families with equity and honor and advocates on their behalf, ensuring the learning

and well-being of each child in the classroom 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] Models digital etiquette and responsible social actions in the use of digital technology Models and teaches safe, legal, and ethical use of digital information and technology, including respect for copyright,

intellectual property, and the appropriate documentation of sources Other: ___________________________________________________________________________________________________



1. 2. 3. 4.


University Supervisor Comments:_________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ Cooperating Teacher Comments:_________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ Additional Comments: Name: ________________________________ Role: ____________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ General Comments: ____________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________ The areas checked above jeopardize the candidate’s successful completion of this preclinical/student teaching experience and must be remediated as outlined. Failure to successfully remediate as scheduled will result in removal from the preclinical/student teaching experience. ___________________________________________ ___________________________________ University Supervisor – Date Candidate – Date ___________________________________________ ____________________________________ Cooperating Teacher – Date Other – Date ___________________________________________ ___________________________________________ Department Chair – Date Director of Student Teacher Placements – Date (if applicable) Copies to: Candidate, University Supervisor, Cooperating Teacher, Director of Student Teaching Placements (if applicable), and Academic Advisor. Original to be placed in candidate’s advising file.


Candidate Remediation Plan Follow-Up Report

Benedictine University - School of Education Candidate Remediation Plan Follow-Up Report

Semester: ___________________ Year: ________ Today’s Date: ______________________________ Candidate: _____________________________________ Candidate ID: _______________________________ Cooperating Teacher: ____________________________ University Supervisor: ________________________ Cooperating School: _____________________________ Subject/Grade/Level: ________________________ Candidate Major: ________________________________ Experience Level (circle1): PC1 PC2 PC3 ST The Preclinical/Student Teacher Remediation Plan was completed on ______________________________. The results of the remediation steps were: ________ The remediation steps are in progress.

________ The remediation steps were successfully completed. ________ The remediation steps were not successfully completed and the candidate: ________ withdrew from preclinical/student teaching experience with a grade of _________. _______ was removed from preclinical/student teaching experience with a grade of ________. Cooperating Teacher’s Comments: ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ University Supervisor’s Comments: ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Additional Comments: Name: __________________________________ Role: ______________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ___________________________________________ ___________________________________________ University Supervisor – Date Candidate – Date ___________________________________________ ___________________________________________ Cooperating Teacher – Date Other – Date ___________________________________________ ___________________________________________ Department Chair – Date Director of Student Teacher Placements – Date (if applicable) Copies to: Candidate, University Supervisor, Cooperating Teacher, Director of Student Teaching Placements (if applicable), and Academic Advisor. Original to be placed in candidate’s advising file.


University Supervisor Expectations and Responsibilities The Illinois Professional Teaching and Content Standards form the foundation for this program. Becoming fully informed of all standards will enable the university supervisor to effectively understand communications, observations, rubric, evaluation, and checklists. It is important that this information be incorporated into the supervisory behavior and aspect of this position. In support of Preclinical Experience student, the university supervisor is responsible for: 1. understand the following:

• Illinois Professional Teaching and Content Standards (IPTS) https://www.isbe.net/Pages/Rules-Currently-in-Effect.aspx

• the PC Schedule: Seminar • Site Visit & Performance Activities • Site Visit Notes • Reflection Paper expectations • Benedictine formal lesson plan format • Understanding the School Environment document • PC Supervisor Observation of Teacher Candidate Classroom Performance • Rubrics • 3 types of Analysis Papers • Other assigned documents All of these are found in the appropriate appendix of the BU Preclinical Handbook and will be explained during university supervisor meetings;

2. notify the School of Education preclinical coordinator of any concerns or struggles observed from a teacher candidate, especially within the first three weeks of the preclinical experience (e.g., attendance at site visits, attendance at seminars, assignment submission or quality, dispositions);

3. attending university training sessions in preparation for this preclinical experience: • email communication • LiveText • rubrics • analysis papers • course content • grading • communication • calendar • attendance at teacher candidate seminars

4. contacting the cooperating teacher before the teacher candidate arrives for the first site visit; 5. observing the teacher candidate in the classroom at least four times during the term..

During each visit, please discuss the teacher candidate’s progress with the preclinical experience assessments and rubrics. Below is a recommended schedule a. 1st visit during the first 2 weeks of the Site Visit schedule to share with the cooperating teacher any forms,

clarify roles and the PC requirements and to ensure that the TC has a strong start. Complete an Informal Site Visit document. This should be a 3-way conference between the university supervisor, teacher candidate, and cooperating teacher.

b. 2nd visit should be during weeks 3 or 4. Talk to your teacher candidate about the classroom. Use this time to point out good strategies used by the teacher and relate to the standards used to complete the next analysis. Complete an Informal Site Visit document.

c. For the midterm visit (during weeks 9, 10, or 11), you, the cooperating teacher and teacher candidate need to complete the Midterm Evaluation of Growth and Midterm Formal Observation of Teacher Candidate’s




Classroom Performance appropriate to the experience level. Within a week of the midterm observation that results in the Evaluation of Growth and Formal Observation of Teacher Candidate’s Classroom Performance, a three-way conference must occur between the preclinical candidate, university supervisor, and cooperating teacher. It is the candidate’s responsibility to arrange this conference. During this conference, please discuss the evaluations with the teacher candidate and set goals that can be reached by the end of the preclinical experience.

d. 4th visit should be between the midterm and final observations. Discuss with your teacher candidate about the classroom, point out some strategies, and discuss progress towards the goals set at midterm.

e. For the final observation (during weeks 19 or 20), the university supervisor, cooperating teacher and teacher candidate will complete the Final Evaluation of Growth and Final Formal Observation of Teacher Candidate’s Classroom Performance appropriate to the experience level. Within a week of the final observation that results in the Evaluation of Growth and Formal Observation of Teacher Candidate’s Classroom Performance, a three-way conference must occur between the preclinical candidate, university supervisor, and cooperating teacher. It is the candidate’s responsibility to arrange this conference. During this conference, please discuss the evaluations with the teacher candidate and discuss suggested goals for the subsequent field experiences.

f. If it has been determined that a teacher candidate is in need of more assistance, more observations should occur as determined by university supervisor, cooperating teacher, and teacher candidate.

6. notifying the Preclinical Coordinator immediately if a candidate is not meeting the requirements of the

experience, either in the classroom, attendance, and assignments. Do the following: • file Early Warning Notice through PeopleSoft • schedule remediation plan meeting/s • Initiate a 3-way conference with the teacher candidate and cooperating teacher to complete the Remediation

Plan;

7. providing feedback and guidance regarding classroom observations and assignments • content, formatting, spelling and grammar

8. using the edTPA-based analyses (observation, interview/discussion, and student interaction) as the main components to the teacher candidates grade. Use the rubrics on LiveText to perform these assessments and return all feedback, including rubric scores, within one week of candidate submission;

9. using all formal edTPA-based analyses rubrics as well as taking into account the final Evaluation of Growth to

determine the teacher candidate’s grade and recommendation to continue in the BU Education program; 10. providing continuous assistance to the teacher candidates and serve as a mentor to ensure a quality experience; 11. serving as a liaison and resource person between the cooperating school and Benedictine. This includes providing

supportive assistance to school personnel and visiting appropriate school administrators as needed; 12. collecting, reviewing, and grading all preclinical paperwork within one week of candidate submission. See

expectations for final product in the handbook; 13. understanding the Criminal Background Records check and the policies for reporting abused and neglected

children in the school. If the teacher candidate believes a child is abused or neglected, they should report this to the cooperating teacher and principal.

14. collecting, reviewing, and providing evaluative feedback for site visit notes and analysis papers. Candidates will only receive half credit for any late assignment. Assignments are due by 11:59pm on the Sunday following the site visit if no other date is indicated on the Site Visit Schedule.


Cooperating Teacher and Host School Expectations and Responsibilities Thank you for sharing your professional knowledge and valuable mentoring a Benedictine University (BU) teacher education candidate. All preclinical experiences are completed under the active supervision of a cooperating teacher who is licensed and qualified to teach in the content area, has at least three years of teaching experience in a public school or nonpublic school recognized pursuant to 23 Ill. Adm. Code 425 (Voluntary Registration and Recognition of Nonpublic Schools), has received a proficient or above performance rating in his or her most recent evaluation and is directly engaged in teaching subject matter or conducting learning activities in the content area. To facilitate this preclinical experience:

• introduce the preclinical teacher candidate to your class and colleagues • discuss with your teacher candidate the Preclinical Site Visit schedule of performance activities and the Illinois Professional Teaching and Content Standards that accompany each Site Visit which can be found in the Handbook. The website for the Standards is https://www.isbe.net/Pages/Rules-Currently-in-Effect.aspx; • assist the teacher candidate with completing the required performance activities. All activities can be changed to meet your expectations for the students in your classroom. • allow the teacher candidate to assist you in lessons. Help arrange observation opportunities for the preclinical candidate in a grade level older than your students and, if possible, younger than yours. For example, a third grade teaching candidate would observe in a second and fourth grade classroom. A freshman biology student would observe in a sophomore science class. Please assist your teacher candidate with these class observations by recommending which class or teacher to observe and when; • use and initial the PC Schedule: Seminar, Site Visit & Performance Activities when the activity is completed. Do this as often as you can, so that these performance activities can be accounted for. If you are not sure whether an activity has been completed or not, put an X in place of your initials. Ask the university supervisor about any concerns with the activities, their completion; • use the Formal Observation of Teacher Candidate’s Classroom Performance to analyze lessons taught by teacher candidates; • complete the Evaluation of Growth and Formal Observation of Teacher Candidate’s Classroom Performance at both midterm and at the end of the term; • participate in a 3-way conference at the beginning of the semester with the university supervisor and teacher candidate to go over the Preclinical handbook, discuss performance activities, and policies; • participate in a 3-way conference at the middle of the semester with the university supervisor and teacher candidate to review the Evaluation of Growth and Formal Observation of Teacher Candidate’s Classroom Performance; • participate in a 3-way conference at the end of the semester with the university supervisor and teacher candidate to review the Evaluation of Growth and Formal Observation of Teacher Candidate’s Classroom Performance; • provide direct supervision and advisement to the preclinical teacher candidate. Please give them both positive and support for improvement. Notify the university supervisor if this candidate needs additional support from the university or is not conforming to expectations; and • sign the Attendance Log sheet indicating that all Site Visit hours were completed.

The Preclinical Handbook is emailed at with the placement information. It is also on our website (http://www.ben.edu/college-of-education-and-health-services/school-of-education/soe-handbooks.cfm). Most immediately important to you are the following sections:

• Preclinical Site Visit Log • PC Schedule: Seminar, Site Visit & Performance Activities • during which he/she formally assists you in a lesson • Formal Observation of Teacher Candidate’s Classroom Performance • Evaluation of Growth for both midterm assessment and final grades • Recommendation for continuance in the BU Education Program with signatures



http://www.ben.edu/college-of-education-and-health-services/school-of-education/soe-handbooks.cfm

The university supervisor will visit at least four times during the term: once during the 1st two weeks, twice in the middle to observe various classroom activities, and once at the end of the term to observe growth. . If your schedule allows, it is in the best interest of the teacher candidate for the midterm and final evaluations be completed during the same lesson and then discussed with the teacher candidate. The university supervisor and cooperating teacher are responsible for the assessment of candidate performance during the Preclinical Experience. We rely on the cooperating teachers to assist in this role for assessing candidate progress, performance, and promise. Please notify the university supervisor if you have concerns about a candidate’s aptitude, desire, motivation, personality and/or organizational skills that would impede their ability to be in the teacher education program. Our goal is to prepare candidates to be prepared to teach at the initial level upon graduation. NOTE: Preclinical students may not teach a formal lesson or assume supervisory tasks in the absence of a Cooperating Teacher or other certified school personnel. The host school and you, the cooperating teacher, can expect BU teacher candidate’s to consistently exhibit the following behaviors as designated in the IPTS 9 and Benedictine Policies as listed below. If the teacher candidate violates any of these, please speak with the teacher candidate and notify the university supervisor. The teacher candidate:

• models professional behavior that reflects honesty, integrity, personal responsibility, confidentiality, altruism and respect (IPTS 9I);

• participates in professional development, professional organizations, and learning communities, and engages in peer coaching and mentoring activities to enhance personal growth and development (IPTS 9O);

• 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] (IPTS 9R);

• models digital etiquette and responsible social actions in the use of digital technology (IPTS 9S); • exhibits behavior, attitude and dress (BU dress code) in all situations that exemplifies the highest professional

standards, in both conduct and demeanor; • fulfills the appropriate number of Site Visit hours. If a Site Visit is missed for medical or emergency reasons

those site visits must be made up. These should be communicated to you and the university supervisor immediately; and

• attends and participates in preclinical campus seminars. Finally, by taking on this special role you too are showing fulfillment of the IPTS: Professionalism, Leadership and Advocacy. Benedictine University and its students have always depended upon the expertise and support of the schools and teachers who give so generously to our programs and students. A copy of the completed Student Time Log will give you the evidence needed to qualify for CPDUs. And please know that we thank very much for your time and effort with this teacher candidate’s experience.


Preclinical Experience Bibliography

5 elements of cooperative learning. (n.d.). Retrieved from Cooperation: A 21st century movement: http://co-

op21.weebly.com/cooperative-learning.html

Antonetti, J.V., & Garver, J.R. (2015). 17,000 classroom visits can’t be wrong: Strategies that engage

students, promote active learning, and boost achievement. Alexandria, VA: ASCD.

Barners, M. (2013). The 5-minute teacher: How do I maximize time for learning in my classroom?

Alexandria, VA: ASCD.

Barron, B., & Darling-Hammond, L. (2008, October 8). Powerful learning: Studies show deep understanding derives

from collaborative methods. Retrieved from Edutopia: http://www.edutopia.org/inquiry-project-learning-research

Benson, J. (2014). Hanging in: Strategies for teaching the students who challenge us the most.


Brantley, H., Barron, L., Hicks, G. C., & McIntyre, L. (2005). An action research model: Using dispositions to enhance

the diverse classroom practices of in-service and pre-service teachers. Teacher Education Journal of South

Carolina, 75-82.

Budhai, S.S., & Taddei, L.M. (2015). Teaching the 4Cs with technology: How do I use 21st century tools to

teach 21st century skills? Alexandria, VA: ASCD.

Burgess, D. (2012). Teach like a pirate: Increase student engagement, boost your creativity, and transform your

life as an educator. San Diego: Dave Burgess Consulting.

Clark, R. (2011). The end of molasses classes: 101 extraordinary solutions for parents and teachers. New

York: Simon & Schuester. [By the “American Teacher of the Year,” founder of the Ron Clark

Academy in Atlanta, and teacher for whom the movie “The Ron Clark Story” was based]

Colton, A., Langer, G., & Goff, L. (2015). The collaborative analysis of student learning: Professional learning

that promotes success for all. Thousand Oaks, CA: Corwin Press.

Dabs, L., & Howard, N.R. (2015). Standing in the gap: Empowering new teachers through connected

resources. Thousand Oaks, CA: Corwin Press.

Doll, B., Brehm, K., & Zucker, S. (2014). Resilient classrooms: Creating healthy environments for

learning. New York: Guilford Press.


http://www.corwin.com/books/Book243484?q=education&subject=C00&qsupld=false&productType=&subject=C80&rows=50&sortBy=defaultPubDate%20desc&fs=1

Doubet, K.J., & Hockett, J.A. (2015). Differentiation in middle and high school: Strategies to engage all

learners. Alexandria, VA: ASCD.

Dougherty, E. (2012). Assignments that matter: Making the connections hat help students meet

standards. Alexandria, VA: ASCD.

Edwards, P.A. (2016). New ways to engage parents: Strategies and tools for teachers and leaders, K

12. New York: Teacher’s College Press.

Fisher, D., Frey, N., & Pumpian, I. (2012). How to create a culture of achievement in your school and

classroom. Alexandria, VA: ASCD.

Gartin, B., Murdick, N., Perner, D., & Imbeau, M. (2016). Differentiating instruction in the inclusive

classroom: Strategies for success. Arlington, VA: Council for Exceptional Children.

Ginsberg, M.B. (2015). Excited to learn: Motivation and culturally responsive teaching. Thousand Oaks, CA:

Corwin Press.

Hall, P., & Simeral, A. (2015). Teach, Reflect, and learn: Building your capacity for success in the


Harris, K.R., & Meltzer, L. (Ed.) (2015). The power of peers in the classroom: Enhancing learning and

social skills. New York: Guilford Press.

Herman, K.C., & Reinke, W.M. (2014). Stress management for teachers: A proactive guide. New York:

Guilford Press.

Illinois State Board of Education. (2013, July 1). Illinois Professional Teaching Standards. Retrieved from Illinois State

Board of Education: http://www.isbe.net/PEAC/pdf/IL_prof_teaching_stds.pdf

Illinois State Board of Education. (2013, January 17). Rules currently in effect. Retrieved from Illinois State Board of

Education: http://isbe.net/rules/archive/pdfs/24ark.pdf

Jackson, R.R. (2009). Never work harder than your students & other principles of great teaching. Alexandria,

VA: ASCD.

Knoster, T. (2014). The teacher’s pocket guide for effective classroom management. Baltimore:

Brookes.

Kopp, K.N. (2015). Integrating technology into the classroom Naples, FL: NPR, Inc.


http://www.corwin.com/books/Book239727?q=education&subject=C00&qsupld=false&productType=&subject=C80&rows=50&sortBy=defaultPubDate%20desc&fs=1

Kurth, J.A., & Gross, M. (2014). The inclusion toolbox: Strategies and techniques for all learners. Naples, FL:

NPR.

Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project-based learning: A proven

approach to rigorous classroom instruction. Alexandria, VA: ASCD.

Lemov, D. (2014). Teach like a champion 2.0: 62 techniques that put students on the path to college. New

York: Simon and Schuster.

Magana, S., & Marzano, R.J. (2013). Enhancing the art and science of teaching with technology.


Marzanno, R.J., & & Simms, J.A. (2013). Vocabulary for the common core. Alexandria, VA: ASCD.

McTieghe, J., & Wiggins, G. (2013). Essential Questions: Opening doors to student understanding.


Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven

principles of good feedback practice. Studies in Higher Education, 199-218.

Nothstine, S., Piercy, N., & and Piveral, J. (2011).Teacher's tackle box: Inspiration, motivation and solutions

For everyday classroom problems. Tacklebox Press. http://www.teacherstacklebox.com

Paratore, J.R., & Robertson, D.A. (2013). Talk that teaches: Using strategic talk to help students

achieve the common core. New York: Guilford Press.

Pogrow, S. (2012). Teaching content outrageously: How to captivate all students and accelerate learning,

Grades 4-12. San Francisco: Jossey-Bass.

Ralabate, P.K. (2016). Your UDL lesson planner: The step-by-step guide for teaching all learners. Baltimore:

Brookes.

Rapp, W.H. (2014). Universal design for learning in action: 100 Ways to teach all learners. Baltimore:

Brookes.

Reder, L. M., & Klatzky, R. (1994). Transfer: Training for performance. In D. Druckman, & R. A. Bjork (Eds.), Learning,

remembering, believing: Enhancing human performance (pp. 25-56). National Research Council.

Rutherford, P. (2015). Instruction for all students: Common core special edition. Alexandria, VA: Just Ask

Publications. [Book + DVD]


http://www.teacherstacklebox.com/

Sandholtz, J. H. (2011). Preservice teachers' conceptions of effective and ineffective teaching practices. Teacher

Education Quarterly, 27-47.

Sheninger, E.C. (2016). UnCommon Learning: Creating Schools That Work for Kids. Thousand Oaks, CA:

Corwin Press.

Silver, D., Berckemeyer, J.C., & Baenen. J. (2015). Deliberate optimism: Reclaiming the joy in education.

Thousand Oaks, CA: Corwin Press.

Smith, D., Fisher, D.B., & Frey, N.E. (2015). Better than carrots or sticks: Restorative practices for

positive classroom management. Alexandria, VA: ASCD.

Souesr, K., & Hall, P. (2016). Fostering resilient learners: Strategies for creating a trauma-sensitive


Springer, S., Alexander, B., & Persiani, K. (2012). The Organized Teacher: A hands-on guide to setting up and

running a terrific classroom. New York: McGraw-Hill.

Stumpenhorst, J. (2015). Changing education for a new generation of learners. Thousand Oaks, CA: Corwin

Press. [Josh Stumpenhorst, Social Science teacher at Lincoln Junior High School in Naperville, was the

2012 Illinois Teacher of the Year.]

Tomlinson, C.A. (2014). The differentiated classroom: Responding to the needs of all learners.


Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 143-178.

Wagner, T. (2015). Creating innovators: The making of young people who will change the world. New York:

Scribner.

Weaver, L., & Wilding, M. (2013). The 5 dimensions of engaged teaching: A practical guide for educators.

Naples, FL: NPR, Inc.

Whitaker, T. (2013). What great teachers do differently: 17 things that matter most. New York: Routledge.

Wong, H.K., & Wong, R.T. (2009). The first days of school: How to be an effective teacher. Mountain View,

CA: Harry K. Wong Publications.

Zwiers, J. (2014). Building Academic Language: Meeting Common Core Standards Across Disciplines, Grades

5-12. Hoboken, NJ: John Wiley & Sons.


https://play.google.com/store/books/author?id=Jeff+Zwiers

File naming conventions All assignment files, regardless of the type of file, in this preclinical experience must follow the naming convention below:

FirstInitialLastName_AssignmentName_PCLevel[Enter your level here]_Date TIME COMMITMENT CHART

PC Level Days per Week Hours per Day

Field Experience¹

1

2 days per week 2 hours per day

Seminar²

1 day every week 1 hour per day

Field Experience¹

2


Seminar²

1 day every other week 1 hour per day

Field Experience¹

3


Seminar²

1 day every other week 1 hour 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.


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 ____________________________________________ Student ID:_________________________________ Email _________________________ @ben.edu Address _____________________________________________________________________________________ Street Address City Zip Code

On Campus Address (if applicable) ____________________________________________________________________________________________ Street Address City Zip Code

Star the best phone to contact you with: Cell Phone _(_____)____________________

Home Phone _(______)__________________ Name of School where you are placed ___________________________________________________________ School Address ______________________________________________________________________________ Street Address City Zip Code

School Main Office Phone Number: _(______)__________________________________ Location of the main entrance or door number 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/s name (middle and secondary schools): __________________________________________ Any 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 December 1st, 2017. 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.

Assignment and Rubrics LIVETEXT LOGIN INFORMATION Website: www.livetext.com BU Contact for LiveText Issues: Ms. Jeffery, M.A.T., Assessment Coordinator [email protected] (630) 829-6401 For your records: Login Name: ________________________________________ Password: __________________________________________


http://www.livetext.com/


Preclinical Site Visit Log 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_______________


Site Visit Notes 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.


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.


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:


Analysis Assignments for Preclinical EXPERIENCES

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 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)

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).


Observation Analysis Paper Template

Observation Analysis Paper Template Host School: Teacher Candidate Name: Cooperating Teacher: Date of this Analysis submission: Subject(s): Standard

Step 1: Focus on Summarizing the Observation(s) Follow the instructions from the Candidate Assignment Step 1A:



Step 1B: Step 1C: Step 1D:

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.


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.


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.


Academic Language and Writing Style

0

Missing 1

Unsatisfactory 2

Emerging 3

Proficient 4

Exemplary

Academic Language




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.






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).



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).


Interview Analysis Paper Template Interview Analysis Paper Template

Host School: Teacher Candidate Name: Cooperating Teacher: Date of this Analysis submission: Subject(s): Standard

Step 1: Focus on Summarizing the Interview(s) Follow the instructions from the Candidate Assignment Step 1A:



Step 1B:

Step 2: Focus on Connection to the IPTS Indicator Be sure to use all performance activities for a given indicator when analyzing the interview(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.


Be sure to use all performance activities for a given indicator when analyzing the interview(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.


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.


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.



0

Missing 1

Unsatisfactory 2

Emerging 3

Proficient 4

Exemplary

Academic Language






Writing Style

(grammar, spelling,

mechanics, usage)







Analysis of DISCUSSION(s) Step 1: Summarize the discussion(s).



1B. Summary of Discussion(s) Using your Site Visit Notes as well as the notes taken during the discussion(s), provide 3-4 sentences summarizing each discussion. Be sure to identify, specifically, who participated in the discussion 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 discussion(s) and connection to the standard. In this analysis, closely examine the focus of the discussion, including inquiry and responses received. Consider how the discussion began, developed, and ended. Focus on the connection between the discussion(s) and the explicit IPT standard/indicator this discussion(s) is addressing. Be sure to support the claims with specific examples from the discussion(s).

Step 3: Analyze impact on student learning. Using anecdotal data from the discussion(s), analyze the way in which what you learned through the discussion(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 discussion(s) focused. Provide quotes whenever possible. Be sure to support claims with specific examples from the discussion(s).


Discussion Analysis Paper Template Discussion Analysis Paper Template

Host School: Teacher Candidate Name: Cooperating Teacher: Date of this Analysis submission: Subject(s): Standard

Step 1: Focus on Summarizing the Discussion(s) Follow the instructions from the Candidate Assignment Step 1A:



Step 1B:

Step 2: Focus on Connection to the IPTS Indicator Be sure to use all performance activities for a given indicator when analyzing the discussion(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.


Be sure to use all performance activities for a given indicator when analyzing the discussion(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.


ANALYSIS OF DISCUSSION(S)

Step 1: Summarize the discussion(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 discussion(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 discussion(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 discussion(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 discussion(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 Discussion & Connection to the Standard

Analysis Elements


Makes little or no connection between the focus of the discussion(s) and the standard. No acknowledgement of how the discussion began, developed, or ended is provided. No examples were included to support key ideas.

Makes appropriate but somewhat vague connections between the focus of the discussion(s) and the standard/indicator. Little acknowledgement of how the discussion began, developed, and ended is provided. One example is presented to support key ideas.

Makes appropriate connections between the focus of the discussion(s) and the standard/indicator. Acknowledgement of how the discussion began, developed, and ended is provided, though details are vague. 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. Detailed analysis of how the discussion began, developed, and ended is provided. Three or more clear examples are presented to support key ideas.


Analysis Elements


Makes little or no connection between the topic of the discussion 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 discussion(s) and the impact on student learning. One example is presented to support key ideas.

Makes appropriate connections between the topic of the discussion(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, the discussion, and the impact on student learning. Three or more clear examples are presented to support key ideas.



0

Missing 1

Unsatisfactory 2

Emerging 3

Proficient 4

Exemplary

Academic Language






Writing Style

(grammar, spelling,

mechanics, usage)







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).



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.


Student Interaction Analysis Paper Template

Student Interaction Analysis Paper Template Host School: Teacher Candidate Name: Cooperating Teacher: Date of this Analysis submission: Subject(s): Standard

Step 1: Focus on Summarizing the Student Interaction(s) Follow the instructions from the Candidate Assignment Step 1A:



Step 1B: Step 1C:

Step 2: Focus on Connection to the IPTS Indicator Be sure to use all performance activities for a given indicator when analyzing the student interaction(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.


Be sure to use all performance activities for a given indicator when analyzing the student interaction(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.


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.


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.



0

Missing 1

Unsatisfactory 2

Emerging 3

Proficient 4

Exemplary

Academic Language






Writing Style

(grammar, spelling,

mechanics, usage)







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 https://www.illinoisreportcard.com/ and school support 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




https://www.illinoisreportcard.com/

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)


FORMAL Lesson Plan ASSIGNMENT Use this format as your template for completing all formal lesson plans. Pay attention to the requirements for your preclinical level. If you are a Special Education or Music Education candidate, please see the lesson plan formats and templates following the General Education Lesson Plan format and template.

Benedictine University School of Education

General Education Lesson Plan Format Candidate: Date(s): Grade(s): Subject: University Supervisor: Lesson Title: Cooperating Teacher: Instructional Locations: Number of Students:

Illinois Learning Standards

What are the specific Illinois Learning Standards https://www.isbe.net/Pages/Educator-Licensure-Colleges-and-Universities.aspx targeted by the lesson (e.g., 1.A.3b Analyze the meaning of words and phrases in their context; 19.C.4a Develop rules and safety procedures for physical activities; 26.B.2c Music: Sing or play acoustic or electronic instruments demonstrating technical skill).

Central Focus What is the central focus for the content in the learning segment?

Prior Academic/ Content-Specific Learning

What knowledge, skills and concepts must students already know to be successful with this lesson? What prior knowledge and/or gaps in knowledge do targeted students have that are necessary to

support the learning of the skills and concepts for this lesson?

Requisite Skills Related to Central Focus

What do the students know? What can the students already do? What are the students learning to do?

Measurable Lesson Objectives

What is the purpose of the lesson? What will students know and be able to do as a result of the lesson? What are the specific skills,

concepts and strategies that are targeted for students to learn via this lesson? How will knowledge and skills learned via the lesson be applied by students beyond the lesson itself

(e.g., next month, next year, in the future…in real world settings)?

Academic Language Demands

What key vocabulary (content-specific terms) do you need to teach and how will you teach students that vocabulary in the lesson?

What specific instructional supports are designed to meet the needs of students with different levels of language learning?

Language Function What language function do you want students to develop in this lesson? Identify a key learning task from your plan that provides students with opportunities to use the

language function(s) identified above

Additional Language Demands

Given the language function and learning tasks identified above, describe the following associated language demands (written or oral) students need to understand and/or use. Academic and Domain Specific Vocabulary Plus at least one of the following: syntax or discourse

Way(s) Students Will Use Language

What specific way(s) will students need to use language (reading, writing, listening, and/or speaking) to participate in learning tasks and demonstrate their learning for this lesson?

What opportunities will you provide for students to practice the new language and develop fluency (written or oral)?

Instructional Materials & Teacher Resources

What specific instructional materials, curricular resources, and technologies will the teacher use in this lesson? [Cite the source (e.g., website; book; curriculum; etc.) of each.]

What materials do the students need for this lesson?

Instructional Procedures/ Learning Tasks

What will you do to engage students in developing understanding of the lesson objective(s)? How will you structure opportunities for students to work with partners or in groups? What criteria will

you use when forming groups?

Set/Motivator What brief activity or event at the beginning of the lesson will be used to effectively engage all

students’ attention and focus their thoughts on the learning objective(s)?

Teacher Modeling/ Direct Teaching

How will you develop students’ understanding through the use of strategies such as explicit modeling, explanations, demonstration of concepts, and linking prior academic learning to new instruction?


https://www.isbe.net/Pages/Educator-Licensure-Colleges-and-Universities.aspx


Practice Activities What opportunities for rehearsal and guided practice will be afforded students? How will students practice the strategies, skills, and concepts taught during the learning segment?

Independent Work/ Activity

How will students independently apply knowledge and skills attained through the lesson? What opportunities will students have for guided practice of knowledge and skills learned? What strategies will be used to teach students when and how to apply strategies in meaningful

contexts?

Assessment/Evaluation Ensure that all assessments are aligned with the central focus and standards/objectives for the learning segment.

Formative (Informal) Assessment

In what ways will you monitor student learning during the lesson and how might this guide your instruction? [Provide multiple forms of evidence to monitor students’ use of essential strategies and skills during the unit of instruction.]

How will work samples be used to demonstrate the connections between quantitative and qualitative patterns of student learning for individuals and groups?

• How will you use evidence of what students know and are able to do to plan the next steps in instruction? What feedback will you provide? How will your feedback support students in meeting the goals of the lesson?

Summative (Formal) Assessment

What evidence of student learning will you collect and in what ways will the evidence document student achievement?

What assessment measures will be used to evaluate the impact of the composite lesson on student learning at the end of the unit of instruction?

Description of Assessment

What tactics will you use to provide feedback to students regarding their assessment? How will you guide focus students to use feedback to evaluate their own strengths and needs? What self-assessment measures will be employed? By individual students? By groups of students?

Assessment Accommodations & Modifications

What assessment accommodations will be used, in order that all students might demonstrate their learning?

How might assessment procedures be modified, to meet the unique needs of individual students?

Evaluation Criteria What evidence of student learning (related to the learning objectives and central focus) does the

lesson provide?

Lesson Closure/ Assessment of Students’ Voice

How will students share or show what they have learned in this lesson? How will you restate the teaching point and clarify key concepts? How will you provide opportunities to extend ideas and check for understanding? How will you guide students to use feedback to evaluate their own strengths and deeds? How will you engage students in reflection on how the strategies/skills learned in the lesson can be

used as readers/writers/learners/etc.? What are the ways in which students will be engaged in self-assessment?

Differentiation & Planned Support

How will you use your knowledge of students to identify needed lesson adaptations, modifications, and supports?

What strategies will be used to identify and respond to diverse learning needs and abilities? How will you provide all students access to learning, based on individual and group needs? What curricular adaptations and instructional supports will be used during the lesson, in order for

students with diverse learning needs to meet lesson objectives? How will you support individual students with gaps in the prior knowledge deemed necessary to be

successful in this lesson?

Rationale/Theoretical Principles

What was your rationale for selecting the learning tasks, instructional methodologies, supports, assessments, and other elements used in your lesson?

Why are the learning tasks for this lesson appropriate for your students? What research supports this?

What learning theories and theorists support key elements (e.g., pedagogy; assessment) of your lesson? [Cite at least five.]

How will the strategies employed in the lesson enhance student learning, comprehension, and independent performance?

Reflections/ Future Modifications

What was the impact of your lesson on student learning? What worked and didn’t work and why? [Never use the word “wrong.”] Were there any aspects of your lesson that you would do differently in the future? Why will these

changes improve student learning? What research supports these changes?


General Education Lesson Plan Template

Benedictine University School of Education General Education Lesson Plan Template

Candidate: Date(s): Grade(s): Subject: University Supervisor: Lesson Title: Cooperating Teacher: Instructional Locations: Number of Students:

Learning Standards PC 1, 2, 3 & ST

Central Focus PC 1, 2, 3 & ST


PC 2, 3 & ST


PC 2, 3 & ST


PC 1, 2, 3 & ST


PC 1 - Identify PC 2, 3 & ST

Language Function PC 2 - Identify PC 3 & ST


PC 2 - Identify PC 3 & ST




PC 1, 2, 3 & ST



Set/Motivator PC 1 - Identify PC 2, 3 & ST


1 - Identify PC 2, 3 & ST


Practice Activities PC 1 – Identify PC 2, 3 & ST



Assessment/Evaluation PC 1 – Identify PC 2, 3 & ST


PC 1 – Identify PC 2, 3 & ST






PC 1 – Identify PC 2, 3, & ST

Evaluation Criteria PC 3 & ST


PC 1, 2, 3 & ST


PC 1, 2, 3 & ST


PC 1 & 2 - Identify PC 3 & ST


PC 1, 2, 3 & ST


GENERAL EDUCATION LESSON PLAN RUBRIC

ITEM & IPTS 0 Missing

1 Unsatisfactory

2 Emerging

3 Proficient

4 Exemplary

Illinois Learning Standards https://www.isbe.net/Pages/Educator-Licensure-Colleges-and-Universities.aspx

No learning or common core standards were included in the plan.

The learning or common core standards identified do not link to the lesson being taught.

The learning or common core standards are identified, but some do not link to the lesson being taught.

The learning or common core standards are identified and appropriate to the lesson, subject, and grade level. Letters and number of appropriate benchmarks are missing.

The learning or common core standards are identified and appropriate to the lesson, subject, and grade level. Letters and numbers of appropriate benchmarks for each standard are included.

Central Focus

No central focus Is identified.

The central focus is vaguely identified by one or two words.

The central focus is identified for part of the learning segment.

The central focus is identified for most of the content in the learning segment.

The central focus is clearly identified for the content in the learning segment.


No measurable lesson objectives are identified.

Measurable lesson objectives are included that identified only one of the following: the purpose of the lesson, what the students will know and be able to do as a result of the lesson, and how the knowledge and skills will be applied in the future by the students.

Measurable lesson objectives are included that identified at least two of the following: the purpose of the lesson, what the students will know and be able to do as a result of the lesson, how the knowledge and skills will be applied in the future by the students.

Measurable lesson objectives are included that generally identified the purpose of the lesson, what the students will know and be able to do as a result of the lesson, and how the knowledge and skills will be applied in the future by the students.

Measurable lesson objectives are included that specifically identified the purpose of the lesson, what the students will know and be able to do as a result of the lesson, and how the knowledge and skills will be applied in the future by the students.


No academic language demands are identified.

Academic language demands are identified that address fewer than three of the following: key vocabulary, language function, additional language demands, and ways students will use the language.

Academic language demands are identified that address at least three of the following: key vocabulary, language function, additional language demands, and ways students will use the language.

Academic language demands that address key vocabulary, language function, additional language demands, and ways students will use the language is identified but not defined.

Academic language demands that address key vocabulary, language function, additional language demands, and ways students will use the language is identified and defined.







1 Unsatisfactory

2 Emerging

3 Proficient

4 Exemplary


No resources or materials are identified.

More than two resources missing and/or not cited correctly or four or more necessary materials needed by the students and teachers are missing and requested chart format is not divided into 2 columns.

Two resources not listed and/or not cited correctly or two or three necessary materials needed by the students and teachers are missing and/or requested chart format is not divided into 2 columns.

One resource is not listed and/or not cited correctly or one necessary material needed by the students and teachers is missing or requested chart format is not divided into 2 columns.

Lists all resources used to create the lesson. Where necessary, the appropriate author is properly cited within a proper bibliography and lists all materials needed by the students and the teacher by placing these into the requested chart format with 2 columns.

Instructional Procedures/Learning

Tasks

No instructional procedures or learning tasks were identified.

Instructional procedures and learning tasks identified include only one of the following: set/motivator, engagement strategies, teacher modeling/direct teaching strategies, and the independent work/activity.

Instructional procedures and learning tasks identified include all but two of the following: set/motivator, engagement strategies, teacher modeling/direct teaching strategies, and the independent work/activity.

Instructional procedures and learning tasks identified include all but one of the following: set/motivator, engagement strategies, teacher modeling/direct teaching strategies, and the independent work/activity.

Instructional procedures and learning tasks identified include all of the following: set/motivator, engagement strategies, teacher modeling/direct teaching strategies, and the independent work/activity.

Assessment/Evaluation

No assessment/ evaluation was included.

Assessment/evaluation stays focused on the central focus and includes fewer than three of the following: formative assessment, summative assessment, description of assessment, assessment accommodations and modifications, and evaluation criteria.

Assessment/evaluation stays focused on the central focus and includes all but two of the following: formative assessment, summative assessment, description of assessment, assessment accommodations and modifications, and evaluation criteria.

Assessment/evaluation stays focused on the central focus and includes all but one of the following: formative assessment, summative assessment, description of assessment, assessment accommodations and modifications, and evaluation criteria.

Assessment/evaluation stays focused on the central focus and includes all of the following: formative assessment, summative assessment, description of assessment, assessment accommodations and modifications, and evaluation criteria.



1 Unsatisfactory

2 Emerging

3 Proficient

4 Exemplary

Lesson Closure/Assessment of Students’ Voice

No closure is indicated.

Identifies the lesson closure and fewer than three of the following: student self-assessment, student reflection, feedback strategies, opportunities to extend ideas, and restatement of lesson focus.

Identifies the lesson closure and all but two of the following: student self-assessment, student reflection, feedback strategies, opportunities to extend ideas, and restatement of lesson focus.

Identifies the lesson closure and all but one of the following: student self-assessment, student reflection, feedback strategies, opportunities to extend ideas, and restatement of lesson focus.

Identifies the lesson closure and all of the following: student self-assessment, student reflection, feedback strategies, opportunities to extend ideas, and restatement of lesson focus.


No differentiation or planned support was included.

Differentiation and planned support was identified and includes fewer than of the following: strategies used to identified and respond to diverse learning needs, steps taken to provide all students access to learning, curricular adaptations, and strategies for addressing gaps in prior knowledge.

Differentiation and planned support was identified and includes all but two of the following: strategies used to identified and respond to diverse learning needs, steps taken to provide all students access to learning, curricular adaptations, and strategies for addressing gaps in prior knowledge.

Differentiation and planned support was identified and includes all but one of the following: strategies used to identified and respond to diverse learning needs, steps taken to provide all students access to learning, curricular adaptations, and strategies for addressing gaps in prior knowledge.

Differentiation and planned support was identified and includes all of the following: strategies used to identified and respond to diverse learning needs, steps taken to provide all students access to learning, curricular adaptations, and strategies for addressing gaps in prior knowledge.


No rational or theoretical principles were included.

Rationale for planning decisions, learning tasks, and assessment decisions includes general research or reference to learning theories.

Rationale for planning decisions, learning tasks, and assessment decisions includes general research and reference to learning theories.

Rationale for planning decisions, learning tasks, and assessment decisions includes detailed research or specific learning theories.

Rationale for planning decisions, learning tasks, and assessment decisions includes detailed research and specific learning theories.



1 Unsatisfactory

2 Emerging

3 Proficient

4 Exemplary

Reflection/Future Modifications

No reflection was included.

Reflection includes at least one of the following: the impact on student learning, identification of changes to be made to the lesson in the future, and research that supports these changes.

Reflection includes at least two of the following without detail: the impact on student learning, identification of changes to be made to the lesson in the future, and research that supports these changes.

Reflection includes at least two of the following with specific details: the impact on student learning, identification of changes to be made to the lesson in the future, and research that supports these changes.

Reflection includes all of the following with details: the impact on student learning, identification of changes to be made to the lesson in the future, and research that supports these changes.

Formatting 6E

Lesson plan does not follow the specific format provided.

Lesson plan follows the specific format provided in few categories.

Lesson plan follows the specific format provided in some categories.

Lesson plan follows the specific format provided in most categories.

Lesson plan follows the specific format provided in all categories.


Special Education Lesson Plan

Benedictine University School of Education Special Education Lesson Plan Format

Candidate: Date(s): Grade(s): Subject: University Supervisor: Lesson Title: Cooperating Teacher: Instructional Locations: Focus Learner:

Learning Standards

What are the specific Illinois Learning Standards https://www.isbe.net/Pages/Educator-Licensure-Colleges-and-Universities.aspx targeted by the lesson (e.g., Reading 1.A.3b Analyze the meaning of words and phrases in their context; Listening & Speaking 4.A.1b Ask questions and respond to questions from the teacher and from group members to improve comprehension; Social/Emotional Learning 3B.1b. Make positive choices when interacting with classmates.

Baseline Data Collection

[Baseline data must be collected for the focus student’s knowledge and skills related to both learning targets, prior to the beginning of the learning segment. Work samples and other data collection can be used as evidence of focus student’s pre/post knowledge and skills.]

Primary Learning Target [If learning focus is not on academic content, this target must be related to an IEP goal.] • If the focus learner is working on academic content, an academic learning goal must be

targeted, whether or not there is a related IEP goal. IEP Goal/Benchmarks

[Indicate, as appropriate]

Measurable Objectives of Learning Segments

[Objectives must be sequenced to (progressively) move student toward achieving the learning target.] What is the purpose of the lesson? What will students know and be able to do as a result of the lesson? What are the specific

skills, concepts and strategies that are targeted for students to learn via this lesson? How will knowledge and skills learned via the lesson be applied by students beyond the

lesson itself (e.g., next month, next year, in the future…in real world settings)? Requisite Skills Related to Baseline Data

• What prior learning, experiences, and requisite knowledge and skills does the focus student have related to the lesson objectives?

Secondary Learning Target

[This must target a different curricular area than the primary learning target. It must be related to IEP goal(s), if: a) the primary learning target not an academic skill; or b) the academic primary target is not related to an IEP goal.

IEP Goal/Benchmarks

[Indicate, as appropriate]


[Objectives must be sequenced to progress the student toward achieving the learning target.] What is the purpose of the lesson? What will students know and be able to do as a result of the lesson? What are the specific

skills, concepts and strategies that are targeted for students to learn via this lesson? How will knowledge and skills learned via the lesson be applied by students beyond the

lesson itself (e.g., next month, next year, in the future…in real world settings)?

Requisite Skills Related to Baseline Data

What prior learning, experiences, and requisite knowledge and skills does the focus student have related to the lesson objectives?


What key vocabulary (content-specific terms) do you need to teach and how will you teach students that vocabulary in the lesson?

What specific instructional supports are designed to meet the needs of students with different levels of language learning?

Language Function What language function do you want students to develop in this lesson? Identify a key learning task from your plan that provides students with opportunities to use

the language function(s) identified above





• Given the language function and learning tasks identified above, describe the following associated language demands (written or oral) students need to understand and/or use.

Academic and Domain Specific VocabularyPlus at least one of the following: syntax or discourse


[Include an explanation (and provide evidence) of how the focus student will be supported to move toward generalized or self-directed use of receptive and/or expressive communication skills for the primary learning target.] What specific way(s) will students need to use language (reading, writing, listening, and/or

speaking) to participate in learning tasks and demonstrate their learning for this lesson? What opportunities will you provide for students to practice the new language and develop

fluency (written or oral)?


What specific instructional materials, curricular resources, and technologies will the teacher use in this lesson? [Cite the source (e.g., website; book; curriculum; etc.) of each.] What materials do the students need for this lesson?


[Instruction of at least one learning target should include strategies to enhance generalization, maintenance, and self-directed use of knowledge and/or skills. Instruction must further reflect the focus student’s strengths, social/emotional abilities, and interests.] What baseline learning will the learning segment build upon? What will you do to engage students in developing understanding of the lesson

objective(s)? How will you structure opportunities for students to work with partners or in groups? What

criteria will you use when forming groups?

Set/Motivator • What brief activity or event at the beginning of the lesson will be used to effectively engage

all students’ attention and focus their thoughts on the learning objective(s)?


• How will you develop students’ understanding through the use of strategies such as explicit modeling, explanations, demonstration of concepts, and linking prior academic learning to new instruction?

Practice Activity

• What opportunities for rehearsal and guided practice will be afforded the focus student? • How will students practice the strategies, skills, and concepts taught during the learning

segment/lesson?


• How will students independently apply knowledge and skills attained through the lesson? • What opportunities will students have for guided practice of knowledge and skills learned?

What strategies will be used to teach students when and how to apply strategies in meaningful contexts?


[For at least one learning target, the student must be involved in monitoring his/her own progress in developmentally appropriate ways. Assessments for both learning targets should also reflect appropriate levels of challenge and support.] • Ensure that all assessments are aligned with the central focus and standards/objectives for

the learning segment.



• How will work samples be used to demonstrate the connections between quantitative and qualitative patterns of student learning for individuals and groups?



What evidence of student learning will you collect and in what ways will the evidence document student achievement?

What assessment measures will be used to evaluate the impact of the composite lesson on student learning at the end of the unit of instruction?


[Include a description of strategies to guide the focus student toward self-assessment or self-correction related to the primary learning target.] What tactics will you use to provide feedback to students regarding their assessment? How will you guide focus students to use feedback to evaluate their own strengths and

needs? What self-assessment measures will be employed? By individual students? By groups of


students?


[Include a description of the ways by which feedback related to the primary learning target will be provided the focus student, including error prevention. correction and reinforcing strengths What assessment accommodations will be used, in order that all students might

demonstrate their learning? How might assessment procedures be modified, to meet the unique needs of individual

students?

Evaluation Criteria • What evidence of student learning (related to the learning objectives and central focus)

does the lesson provide?


How will students share or show what they have learned in this lesson? How will you restate the teaching point and clarify key concepts? How will you provide opportunities to extend ideas and check for understanding? How will you guide students to use feedback to evaluate their own strengths and deeds? How will you engage students in reflection on how the strategies/skills learned in the lesson

can be used as readers/writers/learners/etc.? What are the ways in which students will be engaged in self-assessment?


[Include a description of how you have supported/will support the focus student to move toward using error prevention or self-instruction to prevent future errors related to the primary learning target.] How will you use your knowledge of students to identify needed lesson adaptations,

modifications, and supports? What strategies will be used to identify and respond to diverse learning needs and abilities? How will you provide all students access to learning, based on individual and group needs? What curricular adaptations and instructional supports will be used during the lesson, in

order for students with diverse learning needs to meet lesson objectives? How will you support individual students with gaps in the prior knowledge deemed

necessary to be successful in this lesson?


[At least one learning target (preferably more) should justify the selection of strategies to support the development of maintained, generalized, and/or self-directed use of knowledge and skills for the focus student, as well as the use of a targeted communication skill. Include evidence-based practices justified with principles from research and/or theory, for at least one learning target.] What was your rationale for selecting the learning tasks, instructional methodologies,

supports, assessments, and other elements used in your lesson? Why are the learning tasks for this lesson appropriate for your students? What research

supports this? What learning theories and theorists support key elements (e.g., pedagogy; assessment) of

your lesson? [Cite at least five.] How will the strategies employed in the lesson enhance student learning, comprehension,

and independent performance?


[Include a description of clear and plausible connections between the focus student’s outcomes relative to: a) lesson objectives; and b) specific elements of the instruction or learning environment. The analysis should also draw upon knowledge of the student’s patterns of strengths, needs and levels/types of supports…to demonstrate an understanding of the student’s strengths and needs in reference to his/her progress toward ALL lesson objectives. In the lesson analysis, further demonstrate your understanding of the implications for the focus student’s IEP goals and/or curriculum, for at least one learning target.] What was the impact of your lesson on student learning? What worked and didn’t work and why? [Never use the word “wrong.”] Were there any aspects of your lesson that you would do differently in the future? Why will

these changes improve student learning? What research supports these changes?


Special Education Lesson Plan Template

Benedictine University School of Education Special Education Lesson Plan Template

Candidate: Date(s): Grade(s): Subject: University Supervisor: Lesson Title: Cooperating Teacher: Instructional Locations: Focus Learner:

Learning Standards https://www.isbe.net/Pages/Educator-Licensure-Colleges-and-Universities.aspx

PC 1, 2, 3 & ST

Baseline Data Collection

PC 1, 2, 3 & ST

Primary Learning Target PC 1, 2, 3 & ST

IEP Goal/Benchmarks

PC 2, 3 & ST


PC 2, 3 & ST


PC 2, 3 & ST

Secondary Learning Target PC 2, 3 & ST

IEP Goal/Benchmarks

PC 2, 3 & ST


PC 2, 3 & ST


PC 2, 3 & ST

Academic Language Demands PC 1 - Identify PC 2, 3 & ST

Language Function PC 2 - Identify PC 3 & ST

Additional Language Demands PC 2 - Identify PC 3 & ST








PC 1, 2, 3 & ST



Set/Motivator PC 1 - Identify

PC 2, 3 & ST

Teacher Modeling/ Direct Teaching 1 - Identify

PC 2, 3 & ST

Practice Activity


Independent Work/ Activity PC 1 - Identify

PC 2, 3 & ST


Formative (Informal) Assessment PC 1 – Identify PC 2, 3 & ST

Summative (Formal) Assessment PC 1 – Identify PC 2, 3 & ST

Description of Assessment PC 1 – Identify PC 2, 3 & ST





PC 1, 2, 3 & ST

Differentiation & Planned Support PC 1, 2, 3 & ST

Rationale/Theoretical Principles PC 1 & 2 - Identify PC 3 & ST

Reflections/ Future Modifications PC 1, 2, 3 & ST


SPECIAL EDUCATION LESSON PLAN RUBRIC


1 Unsatisfactory

2 Emerging

3 Proficient

4 Exemplary







Baseline Data Collection No baseline data is provided.

Baseline data for the focus student’s knowledge and skills related to at least one learning target after the beginning of the learning segment. Evidence is not provided to support the baseline data.

Baseline data for the focus student’s knowledge and skills related to at least one learning target after the beginning of the learning segment. Evidence is provided to support the baseline data.

Baseline data for the focus student’s knowledge and skills related to at least one learning target prior to the beginning of the learning segment. Evidence is provided to support the baseline data.

Baseline data for the focus student’s knowledge and skills related to both learning targets prior to the beginning of the learning segment. Evidence is provided to support the baseline data.

Primary Learning Target

No primary learning target is identified.

The primary learning target includes at least one of the following: IEP goal/benchmarks, measurable objectives of learning segments, and requisite skills related to baseline data without specific details.

The primary learning target includes at least one of the following: IEP goal/benchmarks, measurable objectives of learning segments, and requisite skills related to baseline data with specific details.

The primary learning target includes two of the following: IEP goal/benchmarks, measurable objectives of learning segments, and requisite skills related to baseline data with specific details.

The primary learning target includes all of the following: IEP goal/benchmarks, measurable objectives of learning segments, and requisite skills related to baseline data with specific data.

Secondary Learning Target

No secondary learning target is identified.

The primary learning target includes at least one of the following: IEP goal/benchmarks, measurable objectives of learning segments, and requisite skills related to baseline data without specific details.

The primary learning target includes at least one of the following: IEP goal/benchmarks, measurable objectives of learning segments, and requisite skills related to baseline data with specific details.

The primary learning target includes two of the following: IEP goal/benchmarks, measurable objectives of learning segments, and requisite skills related to baseline data with specific details.

The primary learning target includes all of the following: IEP goal/benchmarks, measurable objectives of learning segments, and requisite skills related to baseline data with specific data.







1 Unsatisfactory

2 Emerging

3 Proficient

4 Exemplary














Tasks






Assessment/Evaluation No assessment/ evaluation was included.







1 Unsatisfactory

2 Emerging

3 Proficient

4 Exemplary

























Formatting 6E







Music Education Lesson Plan Format

Benedictine University School of Education Music Education Lesson Plan Format



What are the specific Illinois Learning Standards https://www.isbe.net/Pages/Educator-Licensure-Colleges-and-Universities.aspx) targeted by the lesson (e.g., Creating & Performing 26.A.1c Music: Identify a variety of sounds and sound sources (e.g., instruments, voices and environmental sounds).Creating & Performing 26.B.2c Music: Sing or play acoustic or electronic instruments demonstrating technical skill). [If only part of a standard is targeted, list the text of just the relevant part or parts]

Central Focus

What is the central focus for the content in the learning segment? [3-5 consecutive lessons or 3-5 hours of consecutive instruction reflecting a balanced approach to performing Arts]

How do the standards and learning objectives within the learning segment address creating, performing, and/or responding to music by applying; o Knowledge/skills (e.g., instruments, technical proficiencies, process

elements, etc.); o Contextual understandings (e.g., social, cultural, historical, global,

reflection, etc.); and o Artistic expression (e.g., interpretation, creativity, exploration,

improvisation, etc.)? How do your plans build on each other to help students create, perform, and/or

respond to music and to make connections to knowledge/skills, contextual understandings, and artistic expressions?


What knowledge, skills and concepts must students already know to be successful with this lesson, as they relate to the central focus?

What prior knowledge and/or gaps in knowledge do targeted students have that are necessary to support the learning of the skills and concepts for this lesson?


What do the students know, with respect to the central focus of the learning segment?

What can the students already do? What are the students learning to do, related to the targeted academic content

standards? What community assets relate to the central focus (e.g., students’ everyday

experiences, cultural and language backgrounds, practices, and interests)?


What is the purpose of the lesson? What will students know and be able to do as a result of the lesson? What are

the specific skills, concepts and strategies that are targeted for students to learn via this lesson?

How will knowledge and skills learned via the lesson be applied by students beyond the lesson itself (e.g., next month, next year, in the future…in real world settings)?

Support for Performing Arts Learning

Use principles from research and/or theory to support justifications for the learning segment: How does your understanding of students’ prior academic learning and

personal, cultural, and community assets guide your choice or adaptation of learning tasks and materials?

Why are your instructional strategies and planned supports appropriate for the whole class, individuals, and/or groups of students with specific learning needs?

What are common student errors, weaknesses, or misunderstandings within






your content focus and how will you address them?

Academic Language Demands What key vocabulary (content-specific terms) do you need to teach and how

will you teach students that vocabulary in the lesson? What specific instructional supports are designed to meet the needs of

students with different levels of language learning?

Language Function

What language function do you want students to develop in this lesson? Considering your students’ language assets and needs, what is one language

function essential for students to learn music knowledge within the segment’s central focus?

Identify a key learning task from your plan (lesson/day number) that provides students with opportunities to practice using the language function(s) identified above


Given the language function and learning tasks identified above, describe the following associated language demands (written or oral) students need to understand and/or use. Academic and domain specific vocabulary and/or symbols Plus at least one of the following: syntax or discourse

Language Supports

What specific instructional supports (during and/or prior to the learning task) will be employed to help students understand, develop, and use the language demands identified above (vocabulary/symbols, function, syntax, discourse)?

What language supports are designed to meet the needs of students with different levels of language learning?


What specific way(s) will students need to use language (reading, writing, listening, and/or speaking) to participate in learning tasks and demonstrate their learning for this lesson? What opportunities will you provide for students to practice the new language

and develop fluency (written or oral)?


What specific instructional materials, curricular resources, and technologies will the teacher use in this lesson? [Cite the source (e.g., website; book; curriculum; etc.) of each.] What materials do the students need for this lesson?


What will you do to engage students in developing understanding of the lesson objective(s)? How will learning tasks and materials guide one or more individual students in

their personal development in Music? How will you structure opportunities for students to work with partners or in

groups? What criteria will you use when forming groups?

Set/Motivator What brief activity or event at the beginning of the lesson will be used to

effectively engage all students’ attention and focus their thoughts on the learning objective(s)?

Teacher Modeling/ Direct Teaching How will you develop students’ understanding through the use of strategies

such as explicit modeling, explanations, demonstration of concepts, and linking prior academic learning to new instruction?

Practice Activity

What opportunities for rehearsal and guided practice will be afforded students? How will students practice the strategies, skills, and concepts taught during the

learning segment?


How will students independently apply knowledge and skills attained through the lesson? What opportunities will students have for guided practice of knowledge and

skills learned? What strategies will be used to teach students when and how to apply

strategies in meaningful contexts?


Ensure that all assessments are aligned with the central focus and standards/objectives for the learning segment. How will planned informal and formal assessments provide direct evidence of

students creating, performing, and/or responding to music by applying knowledge/skills, contextual understandings, and artistic expression


throughout the learning segment?

How does the design or adaptation of your planned assessments allow students with specific needs (e.g., students with IEPs or 504 plans, ELLs) to demonstrate their learning?



How will work samples be used to demonstrate the connections between quantitative and qualitative patterns of student learning for individuals and groups?


Summative (Formal) Assessment What evidence of student learning will you collect and in what ways will the

evidence document student achievement? What assessment measures will be used to evaluate the impact of the

composite lesson on student learning at the end of the unit of instruction?


What tactics will you use to provide feedback to students regarding their assessment?

How will you guide focus students to use feedback to evaluate their own strengths and needs?

What self-assessment measures will be employed? By individual students? By groups of students?


What assessment accommodations will be used, in order that all students might demonstrate their learning?

How might assessment procedures be modified, to meet the unique needs of individual students?

Evaluation Criteria What evidence of student learning (related to the learning objectives and

central focus) does the lesson provide?


How will students share or show what they have learned in this lesson? How will you restate the teaching point and clarify key concepts? How will you provide opportunities to extend ideas and check for

understanding? How will you guide students to use feedback to evaluate their own strengths

and deeds? How will you engage students in reflection on how the strategies/skills learned

in the lesson can be used as readers/writers/learners/etc.? What are the ways in which students will be engaged in self-assessment?


What supports and specific strategies will be used to identify and respond to common errors, weaknesses, and misunderstandings identified above (under “Support for Performing Arts”)?

How will you use your knowledge of students to identify needed lesson adaptations, modifications, and supports?

What strategies will be used to identify and respond to diverse learning needs and abilities?

How will you provide all students access to learning, based on individual and group needs?

What curricular adaptations and instructional supports will be used during the lesson, in order for students with diverse learning needs to meet lesson objectives?

How will you support individual students with gaps in the prior knowledge deemed necessary to be successful in this lesson?


What was your rationale for selecting the learning tasks, instructional methodologies, supports, assessments, and other elements used in your lesson?

Why are the learning tasks for this lesson appropriate for your students? What principles from research and/or theory support this?

What learning theories and theorists support key elements (e.g., pedagogy; assessment) of your lesson? [Cite at least five.]

How will the strategies employed in the lesson enhance student learning,


comprehension, and independent performance?


What was the impact of your lesson on student learning? What worked and didn’t work and why? [Never use the word “wrong.”] Were there any aspects of your lesson that you would do differently in the

future? Why will these changes improve student learning? What research supports these changes?


Music Education Lesson Plan Template

Benedictine University School of Education Music Education Lesson Plan Template


Learning Standards https://www.isbe.net/Pages/Educator-Licensure-Colleges-and-Universities.aspx

PC 1, 2, 3 & ST

Central Focus PC 1, 2, 3 & ST


PC 2, 3 & ST


PC 2, 3 & ST

Measurable Lesson Objectives PC 1, 2, 3 & ST

Support for Performing Arts Learning PC 1, 2, 3 & ST

Academic Language Demands PC 1 - Identify PC 2, 3 & ST

Language Function PC 2 - Identify

PC 3 & ST

Additional Language Demands PC 2 - Identify

PC 3 & ST

Language Supports PC 2 - Identify

PC 3 & ST




PC 1, 2, 3 & ST







Set/Motivator PC 1 - Identify

PC 2, 3 & ST

Teacher Modeling/ Direct Teaching 1 - Identify

PC 2, 3 & ST

Practice Activity


Independent Work/ Activity PC 1 - Identify

PC 2, 3 & ST






Description of Assessment PC 1 – Identify

PC 2, 3 & ST





PC 1, 2, 3 & ST

Differentiation & Planned Support PC 1, 2, 3 & ST

Rationale/Theoretical Principles PC 1 & 2 - Identify

PC 3 & ST

Reflections/ Future Modifications PC 1, 2, 3 & ST

Sources PC 1, 2, 3 & ST


MUSIC EDUCATION LESSON PLAN RUBRIC


1 Unsatisfactory

2 Emerging

3 Proficient

4 Exemplary







Central Focus

No central focus Is identified.

The central focus is vaguely identified by one or two words.

The central focus is identified for part of the learning segment.

The central focus is identified for most of the content in the learning segment.

The central focus is clearly identified for the content in the learning segment.


No measurable lesson objectives are identified.

Measurable lesson objectives are included that identified only one of the following: the purpose of the lesson, what the students will know and be able to do as a result of the lesson, and how the knowledge and skills will be applied in the future by the students.

Measurable lesson objectives are included that identified at least two of the following: the purpose of the lesson, what the students will know and be able to do as a result of the lesson, how the knowledge and skills will be applied in the future by the students.

Measurable lesson objectives are included that generally identified the purpose of the lesson, what the students will know and be able to do as a result of the lesson, and how the knowledge and skills will be applied in the future by the students.

Measurable lesson objectives are included that specifically identified the purpose of the lesson, what the students will know and be able to do as a result of the lesson, and how the knowledge and skills will be applied in the future by the students.

Support for Performing Arts Learning

No support for performing arts learning is provided.

Principles from research or theory are used to support justifications for the learning segment in connection to support for performing arts learning but do or planned supports.

Principles from research or theory are used to support justifications for the learning segment in connection to support for performing arts learning and include instructional strategies or planned supports.

Principles from research or theory are used to support justifications for the learning segment in connection to support for performing arts learning and include instructional strategies and planned supports.

Principles from research and theory are used to support justifications for the learning segment in connection to support for performing arts learning and include instructional strategies and planned supports.







1 Unsatisfactory

2 Emerging

3 Proficient

4 Exemplary














Tasks






Assessment/Evaluation No assessment/ evaluation was included.







1 Unsatisfactory

2 Emerging

3 Proficient

4 Exemplary

























Formatting 6E







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.


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.

0 1 2 3 4


Missing Unsatisfactory Emerging Proficient Exemplary

Outcome #2






Outcome #3






0 1 2 3 4 PC Handbook 07/07/2017


Outcome #4






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.

0 1 2 3 4



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)







Dispositions Benedictine University

Professional Behaviors (Dispositions) for Educator Preparation Candidate’s Name: Semester/Year: Date: Course: Name of Instructor/Supervisor: Candidate 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 all education programs through many venues so that upon completion of their program, our graduates possess the knowledge, skills and professional behaviors we expect of an effective practitioner. Directions: In order to determine if the candidate is developing the professional dispositions of an effective practitioner, please indicate the rating for each criterion below. Professional Dispositions Scholarship Benedictine University’s education program requires that candidates have a firm understanding of the subject matter and a solid foundation in pedagogical principles that promote understanding of the content. Candidates acquire the knowledge that shapes and influences learning through critical thinking, research-based decisions, and best practices utilizing technological advances and innovative strategies.

Criteria

1 Unsatisfactory

2 Emerging

3 Proficient

4 Exemplary





20.130 [a,b,e]










20.130 [a,b,e]








2 Emerging

3 Proficient

4 Exemplary


behaviors:




20.130 [c,d,e]











20.130 [c,d,e]








2 Emerging

3 Proficient

4 Exemplary



b.1, b.4, c.1, c.3]









c.1, c.4]








2 Emerging

3 Proficient

4 Exemplary


behaviors:

Value of Diversity


b.4, c.2, d.1, d.2]








Academic Integrity









2 Emerging

3 Proficient

4 Exemplary


behaviors:



b.1, b.2, b.4]







Oral and Written























II. Comments Please comment on any items rated at 1 or 2. Please Note: Any candidate who receives a rating of 2 or below in any criteria may be placed on probation or provisional status relative to Admissions and Advancement in their program. A plan for improvement will be developed and implemented by the designated School of Education Committee. Failure of the candidate to meet the requirements of the plan for improvement within the provided time line may result in dismissal from their program. Signature of individual completing the assessment is required: Evaluator’s Signature:___________________________ Title:____________________ Date:_____________ Candidate’s Signature:_____________________________ Date:_____________ Faculty Advisor:________________________________ Date:_____________PC Handbook 07/07/2017

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 Observation documents

5. Understanding the School Environment completed document

6. Teacher candidate’s midterm self-evaluation: Evaluation of Growth w/ signatures

7. Cooperating teacher’s midterm: Evaluation of Growth w/ signatures

8. University supervisor’s midterm: Evaluation of Growth w/ signatures

9. Teacher candidate’s midterm self-evaluation: Observation of Teacher Candidate Classroom Performance w/ signatures

10. Cooperating teacher’s midterm: Observation of Teacher Candidate Classroom Performance w/ signatures

11. University supervisor’s midterm: Observation of Teacher Candidate Classroom Performance w/ signatures

12. Teacher candidate’s final self-evaluation: Observation of Teacher Candidate Classroom Performance w/ signatures

13. Cooperating teacher’s final: Observation of Teacher Candidate Classroom Performance w/ signatures

14. Teacher candidate’s final Evaluation of Growth w/ signatures

15. Cooperating teacher’s Evaluation of Growth

16. 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)

17. Final Product Rubric for Preclinical Experience

18. University supervisor’s final: Observation of Teacher Candidate Classroom Performance Will be added by supervisor

19. University supervisor’s final: Evaluation of Growth Will be added by supervisor

20. University supervisor’s recommendation for continuance in the Benedictine Education Program. Will be added by supervisor


FINAL PRODUCT RUBRIC for PRECLINICAL EXPERIENCES Student _________________________ Term_________ Score________/20 points University Supervisor______________________


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: 20 Site Visits 9H, 9I Attendance: 11 On Campus seminars 9H, 9I

No site visits completed and no seminars attended.

Completes less than 20 site visits and/or attends less than 7 seminars from which s/he is not excused.

Completes less than 20 site visits and/or attends less than 9 seminars from which s/he is not excused.

Completes all 20 site visits and attends a minimum of 9 seminars or is excused from any seminar missed.

Completes all 20 site visits 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 1 Observation and Growth Documents

9H. 9I

Documents were not submitted.

More than 4 items are NOT complete with signatures and/or dates.

2 or 3 items are NOT complete with signatures and/or dates.

1 item is NOT complete, with signatures and/or dates.

Completes all items, indicated by signatures and dates of completion.


Supervisor Site Visit Evaluations


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 I: 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 https://www.isbe.net/Pages/Educator-Licensure-Colleges-and-Universities.aspx

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 ___



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.

Total Points (1 per check): __________ / 12 Please sign: Signature of Teacher Candidate:_________________________________________ Date:_________________ Signature of Cooperating Teacher: :______________________________________ Date:_________________ Signature of University Supervisor _______________________________________ Date:_________________ PC Handbook 07/07/2017

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”. Teacher Candidate _________________________________ Term____________ Date________ Score________/ PCI = 36 points Completed by (circle one): University Supervisor/ Cooperating Teacher/Teacher Candidate: _____________________________________________

Completed for (circle one): midterm evaluation final evaluation

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 Signature of Teacher Candidate:_________________________________________ Date:_________________ Signature of Cooperating Teacher: :______________________________________ Date:_________________ Signature of University Supervisor _______________________________________ Date:_________________


PC LEVEL II: OBSERVATION OF TEACHER CANDIDATE’S classroom performance


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 reminds students of classroom rules and procedures prior to the lesson as directed by the cooperating teacher. IPTS 4 _____ Comments: Teacher candidate verbally states learning objectives for the lesson. IPTS 5 _____ Comments:









Teacher candidate uses technology. IPTS 2 _____ Comments: All students are engaged: paying attention, on task, in the lesson. IPTS 5 _____ Comments: Teacher candidate calls on students who do not raise their hands. IPTS 5 _____ Comments: Teacher candidate walks around the room to 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: Teacher candidate gives feedback and asks questions during independent practice. IPTS 5 _____ Comments: Teacher candidate works with small groups. IPTS 4 _____ Comments: PC Handbook 07/07/2017

Teacher candidate uses management procedures as directed by the cooperating teacher. IPTS 4 _____ Comments: Teacher candidate faces all students when teaching. IPTS 5 _____ 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 uses materials that support the content being taught. IPTS 2 _____ Comments: Teacher candidate asks questions during the lesson to ensure student understanding. IPTS 7 _____ Comments: Teacher candidate uses closure to end the lesson and review learning. IPTS 5 ______ Comments: PC Handbook 07/07/2017

Teacher candidate is enthusiastic during the lesson. IPTS 9 _____ 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: Signature of Teacher Candidate:_________________________________________ Date:_________________ Signature of Cooperating Teacher: :______________________________________ Date:_________________ Signature of University Supervisor _______________________________________ Date:_________________


PC LEVEL II: 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 _________________________________ Term____________ Date________ Score________/ PCII = 80 points Completed by (circle one): University Supervisor/ Cooperating Teacher/Teacher Candidate: _____________________________________________


IPTS or Behavior


growth observed)

Unsatisfactory – 1 Point

(Little growth observed)


growth observed)



observed)


(Distinguished growth

observed that went beyond expectations)

Shows interest in students’ background and emotional and physical well-being. 1C

Changes strategies, pace, and language in lessons when needed to enrich instruction for all children 1J

Respects individual student differences 1K

Understands the content needed to teach this course 2B

Is able and willing to use technology in the classroom 2L

Connects teaching to other content areas and to student life experiences 2N

Follows Benedictine’s lesson plan design 3B

Plans with co-operative teacher for all lessons taught by teacher candidate 3F


IPTS or Behavior


growth observed)




growth observed)



observed)




Has lesson plan materials prepared in advance of the lesson 3I

Knows and understands the need for behavior management strategies 4A

Assists students to work productively and cooperatively 4N

Uses behavior management strategies that are appropriate to the needs of the students 4O

Is able to keep students attentive and engaged 5F

Speaks clearly, audibly, and with adequate inflection when teaching 5J

Knows and models standard conventions of written and oral communications in the classroom 6E

Uses proper digital etiquette 6O

Uses assessment data, work samples, and observations to plan and evaluate instruction 6K, 7K

Builds and maintains collaborative relationships with other teachers 8

Models professional behavior including dress, integrity, and timeliness 9I

Reflects on lessons, self-assesses, accepts criticism and changes practice to improve 5I Signature of Teacher Candidate:_________________________________________ Date:_________________ Signature of Cooperating Teacher: :______________________________________ Date:_________________ Signature of University Supervisor _______________________________________ Date:_________________


Formal Observation PC Exp. Level III

Benedictine University School of Education Formal Observation of Teacher Candidate’s Classroom Performance

PRECLINICAL EXPERIENCE LEVEL III Benedictine University educators are effective practitioners, committed to scholarship, lifelong inquiry, leadership, and social responsibility.

Cooperating Teacher Midterm* ______ Student Name:________________________________________ Student Self-Evaluation Midterm* ______ University Supervisor Visit/midterm* ______ Semester ________________Date of Assessment ___________ Cooperating Teacher Final** ______ Student Self-Evaluation Final** ______ University Supervisor ________________________________ University Supervisor Visit/Final** ______ Cooperating Teacher _________________________________ Grade Level(s)________________________ Host School _______________________________________ Subject(s) ____________________________ * Complete when approximately half of the required weeks are completed ** Complete when most of the preclinical experience is fulfilled Directions: Some of the statements can be directly related to the mini lesson being observed, thus the wording, during the lesson. Other statements refer to the teacher candidate’s overall participation, preparedness, interest, and professionalism exhibited during this Preclinical Experience. Please indicate the score of each descriptor listed below.

0 = not evident 1 = sometimes evident 2 = almost always evident Scores should be supported with comments.

These criteria are drawn from the Illinois Professional Teaching Standards (IPTS) 2013 and the Illinois Professional Content Area Standards for Teachers. For more information about these standards, visit the IL State Board of Education https://www.isbe.net/Pages/Educator-Licensure-Colleges-and-Universities.aspx IPTS 1. Teaching Diverse Students

0 1 2

Respects individual and group differences. Does not discriminate on the basis of gender, race, size, culture, educational performance differences

Shows interest in students’ backgrounds

Shows respect for students’ needs, ideas and contributions Positively respond to the needs of diverse learners (during the lesson)



Comments: IPTS 2. Content Area and Pedagogical Knowledge 0 1 2

Displays understanding of subject matter (during the lesson) Shows interest in learning about the state/local content area standards Has lesson materials prepared in advance of the class (during the lesson) Effectively uses materials to support the content (during the lesson) Uses examples appropriate to content area (during the lesson) Is able and willing to learn use technology if directed by classroom teacher

Comments: IPTS 3. Planning for Differentiated Instruction 0 1 2

Is able to co-plan with other educators to design learning experiences Demonstrates ability to develop lesson plans to achieve the expectations for student learning using the BU Lesson Plan format and the mini lesson plan format

Uses motivational techniques to encourage student involvement in learning activities (during the lesson) Total Points

Comments: IPTS 4. Learning Environment 0 1 2

Understands, supports and models classroom management rules Encourages and motivates students to be responsible (during the lesson) Assists students to work productively and cooperatively in groups Instructional time is maximized because of the use of established routines and procedures (during the lesson)


Comments: IPTS 5. Instructional Delivery ALL below refers to the mini lesson being taught. 0 1 2

Assists in restoring the classroom order after an activity, project or lab without prompting Assists coop teacher with the distribution of papers, and /or materials without prompting Learning objectives for the mini lesson are clearly stated (during the lesson) Gives clear and concise directions for activities (during the lesson) Shows knowledge of content area while teaching (during the lesson) Moves around the room assessing understanding and promoting students learning (during the lesson) Relates purpose of mini lesson to students’ lives and/or background knowledge (during the lesson) Faces all students when teaching (during the lesson) Speaks clearly, audibly, and with adequate inflection when teaching (during the lesson) Ensures that all students have opportunity to participate (during the lesson) Provides closure to activity or transition to the next activity (during the lesson)

Comments:

IPTS 6. Reading, Writing, and Oral Communication 0 1 2

Uses vocabulary that is correct and appropriate to grade level (during the lesson) Makes written and oral statements which are free from grammar and spelling errors (during the lesson) Works to develop positive rapport with students Demonstrates an understanding of proper digital etiquette for students, colleagues, cooperating teacher and university supervisor

Comments:

IPTS 7. Assessment 0 1 2

Demonstrates an understanding for the need of assessment


Demonstrates an understanding for the purpose of Formal Assessment (Summative or Of Learning) vs Informal (Formative or For Learning)

Recognizes various types of assessment preformed during a lesson

Comments:

IPTS 8. Collaborative Relationships 0 1 2

Communicates with cooperating teacher. Communicates with university supervisor. Shows appreciation of teachers and students. Develops a positive working relationship with co-workers Participates in professional discussions with staff where and when appropriate. Takes constructive criticism in a positive manner Shows evidence of wanting to improve

Comments:

IPTS 9. Professionalism, Leadership, and Advocacy 0 1 2

Is punctual and responsible Maintains personal records of experiences in the PC Experience including logs and Knowledge and Performance Checklist completion

Uses self-assessment as a tool of reflection for personal professional growth Dress in an appropriate manner Follows school policy e.g. cell phone usage, parking lot, check in and out of the school Demonstrates reliability and accepts responsibility Demonstrates flexibility and adaptability. Demonstrates energy, and enthusiasm for this career. Demonstrates initiative

Comments: Signature of Teacher Candidate:_________________________________________ Date:_________________


Signature of Cooperating Teacher: :______________________________________ Date:_________________ Signature of University Supervisor _______________________________________ Date:_________________


EVALUATION of GROWTH Preclinical Experience Level III

To be completed by and discussed among the university supervisor, cooperating teacher and teacher candidate as a midterm and final assessment. All assessments should be given to the supervisor for use in 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 _________________________________ Term____________ Date________ Score________/ PCIII = 80 points Completed by (circle one): University Supervisor/ Cooperating Teacher/Teacher Candidate: _____________________________________________


IPT Standard or Behavior

Missing – 0 Points

(No growth

observed)



Emerging – 2 Points (Some growth

observed)

Proficient – 3 Points (Expected

or good growth

observed)


(Distinguished growth observed that went beyond

expectations) Models professional behavior including dress, integrity, and timeliness 9I

Reflects on lessons, self-assesses, accepts criticism and changes practice to improve 9K


Respects individual student differences 1K Shows interest in students’ background and emotional and physical well-being. 1C

Understands the content needed to teach this course/subject 2 Connects teaching to other content areas and to student life experiences 2N


Is able and willing to use technology in the classroom 2L Follows Benedictine’s lesson plan design 3B


To be signed by the student, cooperating teacher, and university supervisor.

Signature of Teacher Candidate:_____________________________________ Date:______________

Signature of Cooperating Teacher:_____________________________________ Date:______________

Signature of University Supervisor:_____________________________________ Date:______________


Assists students to work productively and cooperatively 4N Knows and understands the need for behavior management strategies 4A




Knows and models standard conventions of written and oral communications in the classroom 6F

Uses proper digital etiquette 6P

Uses assessment data, work samples, and observations to plan and evaluate instruction 6P, 7K


PCIII – Maximum Score = 80 Total Score _______________ Comments:


–


School of Education Preclinical Handbook Appendix for

Preclinical Experience Level I



Fall 2017 – Spring 2018

Benedictine University 5700 College Road Lisle, IL 60532-0900


Outcome Alignment for Preclinical Level 1 This preclinical experience introduces the candidate to K-12 education through active observation and analysis of the learning environment, instructional planning, and student learning.

Outcome

Illinois Professional Teaching Standard Course(s) Questions for Consideration

2. 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

7. What is the role of the teacher? 8. What is the role of the student? 9. What is the role of the

administrators? 10. What is the role of the school

support personnel? 11. What are the grade levels and

why are they important? 12. What role does the school

district play in the school system?

5. 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

3. What are the components of a basic lesson plan?


6. Understand the Learning Environment


EDUC 210

3. Why is the physical layout of a classroom important?

4. How do classroom behavior management rules effect student learning?



EDUC 205 EDUC 207 EDUC 210 EDUC 260

3. How is professionalism defined in education?



GRADING DISTRIBUTION

Assignment Points Percentage

Analyses of Observations 20 per analysis 5

Analyses of Interviews 20 per analysis 5

Analyses of Student Interactions 20 per analysis 5

1 Observed Formal Lesson Plans 80 10

Final Evaluation of Growth - University Supervisor 36 20

Final Evaluation of Growth – Cooperating Teacher 36 20

Comprehensive Analysis Paper 40 10

Site Visit Notes (4, 8, 12, 16, 20) 28 per Site Visit Notes 5

Site Visit Notes (Submission) 20 5

Final Product 20 5

Preclinical Seminar Attendance & Participation 36 10

Teacher Candidates Information for Using Rubrics and LiveText Assignments to be submitted to the University Supervisor

LiveText Entry

BU Dress Code BU Dress Code Form (signed and dated) 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.

1 Observed Formal Lesson Plans Submit each formal lesson plan; be sure to label each appropriately.

Comprehensive Analysis Paper Submit the Comprehensive Analysis Paper. Midterm Evaluation of Growth Preclinical Level II (Self) Final Evaluation of Growth Preclinical Level II (Self) Final Product End-of-Experience Survey Use the link in the assignment to complete the survey.

All final grades will be submitted electronically in Peoplesoft.


IPTS Performance Activities-EDUC 200 level I

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.


http://www.ben.edu/coehs/education/index.cfm/

http://www.isbe.net/licensure/html/higher-education.htm

http://www.ccsso.org/Resources/Publications/InTASC_Model_Core_Teaching_Standards_A_Resource_for_State_Dialogue_%28April_2011%29.html

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


Analysis of Observation(s) Analysis of Interview(s) Analysis of Student Interaction(s)

Analysis of Observation Analysis of Interview Analysis of Student Interaction


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.



What to Submit –


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




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


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.



What to Submit –


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


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












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. SV12-Performance Activity #23

Task: Interact with an individual student in order to motivate him/her to learn. SV4-Performance Activity #8

Analysis of Observation(s) Analysis of Student Interaction(s)

Analysis of Observation Analysis of Student Interaction


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.



What to Submit –


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



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 #40



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 #37

Task: Research at least two professional organizations within your licensure area. SV19-Performance Activity #38

Analysis of Interview(s) Submit the summary to your university supervisor via email.

Analysis of Interview


CF Scholarship

#1 – Understand the School System #4 - Professionalism

EDUC 207, 205

9R 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.shtml SV3-Performance Activity #6

Submit the summary to your

university supervisor via

email.

CF Scholarship

#4 - Professionalism

EDUC 215

207, 205

9S 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

Submit the summary to your

university supervisor via

email.


http://www.state.il.us/dcfs/faq/faq_faq_can.shtml

http://www.state.il.us/dcfs/faq/faq_faq_can.shtml

PC Level I Schedule

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

Cooperating Teacher’s

Initials

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.

Site Visit Notes

Email to Supervisor

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


4 Observe and document the directions for fire, tornado, and lockdown drills 9C

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 9R

SV 4 7 Observe how the teacher’s proximity (movement around room and closeness to students) affects student learning. 4J

Site Visit Notes

LiveText


http://www.state.il.us/dcfs/FAQ/faq_CPF.shtml

8 Under the direction of the cooperating teacher, interact with a student by assisting an individual student. What did you do? 4N

IPTS 4N – Analysis of Student Interaction

LiveText

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

Email to Supervisor

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

Email to Supervisor

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

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


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 LiveText

16 Interview your cooperating teacher or teacher assistant about how instruction is changed for an individual student (e.g., disabled, gifted, underachieving, ELL). 1K

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


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 visual displays(s) created by the cooperating teacher and then Site Visit Notes Email to


plan, design, and exhibit a visual display. Collaborate with your cooperating teacher for information. (Schedule this according to your teacher’s needs.) 3Q

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

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


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 Observation

LiveText LiveText

24 Observe and document how students communicate with each other to encourage learning. How does their behavior affect the learning environment? 4J

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

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


28 Interview your cooperating teacher to discuss resources used to develop a lesson plan as well as materials used to teach it. 3Q

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

Email to Supervisor

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

LiveText

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

Email to Supervisor


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

IPTS 3Q – Analysis of Observation

LiveText

SV 18 34 Observe and document how the teacher ends the lesson. What does the strategy accomplish? 4J

Site Visit Notes Observed Formal Lesson Plan


35 Write a formal lesson plan of a teacher’s lesson. Refer to specific directions provided in the Documents & Assignments Appendix. Send to university supervisor through LiveText for evaluation.

36 Interview the cooperating teacher to document how the teacher uses digital tools to collaborate with students, parents, community, and colleagues. 8M

SV 19

37 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 Interview ITPS 9Q – Summary of research IPTS 4J – Analysis of Observation

Email to Supervisor LiveText Email to Supervisor LiveText

38 Research at least two professional organizations within your licensure area. Summarize the content of this information; identify resources provided by the organization, opportunities to participate in events, and the purpose of the organization. Be sure to cite your use of outside sources using APA formatting. 9Q

39

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

SV 20 Your last day in the

schools must be completed by Friday, November 18, 2016

40 Document how you demonstrated honesty, integrity, personal responsibility, confidentiality, altruism, and respect throughout this preclinical experience. 9I

Site Visit Notes BU Dispositions – Self-Analysis

LiveText LiveText

41 Thank the teachers and students. 9I 42 Reflect upon your role, how it has changed and caused changes in you

during this PC experience. 9I


–



Preclinical Experience Level 2






Outcome Alignment for Preclinical Level 2

This preclinical experience introduces the candidate to teaching methods, including planning, classroom management, and instructional delivery strategies where K-12 students engage in learning experiences.

Outcome Illinois Professional Teaching Standard Course(s) Questions for Consideration



EDUC 240 EDUC 310 EDUC 315 EDUC 318 EDUC 355



3. What is pedagogy? 4. Why is it as important to know pedagogy as the

content you are teaching?

8. Plan for the learning environment: grouping for instruction


EDUC 355



7. What are the various components of a lesson plan? Why is each component important?

8. How do classroom management rules effect student learning?

9. Deliver Instruction





10. Understand and (9) Professionalism, Leadership, and Advocacy The competent EDUC 240 5. What are the various aspects of professionalism to


Exhibit Professionalism

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 310 EDUC 315 EDUC 318 EDUC 355

consider? 6. In what ways did you see professionalism

exhibited throughout your experience?



FirstInitialLastName_AssignmentName_PCLevel2_Date TEACHER CANDIDATES INFORMATION FOR USING RUBRICS AND LIVETEXT Assignments to be submitted to the University Supervisor

LiveText Entry



Analyses of Discussion (multiple) Submit each analysis; be sure to label each appropriately.

Analyses of Student Interaction (multiple) Submit each analysis; be sure to label each appropriately.


3 Mini Lesson Plans Submit each mini lesson plan; be sure to label each appropriately.

2 Formal Co-Taught Lesson Plans Submit each formal co-taught lesson plan; be sure to label each appropriately.

1 Formal Lesson Plan Submit the formal lesson plan; be sure to label each appropriately.

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 II (Self)

Final Evaluation of Growth Preclinical Level II (Self) Final Product End-of-Experience Survey Use the link in the assignment to complete the survey.

All final grades will be submitted electronically in Peoplesoft. GRADING DISTRIBUTION Assignment Points Percentage Analyses of Discussion 20 per analysis 5 Analyses of Student Interactions 20 per analysis 5 Observed Formal Lesson Plan 80 per lesson plan 5 Mini Lesson Plans 68 per lesson plan 15 Co-Taught Lesson Plans 80 per lesson plan 10 Formal Lesson Plans 80 per lesson plan 10 Final Evaluation of Growth - Cooperating Teacher 80 12.5 Final Evaluation of Growth - University Supervisor 80 12.5 Comprehensive Analysis Paper 40 10 Site Visit Notes (4, 8, 12, 16, 20) 28 per Site Visit Notes 5 Site Visit Notes (Submission) 22 5 Final Product 20 5 Preclinical Seminar Attendance & Participation 16 5 Writing Intensive Assignments 72 5


IPTS Preclinical Level 2 EDUC 234/316/321/354

ILLINOIS PROFESSIONAL TEACHING STANDARDS-PERFORMANCE ACTIVITIES CROSSWALK (IPAC) Course Title: Preclinical Level 2 Course Number: EDUC 234/316/321/354

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.


http://www.ben.edu/coehs/education/index.cfm/

http://www.isbe.net/licensure/html/higher-education.htm

http://www.ccsso.org/Resources/Publications/InTASC_Model_Core_Teaching_Standards_A_Resource_for_State_Dialogue_%28April_2011%29.html

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 –


Rubric(s)

Scholarship #1 – Diverse Students


1H) analyzes and uses student information to design instruction that meets the diverse needs of students and leads to ongoing growth and achievement (InTASC 1a, 1b, 1h, 1i, 2a, 2b, 4b, 4o, 4p, 5g, 6g, 6t, 6u, 6v, 7d, 8b)

Task: Discuss and document ways in which the cooperating teacher identifies diverse needs of students and uses that information to guide instruction. Research school and its role in the community and how the school meets the diverse needs of students and leads to ongoing growth and achievement. SV 1 Performance Activity 1

SV 10 Performance Activity 27

Task: Interact with students by assisting in student accommodation to meet diversity needs. SV 10 Performance Activity 26

Analysis of Discussion(s) Analysis of Student Interaction(s)

Discussion

Student interaction

Scholarship #1 – Content & Pedagogy


1I) stimulates prior knowledge and links new ideas to already familiar ideas and experiences (InTASC 1b, 2c, 2d, 4d, 6i, 7a, 7d)

Task: Observe and document how the cooperating teacher links prior knowledge and new ideas to already familiar ideas and experiences. SV 1 Performance Activity 2




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.



Standard[s])


What to Submit –


Rubric(s)

Scholarship #1 – Differentiated Instruction


3J) uses data to plan for differentiated instruction to allow for variations in individual learning needs (InTASC 1a, 1h, 1i, 4a, 4f, 6g, 6h, 6t, 6u, 6v, 7d, 8b)

Task: Discuss with cooperating teacher how she/he uses data to plan for differentiated instruction to allow for variations in individual learning needs. SV 5 Performance Activity 12

Task: Observe the cooperating teacher how she/he uses data to plan for differentiated instruction to allow for variations in individual learning needs. SV 5 Performance Activity 13

Analysis of Discussion(s)

Discussion

Scholarship #1 – Differentiated Instruction


3N) accesses and uses a wide range of information and instructional technologies to enhance a student’s ongoing growth and achievement (InTASC1b, 1h, 4f, 4g, 6i, 8g, 8r)

Task: Discuss how to access and use a wide range of instructional strategies. SV 7 Performance Activity 18


Discussion

Leadership #1 – Differentiated Instruction


3P) works with others to adapt and modify instruction to meet individual student needs (InTASC1c, 1k, 2f, 4k, 4i, 6c, 7e, 8s, 9d, 10d, 10e)

Task: Discuss and collaborate with cooperating teacher mini lesson to deliver instruction to all students. SV 7 Performance Activity 19







Discussion


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.



Standard[s])


What to Submit –


Rubric(s)

Scholarship #2 – Learning Environment

EDUC 355 4K) uses strategies to create a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision-making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities (InTASC 3b, 3d, 3e, 3p, 6f, 8e, 10g)

Task: Observe and document how the cooperating teacher creates a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision-making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities. SV 3 Performance Activity 8




EDUC 355 4L) analyzes the classroom environment and makes decisions to enhance cultural and linguistic responsiveness, mutual respect, positive social relationships, student motivation, and classroom engagement (InTASC 1b, 3f, 3g, 3q, 5e, 5g, 7o)

Task: Observe and document how the cooperating teacher analyzes the classroom environment and makes decisions to enhance cultural and linguistic responsiveness, mutual respect, positive social relationships, student motivation, and classroom engagement. SV 4 Performance Activity 9




EDUC 355 4M) organizes, allocates, and manages time, materials, technology, and physical space to provide active and equitable engagement of students in productive learning activities (InTASC 3d, 6d, 6s, 7f, 7p, 7q)

Task: Observe and document how the cooperating teacher organizes, allocates, and manages time, materials, technology, and physical space to provide active and equitable engagement of students in productive learning activities. SV 8 Performance Activity 20

Task: Discuss how the cooperating teacher organizes, allocates, and manages time, materials, technology, and physical space to provide active and equitable engagement of students in productive learning activities. SV 13 Performance Activity 35



Discussion


EDUC 355 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: Interact with students to assess how the cooperating teacher engages students in and monitors individual and group learning activities that help students develop the motivation to learn. SV 12 Performance Activity 34


Student Interaction


EDUC 355 4O) uses a variety of effective behavioral management techniques appropriate to the needs of all students that include positive behavior interventions and supports (InTASC 3h, 3o, 3p, 3q)

Task: Observe the behavioral management techniques of the cooperating teacher to identify those appropriate to the needs of all students that include positive behavior interventions and supports. SV 2 Performance Activity 4 Task: Interact with students to assess the use of a variety of effective behavioral management techniques appropriate to the needs to all students that include positive behavior interventions and supports. SV 3 Performance Activity 6


Student Interaction



EDUC 355 4P) modifies the learning environment (including the schedule and physical arrangement) to facilitate appropriate behaviors and learning for students with diverse learning characteristics (InTASC 1a, 1b, 1h, 1i, 3e, 3f, 3q, 8b)

Task: Discuss how the learning environment is modified to facilitate appropriate behaviors and learning for students with diverse learning characteristics. SV 8 Performance Activity 21


Discussion


Illinois Professional Teaching Standard 5 Instructional Delivery – The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.



Standard[s])


What to Submit –


Rubric(s)

Scholarship #3 – Instructional Delivery


5I) uses multiple teaching strategies, including adjusted pacing and flexible grouping, to engage students in active learning opportunities that promote the development of critical and creative thinking, problem-solving, and performance capabilities (InTASC 6d, 6e, 6f, 6q, 7f, 7p, 7q, 8a, 8f, 8i)

Task: Interact with students to teach your mini-lesson. SV 9 Performance Activity 25




Student interaction



5L) develops a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students’ understanding and presenting diverse perspectives to encourage critical and creative thinking (InTASC 5d, 5e, 5f, 6d, 6e, 6f, 6q, 8f)

Task: Discuss effective co-teaching strategies used to deliver instruction to each student. SV 12 Performance Activity 33






Analysis of Discussion(s) Analysis of Student Interaction(s)

Discussion Student Interaction


Task: Participate in effective co-teaching to deliver instruction to each student. SV 14 Performance Activity 39





5N) uses technology to accomplish differentiated instructional objectives that enhance learning for each student (InTASC 5c, 6i, 8g, 8r, 9f, 10g)

Task: Observe and document how the cooperating teacher uses technology to accomplish differentiated instructional objectives that enhance learning for each student. SV 2 Performance Activity 5


Task: Interact with students and document how use of technology to accomplish differentiated instructional objectives that enhance learning for each student. SV 6 Performance Activity 15


Student Interaction


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.



Standard[s])


What to Submit –


Rubric(s)

Scholarship #4 - Professionalism


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 preclinical experience. SV17-Performance Activity 46

SV22-Performance Activity 55

Complete BU School of Education Professional Behaviors (Dispositions) for Teacher Preparation

BU School of Education Professional Behaviors (Dispositions) for Teacher Preparation

Scholarship #4 - Professionalism


9K) Reflects on professional practice and resulting outcomes; engages in self-assessment; and adjusts practices to improve student performance, school goals, and professional growth (InTASC 5q, 7q, 9c, 9e)

Task: Observe and discuss with your cooperating teacher professional practice and resulting outcomes; engage in self-assessment and adjust practice to improve student performance, school goals, and professional growth based on these observations and discussions. SV 6 Performance Activity 16

Task: For PA 53, 54, & 56, write a paragraph to your university supervisor in which you describe what you did for these PAs as well as how your actions affected the students and your cooperating teacher. Be sure to include what worked and what you might do differently next time. SV 21 Performance Activity 53



PA 53, 54, and 56 – Paragraph to University Supervisor


Preclinical Level 2 Schedule

PC LEVEL 2 SEMINAR, SITE VISIT and PERFORMANCE ACTIVITY SCHEDULE

Teacher Candidate:____________________________ Host School:_______________________ Cooperating Teacher:_______________________________



Submit


Initials


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 II Schedule: Seminar, Site Visit and Performance Activities, and the PC LEVEL II: Observation Analysis for Teacher Candidate Lesson.

Site Visit Notes

Email to Supervisor

SV 1

1 Discuss with cooperating teacher his/her role in the school, professional background and educational experience. Ask about the big picture plan of topics for the semester and if possible obtain needed textbooks, curriculum guide, etc. that will allow you to be prepared to assist in the students’ learning and success within the context of their social, economic, cultural, linguistic, and academic experiences. Add to the “Understanding the School Environment” document. This document and the discussion provide information about the school’s culture and diversity of students and staff. 1H

Site Visit Notes

Email to Supervisor

2 Observe how the teacher stimulates prior knowledge and then links this to new instruction. Give an example of what you observe and the affect this has upon student learning. 1I


SV 2

3 Observe how the teacher begins the class, “states” the learning targets, and closes the lesson. 1I

Site Visit Notes

Email to Supervisor

4 Observe how the teacher’s proximity (movement around room and closeness to students) affects student learning. 4O

5 Observe the technology used and/or is available to teacher and students. This might include: SMARTBOARD, overhead, computer program, document projector, calculators, digital equipment, pedometers, heart rate monitors, interactive video games etc. Note the technology used to accomplish differentiated instructional objectives, which enhance learning for each student. 5N

SV 3

6 Interact with students by greeting them at the door or talking to them during the first ‘free’ minutes. 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.” Gather information about students’ individual experiences, and build a community to later create meaningful learning opportunities in which students feel comfortable in decision making, working collaboratively or independently. 4O

Site Visit Notes IPTS 4O Analysis of Student Interaction Observed Formal Lesson Plan

Email to Supervisor LiveText LiveText

7 Write a formal lesson plan of a teacher’s lesson. Refer to specific directions provided in the Documents & Assignments Appendix. Send to university supervisor through LiveText for evaluation.

8 Observe strategies used by the teacher to keep students motivated, engaged, and orderly, promoting a learning community where students assume responsibility for themselves and others. Describe how strategies promote independent learning and how some promote collaborative learning. 4K

SV 4 9 Observe and document how the teacher calls on most or all students. Note how this alters the classroom environment and influences student motivation, and classroom engagement. If not observed, what kind of a difference would occur in the classroom if most or all students were called on? 4L

Site Visit Notes

LiveText

10 Observe cooperating teacher during his/her supervisory duty such as the hallway monitoring, recess, lunch room, study hall, etc. What kind of behaviors did you observe? Was this reflective of the general behavior and culture of the school? Note what is said or behaviors modeled that she/he makes which promote mutual respect and positive social relationships in that venue. 4L

11 Observe how cooperating teacher transitions from one activity, topic, or subject to the next to promote a continual learning community. Describe how


students are responsible for their materials during this transition and how they prepare for the next activity. 4K

SV 5 12 Have a discussion with cooperating teacher about how he/she obtains data, and then uses that data to plan for differentiated instruction to allow for variations in individual needs. Areas of need included ESL, special needs students, gifted students, or those with social, economic, cultural, linguistic, and academic needs. Incorporate your knowledge gained or the information about differentiated instruction into your plan in your next mini lesson. 3J

Site Visit Notes IPTS 3J Analysis of Discussion


13 Observe and document how the cooperating teacher preforms an activity or uses a strategy that demonstrates differentiated instruction. OR Observe and describe the implementation of instruction, an activity, a worksheet, a test or an assessment or strategy the cooperating teacher said was part of her/his plan that supports differentiated instruction. 3J

SV 6 14 Observe another grade level/classroom and record how the teacher stimulates prior knowledge and links new ideas to already familiar ideas and experiences. 1I

Site Visit Notes IPTS 5N Analysis of Student Interaction


15 Interact with students by assisting the teacher using some type of technology e.g., SMARTBOARD, overhead, computer program, document projector, calculators, digital equipment, pedometers, heart rate monitors, or interactive programs. 5N

16 Attend a team meeting, department meeting, etc. to observe professional practice and resulting outcomes which improve student performance, school goals, and/or professional growth. (Schedule of meeting to be determined by cooperating teacher.) 9K

SV 7 17 Observe students using a computer, lap top, notebook etc. in either a computer lab, or the classroom. List two ways in which this accomplished differentiated instructional objectives that enhance learning for each student. 5N

Site Visit Notes IPTS 3N Analysis of Discussion Mini Lesson Plan (for feedback)


18 Discuss with cooperating teacher how he/she uses on line resources such as video streaming, You Tube, or even in assessments, etc. to accomplish differentiated instructional objectives that enhance learning for each student. 3N

19 Discuss and collaborate with cooperating teacher on next week’s mini lesson, as it should correspond to the regular classroom curriculum. Site Visits have been assigned for this activity but adjust to the cooperating teacher’s needs. This activity should be about 15 minutes and can be for the entire class or for a small group. This formal assistance is part of the teacher’s lesson. Some examples include conducting a warm-up activity, bell ringer, telling a story, providing an introduction to an activity, leading a


reading group, conducting a review or a homework review with clarifications, dictating a spelling test, etc. Use the mini lesson plan format to generate your part of the teacher’s lesson. Share this lesson plan with your cooperating teacher during the next SV to have it approved. Then, submit the approved lesson plan in LiveText to your supervisor for review and suggestions before you implement the lesson. This is your 1st of 3 mini lessons. 3P

SV 8

20 Observe and describe how the teacher introduces the use of manipulatives to introduce or support a concept or practice a skill and how these promote student responsibility for their learning or decision making either in cooperative groups or independent work. Manipulates could be tactile objects used for math, reading, science, or items used in gym such as beach balls prior to volleyballs. 4M

Site Visit Notes IPTS 4P Analysis of Discussion

LiveText LiveText

21 Discuss with cooperating teacher management strategies used with a student who needs more management assistance in assuming responsibility, working independently or collaboratively, or even using technology. If there are no such students, ask the teacher what strategies he/she has used in some specific situations when such a student has been in their class. 4P

22 Discuss with cooperating teacher your 1st of 3 mini lesson plans and your last minute details. Have it approved by your cooperating teacher and then reviewed by your university supervisor two days prior to the lesson being taught. 3P

SV 9

23 Observe and describe informal assessments the teacher uses to assess student learning during today’s lesson. Observe and describe how these assessments affected student mastery of the lesson’s learning targets in an informal manner. 7Q

Site Visit Notes Mini Lesson Plan (for evaluation)


24 Find 5 test questions in the teacher’s manual. In a discussion with your cooperating teacher, evaluate each to determine their value. What do they assess i.e. content, a skill, ability to analyze, reading for meaning, graph interruption, summarizing, etc.? How do they help to drive the instruction? 7Q

25 Interact with the students by teaching a mini lesson. This is your 1st of 3 official mini lessons. Immediately after the lesson is taught, reflect upon the lesson to write a self-assessment, add cooperating teacher comments, a goal and send the approved/reviewed/revised lesson plan to the university supervisor for evaluation. Based on your reflections and self-assessment, set a goal for the next lesson. Be sure to include your goal in your analysis summary. 5I


SV 10 26 Interact with students by assisting with the modification of an activity, worksheet etc. to accommodate a student. 1H

Site Visit Notes IPTS 1H Analysis of Discussion IPTS 1H Analysis of Student Interaction Mini Lesson Plan (for feedback)

Email to Supervisor LiveText LiveText LiveText

27 Discuss with cooperating teacher ways he/she identifies diverse learners and uses that information along with student work to plan future lessons. 1H

28 Discuss and collaborate with cooperating teacher on next week’s mini lesson, as it should correspond to the regular classroom curriculum. Site Visits have been assigned for this activity but adjust to the cooperating teacher’s needs. This activity should be about 15 minutes and can be for the entire class or for a small group. This formal assistance is part of the teacher’s lesson. Some examples include conducting a warm-up activity, bell ringer, telling a story, providing an introduction to an activity, leading a reading group, conducting a review or a homework review with clarifications, dictating a spelling test, etc. Use the mini lesson plan format to generate your part of the teacher’s lesson. Share this lesson plan with your cooperating teacher during the next SV to have it approved. Then, submit the approved lesson plan in LiveText to your supervisor for review and suggestions before you implement the lesson. This is your 2nd of 3 mini lessons. 3P

SV 11 29 Interact with students by using assessment procedures appropriately to administer a test/quiz or assist with some type of assessment. 7Q

Site Visit Notes

Email to Supervisor

30 Interact with students by using assessment procedures appropriately to conduct a performance assessment, or to grade papers, or quizzes etc. Describe what type of assessment this is. Describe the differences between the high and low scores? Where there any surprises? What kind of remediation could help students prepare for the next unit or lesson? Discuss with cooperating teacher how test/assessment information is used to improve instruction. 7Q

31 Discuss with cooperating teacher your mini lesson plan and your last minute details to have it approved by your cooperating teacher and then reviewed by your university supervisor two days prior to the lesson being taught. 3P

SV 12

32 Interact with the students by teaching a mini lesson. This is your 2nd of 3 official mini lessons. Immediately after the lesson is taught, reflect upon the lesson to write a self-assessment, add cooperating teacher comments, a goal and send the approved/reviewed/revised lesson plan to the university supervisor for evaluation. Based on your reflections and self-assessment,

Site Visit Notes ITPS 4N Analysis of Student Interaction

LiveText LiveText


set a goal for the next lesson. Be sure to include your goal in your analysis summary. 5I

Mini Lesson Plan (for evaluation) Co-Taught Formal Lesson Plan (for feedback)

LiveText LiveText

33 Discuss with cooperating teacher next week’s co-taught lesson, as it should correspond to the regular classroom curriculum. Using the Benedictine format, write a formal lesson plan for the 1st of 2 co-taught lessons. This may be a whole lesson or part of a lesson as directed by your cooperating teacher. You must include techniques that incorporate differentiated instruction. Then list the information, or data, you used to support this instruction. Then, submit the approved lesson plan in LiveText to your supervisor for review and suggestions before you implement the lesson. 5L

34 Interact with students by providing encouraging statements to build upon a student’s strengths. Such encouragement promotes positive behaviors and builds rapport that prompts students’ acting responsibly, caring about their work independently or collaboratively in any learning activity. Encouraging the small steps on the way to success is as important as acknowledging the completion of a whole task. “The Teacher’s Guide to Success by Ellen L. Kronowitz (2nd edition). Encouraging avenues include recognizing effort as opposed to success, pointing out helpful contributions, or highlighting improvements. 4N

SV 13

35 Discuss with the LRC Director or librarian the purpose/s of the library, the resources, technology available to student and policies that promote and create a smoothly functioning learning community in which students assume responsibility for their learning. 4M

Site Visit Notes IPTS 4M Analysis of Discussion


36 Discuss with the LRC Director or librarian the professional development the library provides for teachers. Describe the kind of books and resources available for use by teachers and list a few titles. 4M

37 Discuss with cooperating teacher your 1st of 2 co-taught lesson plan and your last minute details. Have it approved by your cooperating teacher and then reviewed by your university supervisor two days prior to the lesson being taught. 5L

SV 14

38 Observe and document how the teacher demonstrates his/her content knowledge. How does his/her content mastery level impact the creation of a smoothly functioning teaching community in which students assume responsibility for themselves and one another, participate in decision-making, work collaboratively and independently, use appropriate technology,

Site Visit Notes Mini Lesson Plan (for feedback)



and engage in purposeful learning activities? 4K Co-Taught Formal Lesson Plan (for evaluation)

LiveText 39 Interact with students by teaching your 1st of 2 co-taught lessons.

Immediately after the lesson is taught, reflect upon the lesson to write a self-assessment, add cooperating teacher comments, a goal and send the approved/ reviewed/revised lesson plan to the university supervisor for evaluation. Based on your reflections and self-assessment, set a goal for the next lesson. Be sure to include your goal in your analysis summary. 5L

40 Discuss and collaborate with cooperating teacher on next week’s mini lesson, as it should correspond to the regular classroom curriculum. Site Visits have been assigned for this activity but adjust to the cooperating teacher’s needs. This activity should be about 15 minutes and can be for the entire class or for a small group. This formal assistance is part of the teacher’s lesson. Use the mini lesson plan format to generate your part of the teacher’s lesson. Share this lesson plan with your cooperating teacher during the next SV to have it approved. Then, submit the approved lesson plan in LiveText to your supervisor for review and suggestions before you implement the lesson. This is your 3rd of 3 mini lessons. 3P

SV 15

41 Discuss with cooperating teacher your 3rd of 3 mini lesson plan and your last minute details to have it approved by your cooperating teacher and then reviewed by your university supervisor two days prior to the lesson being taught. 3P

Site Visit Notes IPTS 3P Analysis of Discussion


42 Discuss with cooperating teacher student work you could grade. Describe the type of assessment procedure and any accommodations for individual students in specific contexts (Scheduled this according to your cooperating teacher’s needs.) 7Q

43 This Performance Activity refers to the graded assignment in PA 44. If a rubric is used for this assignment, discuss with your cooperating teacher how to use the rubric, its value and the need to making accommodations for individual students in specific contexts. If a rubric is not used, describe how one could have been useful and how it could specifically assist individual students in specific contexts. 7Q

SV 16

44 Interact with students by teaching a mini lesson. This is your 3rd of 3 official mini lessons. Immediately after the lesson is taught, reflect upon the lesson to write a self-assessment, add cooperating teacher comments, a goal and send the approved/reviewed/revised lesson plan to the university supervisor for evaluation. Based on your reflections and self-assessment, set a goal for the next lesson. Be sure to include your goal in your

Site Visit Notes IPTS 5I Analysis of Student Interaction Mini Lesson Plan

LiveText LiveText LiveText


analysis summary. 5I (for evaluation) Co-Taught Formal Lesson Plan (for feedback)

LiveText

45 Discuss with cooperating teacher next week’s co-taught lesson, as it should correspond to the regular classroom curriculum. Using the Benedictine format, write a formal lesson plan for the 2nd of 2 co-taught lessons. This may be a whole lesson or part of a lesson as directed by your cooperating teacher. Include in your lesson’s script. You must include techniques that incorporate differentiated instruction. Then list the information, or data, you used to support this instruction. Then, submit the approved lesson plan in LiveText to your supervisor for review and suggestions before you implement the lesson. 5L

SV 17 46 Document how you demonstrated honesty, integrity, personal responsibility, confidentiality, altruism and respect throughout this preclinical experience. (i.e., students, cooperating teachers, other school personnel and university supervisors) 9I

Site Visit Notes

Email to Supervisor

47 Discuss with cooperating teacher your co-taught lesson plan and your last minute details to have it approved by your cooperating teacher and then reviewed by your university supervisor two days prior to the lesson being taught. 5L

SV 18 48 Interact with students by teaching your 2nd of 2 co-taught lessons. Immediately after the lesson is taught, reflect upon the lesson to write a self-assessment, add cooperating teacher comments, a goal and send the approved/reviewed/revised lesson plan to the university supervisor for evaluation. Based on your reflections and self-assessment, set a goal for the next lesson. Be sure to include your goal in your analysis summary. 5L

Site Visit Notes Co-Taught Formal Lesson Plan (for evaluation) Formal Lesson Plan (for feedback)


49 Discuss with cooperating teacher next week’s full lesson, as it should correspond to the regular classroom curriculum. Using the Benedictine format, plan and write a formal lesson plan for this full lesson. You must include techniques that incorporate differentiated instruction. Then list the information, or data, you used to support this instruction. Upon completion of the lesson plan, discuss the lesson plan with your cooperating teacher and have it approved. Then, submit the approved lesson plan in LiveText to your supervisor for review and suggestions before you implement the lesson. Email to your university supervisor with date and time of lesson if you have not already done so. 5L


SV 19

50 Discuss with cooperating teacher how he/she uses technologies to conduct assessments, monitor performance and assess student progress. Note how this use of technology promotes various types of assessment, if the technology used in the assessment is used appropriately, and if the technology is used to make accommodations for individual students. 7Q

Site Visit Notes

Email to Supervisor

51 Discuss with cooperating teacher your formal lesson plan and your last minute details to have it approved by your cooperating teacher and reviewed by your university supervisor two days prior to the lesson being taught. 5L

52 Reflect upon your professional growth and professional practice as you describe how you will thank your cooperating teacher and any other professional who has helped you during this PC experience. 9K

SV 20

All Site Visits must be completed by

November 18, 2016.

51 Interact with students by teaching a full lesson with your university supervisor present. Immediately after the lesson is taught, reflect upon the lesson to write a self-assessment, add cooperating teacher comments, a goal and send the approved/reviewed/ revised lesson plan to the university supervisor for evaluation. Based on your reflections and self-assessment, set a goal for the next lesson. Be sure to include your goal in your analysis summary. 5L

Site Visit Notes IPTS 5L Analysis of Discussion Formal Lesson Plan (for evaluation)

LiveText LiveText LiveText

53 Interact with cooperating teacher and students to thank the teachers and students. 9I

–




Preclinical Experience Level III






Outcome Alignment for Preclinical Level 3

This preclinical experience allows the candidate to plan lessons and implement differentiated instruction while practicing multiple classroom management and assessment strategies. Candidates evaluate their own teaching of these lessons in consultation with the cooperating teacher and the university supervisor






3. What is pedagogy? 4. Why is it as important to know pedagogy as the

content you are teaching?

2. Plan for the learning environment and deliver instruction

(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. (5) Instructional Delivery – The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.



3. What are the various components of a lesson plan? Why is each component important? How do classroom management rules effect student learning?





3. Communicating through reading, writing, and speaking

(6) Reading, Writing, and Oral Communication - The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.

1. What are the various elements of reading, writing, and oral communication that develop within the classroom and professional settings?

2. What are some ways you can integrate reading strategies into each subject area’s curriculum?

3. What are some ways you can integrate writing strategies into each subject area’s curriculum?

4. How can teachers help students see the connection between reading, writing, and each subject area?

4. Identify and Implement Assessment methods

(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.

5. Understand, Initiate, and Maintain Collaborative Relationships and Professionalism

(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. (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.

1. What are the various types of collaborative relationships within a school setting?

2. How can teachers initiate various collaborative relationships?

3. Why is collaboration key to student success? How does it relate to student learning?


5. In what ways did you see professionalism exhibited throughout your experience?



FirstInitialLastName_AssignmentName_PCLevel2_Date University Supervisors Information for Using Rubrics and Livetext

Preclinical Experience LEVEL III

Assignments to be submitted to the University Supervisor

LiveText Entry



2 Mini Lesson Plans Submit each mini lesson plan; be sure to label each appropriately.


2 Co-Taught Lesson Plans Submit each formal lesson plan; be sure to label each appropriately.

2 Formal Lesson Plans Submit each formal lesson plan; be sure to label each appropriately.



Comprehensive Analysis Paper Submit the Comprehensive Analysis Paper. Midterm Evaluation of Growth Preclinical Level II (Self) Final Evaluation of Growth Preclinical Level II (Self) Final Product End-of-Experience Survey Use the link in the assignment to complete the survey.

All final grades will be submitted electronically in Peoplesoft. GRADING DISTRIBUTION Assignment Points Percentage Mini Lesson Plans 68 per lesson plan 10 Observed Formal Lesson Plan 80 per lesson plan 5 Co-Taught Lesson Plans 80 per lesson plan 15 Formal Lesson Plans 80 per lesson plan 15 Final Evaluation of Growth - Cooperating Teacher 80 12.5 Final Evaluation of Growth - University Supervisor 80 12.5 Comprehensive Analysis Paper 40 10 Site Visit Notes (4, 8, 12, 16, 20) 28 per Site Visit Notes 5 Site Visit Notes (Submission) 22 5 Final Product 20 5 Preclinical Seminar Attendance & Participation 21 5


SITE VISIT SCHEDULE for PC EXPERIENCE LEVEL III Upon completion of the Benedictine Preclinical Experience Level III EDUC, teacher education candidates will have a deeper understanding and application of the Illinois Professional Teaching Standards. The standards addressed with corresponding BU Site Visit in PC Level III are: Standard 1: Teaching Diverse Students Standard 2: Content Area and Pedagogical Knowledge Standard 3: Planning for Differentiated Instruction Standard 4: Learning Environment Standard 5: Instructional Delivery Standard 7: Assessment Standard 8: Collaborative Relationships Standard 9: Professionalism, Leadership, and Advocacy With permission of the cooperating teacher and university supervisor, the sequence of these activities and site visits may be changed due to the cooperating teacher’s schedule. In addition, any of these activities may be performed more than the schedule indicates. For example, grading papers, assisting students, creating a visual display, etc. can be done numerous times. Performance Activities should be completed per the Site Visit schedule. However some performance activities need to addressed as they occur in the school and meet the needs of the cooperating teacher. These performance activities include but at not limited to: attend team/department/faculty meeting, lunchroom supervision, hallway supervision, recess supervision, study hall assistance, and visual display. Remember that all Site Visit Note components must be addressed in the Site Visit Note which includes the summary of the site visit, assigned IPTS Indicator, examples/evidence of the teacher applying the assigned standards and indicators, how the teacher assesses student learning, Performance Activity accomplishment and what was learned, and emerging questions. Note for Special Classes and unique situations: If evidence does not exist of the teacher meeting the assigned standard on a particular day, write what could have been done to support this standard. For example, the teacher could have made a chart, multimedia presentation, written rules for organization or directions, etc. to address the standard. This may pertain to PE, Music, Art, etc. Prior to Each Site Visit: 1. Prior to the site visit, read the corresponding IPTS (or identify an appropriate one if one is not

indicated) and its knowledge and performance indicators. 2. As you observe, take notes for your Site Visit Notes, on a specific action or activity that exemplifies

the teacher supporting the assigned standard with its Knowledge Indicators and Performance Indicators.

3. In your Site Visit Notes type the entire assigned IPTS and include at least three corresponding Performance Indicator that you observed.

4. Be sure to answer ALL questions for each Performance Activity as you write your Site Visit Notes. These answers must be very detailed and describe specific observed examples that support your selected Indicators.


Preclinical Level 3 Schedule

PC LEVEL 3 SEMINARS, SITE VISIT and PERFORMANCE ACTIVITY SCHEDULE Teacher Candidate:____________________________ Host School:_______________________ Cooperating Teacher:_______________________________



Submit


Initials


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. Be prepared to provide cooperating teacher with the following documents: Cooperating Teacher and Host School Expectation and Responsibilities, PC LEVEL III Schedule: Seminar, Site Visit and Performance Activities, and the PC LEVEL III: Observation Analysis for Teacher Candidate Lesson.

Site Visit Notes

Email to Supervisor

SV 1

IPTS 9

1 Conduct a short interview of your cooperating teacher to gain information about his/her role in the school, professional background and educational experience. In order to understand the big picture plan of covered topics for the semester try to obtain needed text books, syllabus, etc. Complete the “Understanding the School Environment” document.

Site Visit Notes Understanding the School Environment


2 Introduce yourself to the class. 3 Distribute materials in classroom.

SV 2

IPTS 5

4 Observe how the teacher begins the class, “states” the learning targets, and closes the lesson.

Site Visit Notes

Email to Supervisor

5 Observe how the teacher closes the lesson. What does this accomplish? 6 What technology is used and is available to teacher and students? This

might include: SMARTBOARD, overhead, computer program, document projector, calculators, digital equipment, pedometers, heart rate monitors, interactive video games etc.

SV 3

IPTS 4

7 How does the placement of classroom furniture/equipment/course materials affect teaching and learning? How does it provide active and equitable engagement of students in productive learning activities?

Site Visit Notes Observed Formal Lesson Plan


8 Greet students 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.” 9 Write a formal lesson plan of a teacher’s lesson. Refer to specific

directions provided in the Documents & Assignments Appendix. Send to university supervisor through LiveText for evaluation.

SV 4

IPTS 1

10 Observe and write about the diversity in a classroom. Site Visit Notes

LiveText

11 Help an individual student who needs additional assistance. 12 Write a mini lesson plan for next week’s mini lesson. Be sure to involve the

cooperative teacher in this planning as it should correspond to the regular classroom curriculum. It may be a warm-up activity, bell ringer, telling a story, an introduction to an activity, the leader of a reading group, a review activity, homework review with clarifications, dictation of a spelling test, etc. Give your lesson plan to your coop teacher early for suggestions, edits, and discuss the lesson plan with your cooperating teacher to have it approved. Then, send it to you supervisor for review in LiveText, at least 2 days before the lesson is taught. This is your 1st of 2 mini lessons.

SV 5

IPTS 3

13 With your co-operating teacher’s guidance, supervise the hall, recess, etc. Write about this experience in your journal. What kind of behaviors did you observe? Was the supervision activity reflective of the general behavior and culture of the school?

Site Visit Notes Mini-Lesson Plan (submitted for feedback)


14 Plan, design and display a strong visual display for the classroom that applies to a unit the students are covering. Collaborate with your cooperating teacher for information. (Schedule this according to your cooperating teacher’s needs.)

15 Thoroughly discuss your mini lesson plan and last minute details with cooperating teacher. Submit the coop teacher approved mini lesson plan to your supervisor for review today which is at least 2 days before the lesson is taught so that it can be returned to you with comments.

SV 6

IPTS 4

16 Determine 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. Record in your Site Visit Notes.

Site Visit Notes Mini-Lesson (for evaluation)


17 Teach a mini lesson. This is your 1st of 2 official mini lessons. Write your reflection, add cooperating teacher comments and submit your approved/ reviewed/ revised lesson plan to the university supervisor for evaluation.

18 Reflect upon your preparation for this mini lesson.

SV 7 19 How does voice and presence affect student behavior? Site Visit Notes Email to


IPTS 5

20 Describe 3 strategies used by the coop teacher to keep students engaged?

Supervisor

21 Write a mini lesson plan for next week’s mini lesson. Be sure to involve the cooperative teacher in this planning as it should correspond to the regular classroom curriculum. It may be a warm-up activity, bell ringer, telling a story, an introduction to an activity, the leader of a reading group, a review activity, homework review with clarifications, dictation of a spelling test, etc. Give your lesson plan to your coop teacher early for suggestions, edits, and discuss the lesson plan with your cooperating teacher to have it approved. Then, send it to you supervisor for review, at least 2 days before the lesson is taught. This is your 2nd of 2 mini lessons.

SV 8

IPTS 1

22 How does the teacher relate content to students’ lives? Site Visit Notes Mini-Lesson Plan (submitted for feedback)

LiveText LiveText

23 Observe and record how the teacher manages the classroom. What strategies

do you observe the teacher use to keep the class motivated and engaged? What behavioral management strategies were used?

24 Thoroughly discuss your mini lesson plan and last minute details with cooperating teacher. Submit the coop teacher approved mini lesson plan to your supervisor for review today which is at least 2 days before the lesson is taught so that it can be returned to you with comments.

SV 9

IPTS 2

25 Attend a team meeting, department meeting, etc. Reflect and write about the collaborative process you observed during this meeting. (Schedule of meeting to be determined by cooperating teacher.)

Site Visit Notes Mini-Lesson (for evaluation)


26 Assist an individual student and/or a group of students. 27 Teach a mini lesson. This is your 2nd of 2 official mini lessons. Write your

reflection, add cooperating teacher comments and submit your approved/ reviewed/ revised lesson plan to the university supervisor for evaluation.

SV 10

IPTS 8

28 Observe and record the teacher’s use of questioning students. What higher level questions engaged students and fostered deeper or reflective thinking?

Site Visit Notes

Email to Supervisor

29 Talk to a teacher or teacher’s assistant about how instruction is changed for a disabled student. If there are no such students in the classroom, talk to a teacher who has one such student or to the special education teacher.

30 Write a formal lesson plan for the 1st of 2 co-taught lessons. This may be a whole lesson or part of a lesson that you share with your cooperating teacher. Give your lesson plan to your coop teacher early for suggestions, edits, and discuss the lesson plan with your cooperating teacher to have it approved.

SV 11

31 Was homework assigned? If so, briefly describe the assignment. If no homework was assigned, what type of reinforcement activity would you

Site Visit Notes

Email to Supervisor


IPTS Identified by Candidate

assign? Co-Taught-Lesson Plan (for feedback)

LiveText

32 Give the teacher a compliment. “I like how you …” 33 Thoroughly discuss your co-taught lesson plan and last minute details with

cooperating teacher. Submit the coop teacher approved mini lesson plan to your supervisor for review today which is at least 2 days before the lesson is taught so that it can be returned to you with comments.

SV 12


34 Observe and record examples of how the teacher praises students or lets them know they’re successful.

Site Visit Notes Co-Taught Formal Lesson Plan (for evaluation)

LiveText LiveText

35 Give praise and/or encouragement to students. Provide encouraging statements to build upon a student’s strengths. Encouraging the small steps on the way to success is as important as acknowledging the completion of a whole task. “The Teacher’s Guide to Success by Ellen L. Kronowitz (2nd edition). Encouraging avenues include recognizing effort as opposed to success, pointing out helpful contributions, or highlighting improvements.

36 Teach your 1st of 2 co-taught lessons. Upon completion, write your reflection, add cooperating teacher comments and submit your approved/ reviewed/ revised lesson plan to the university supervisor for evaluation.

SV 13

IPTS 7

37 Conduct a performance assessment, or grade papers, or quizzes, etc. Write about this experience in your journal.

Site Visit Notes

Email to Supervisor

38 What were the differences between the high and low scores? Where there any surprises? What kind of remediation, if any, could occur to help all students prepare for the next unit or lesson? (This may be scheduled and completed at the cooperating teacher’s discretion.)

39 Write a formal lesson plan for next week’s full lesson. Be sure to involve the cooperative teacher in this planning as it should correspond to the regular classroom curriculum and should be a complete lesson. Give your lesson plan to your coop teacher early for suggestions, edits, and discuss the lesson plan with your cooperating teacher to have it approved.

SV 14


40 Assist a special needs student. Site Visit Notes Formal Lesson Plan (for feedback)


41 NEA is the National Education Association. Visit its website and explain how

this organization assists teachers. 42 Thoroughly discuss your formal lesson plan for your fully taught class with

cooperating teacher. Submit the coop teacher approved lesson plan to your supervisor for review today which is at least 2 days before the lesson is taught so that it can be returned to you with comments.


SV 15


43 How does the teacher use technology for instruction? Site Visit Notes Formal Lesson Plan (for evaluation)


44 Assist a student. What did you do? 45 Teach your 1st of 2 fully taught lessons. Upon completion, write your

reflection, add cooperating teacher comments and submit your approved/ reviewed/ revised lesson plan to the university supervisor for evaluation.

SV 16


46 Describe how the teacher assesses for student understanding as he/she teaches.

Site Visit Notes

LiveText

47 Proctor or give a test/some type of assessment. 48 Write a formal lesson plan for the 2nd of 2 co-taught lessons. This may be

a whole lesson or part of a lesson that you share with your cooperating teacher. Be sure to involve the cooperative teacher in this planning as it should correspond to the regular classroom curriculum and should be a complete lesson. Give your lesson plan to your coop teacher early for suggestions, edits, and discuss the lesson plan with your cooperating teacher to have it approved.

SV 17


49 Converse with your co-operating teacher about his/her involvement with any student activities and membership in any professional organizations. Go to the website of one of these professional organizations. Summarize the content of the website and the purpose of the organization.

Site Visit Notes Co-Taught Formal Lesson Plan (for feedback)


50 Observe and record how the teacher calls on most or all students. If not observed, what kind of a difference would occur in the classroom if most or all students were called on?

51 Thoroughly discuss your co-taught lesson plan and last minute details with cooperating teacher. Submit the coop teacher approved lesson plan to your supervisor for review today which is at least 2 days before the lesson is taught so that it can be returned to you with comments.

SV 18


52 How does the teacher use assessment to drive instruction? Assist a special needs student. Describe how is assessment different for a special needs student in this classroom?

Site Visit Notes Co-Taught Formal Lesson Plan (for evaluation)


53 Write a formal lesson plan for next week’s full lesson. Be sure to involve the cooperative teacher in this planning as it should correspond to the regular classroom curriculum and should be a complete lesson. Give your lesson plan to your coop teacher early for suggestions, edits, and discuss the lesson plan with your cooperating This is your 2nd of 2 fully taught lessons.

54 Teach your 2nd of 2 co-taught lessons. Upon completion, write your reflection, add cooperating teacher comments and submit your approved and revised lesson plan to the university supervisor for evaluation.


SV 19


55 Observe and record how the teacher calls on most or all students. If not observed, what kind of a difference would occur in the classroom if most or all students were called on?

Site Visit Notes Formal Lesson Plan (for feedback)


56 Assist the teacher by using some type of technology e.g. SMARTBOARD, overhead, computer program, document projector, calculators, digital equipment, pedometers, heart rate monitors, interactive video games etc.

57 Thoroughly discuss your formal lesson plan for your fully taught lesson and last minute details with cooperating teacher. Submit the coop teacher approved mini lesson plan to your supervisor for review today which is at least 2 days before the lesson is taught so that it can be returned to you with comments.

SV 20


All Site Visits must be

completed by November 18, 2016

58 Discuss how the cooperating teacher communicates with families and for what purposes.

Site Visit Notes Formal Lesson Plan (for evaluation)

LiveText LiveText

59 List 4 classroom management strategies you have observed over the course of your site visits. Which of these do you think is most effective and why.

60 Teach the full lesson. Plan to have both your cooperative teacher and your university supervisor evaluate this lesson. Write your reflection, add cooperating teacher comments and submit your approved/ reviewed/ revised lesson plan to the university supervisor for evaluation. This is your 2nd of 2 fully taught lessons.


–


School of Education Preclinical Handbook Appendix

University Supervisors & Cooperating Teachers






University supervisor expectations and responsibilities The Illinois Professional Teaching Standards form the foundation for this program. Becoming fully informed of all standards will enable the university supervisor to effectively understand communications, observations, rubric, evaluation, and checklists. It is important that this information be incorporated into the supervisory behavior and aspect of this position. In support of Preclinical Experience student, the university supervisor is responsible for: 15. becoming familiar with the following: Illinois Professional Teaching Standards (IPTS)

https://www.isbe.net/Pages/Educator-Licensure-Colleges-and-Universities.aspx the PC Schedule: Seminar, Site Visit & Performance Activities, Site Visit Notes, Reflection Paper expectations, the Benedictine formal lesson plan format, School Environment document, the PC Supervisor Observation of Teacher Candidate Classroom Performance , Rubrics, 3 types of Analysis Papers, etc.. All of these are found in the appropriate appendix of the BU Preclinical Handbook or will be explained during university supervisor meetings;

16. notify the School of Education Department Chair of any concerns or struggles observed from a teacher candidate, especially within the first several weeks of the preclinical experience (e.g., attendance at site visits, attendance at seminars, assignment submission or quality, dispositions);

17. attending university training sessions in preparation for this Preclinical Experience: Site Visit Notes format and content, course content, LiveText, 3 types of Analysis Papers, communication and grading, email subject lines (ex. S Miller sv1, , or S Miller lesson full 1), the timeline and teacher candidates observations and continual guidance;

18. attending required teacher candidate seminars which should include the first and last seminars. Please note dates

in the PC Schedule: Seminar, Site Visit & Performance Activities. university supervisors will meet with their teacher candidates to review placement information, schedules, and Final Product collection while leading small group discussions. This will keep you up to date, and allow you to create a richer relationship with your teacher candidates;

19. contacting the cooperating teacher before the teacher candidate arrives for the first Site Visit; 20. visiting the teacher candidate in the classroom at least four times during the term including once during the 1st two

weeks, twice in the middle to observe various classroom activities once at the end of the term to observe growth. During each visit, please discuss the teacher candidate’s progress with the preclinical experience assessments and rubrics. Below is a recommended schedule g. 1st visit during the first 2 weeks of the Site Visit schedule to share with the cooperating teacher any forms,

clarify roles and the PC requirements and to ensure that the TC has a strong start. Complete an Informal Site Visit document. This should be a 3-way conference between the University Supervisor, Teacher Candidate, and Cooperating Teacher.

h. 2nd visit should be during weeks 3 or 4. Talk to your teacher candidate about the classroom. Use this time to point out good strategies used by the teacher and relate to the standards used to complete the next analysis. Complete an Informal Site Visit document.

i. For the midterm visit (during weeks 9, 10, or 11), you, the cooperating teacher and teacher candidate need to complete the Midterm Evaluation of Growth and Midterm Formal Observation of Teacher Candidate’s Classroom Performance appropriate to the experience level. Within a week of the midterm observation that results in the Evaluation of Growth and Formal Observation of Teacher Candidate’s Classroom Performance, a three-way conference must occur between the preclinical candidate, university supervisor, and cooperating teacher. It is the university supervisor’s responsibility to arrange this conference. During this conference, please discuss the evaluations with the teacher candidate so that positive growth continues and set goals for the remainder of the preclinical. They should be goals that can be reached by the end of this preclinical experience.

j. 4th visit should be between the midterm and final observations. Talk to your teacher candidate about the classroom, point out some strategies, and discuss progress towards the goals set at midterm.



k. For the final visit (during weeks 19 or 20), you, the cooperating teacher and teacher candidate need to

complete the Final Evaluation of Growth and Final Formal Observation of Teacher Candidate’s Classroom Performance appropriate to the experience level. Within a week of the final observation that results in the Evaluation of Growth and Formal Observation of Teacher Candidate’s Classroom Performance, a three-way conference must occur between the preclinical candidate, university supervisor, and cooperating teacher. It is the university supervisor’s responsibility to arrange this conference. During this conference, please discuss the evaluations with the teacher candidate so that positive growth continues and discuss suggested goals for the subsequent field experiences.

l. Other observations and visits should occur as needed, especially if the teacher candidate is in need of more assistance;

6. identifying any need for remediation and completing the appropriate steps, including filing an “Early Warning

Notice” through People Soft and initiating a 3-way conference with the Teacher Candidate and Cooperating Teacher to complete the Remediation Plan;

7. notifying the Preclinical Coordinator immediately if a candidate is not meeting the requirements of the experience, either in the classroom or with assignments. This includes Early Warning Notifications, Remediation Plan meetings, and any other instance during which the teacher candidate is not meeting his/her responsibilities;

8. giving teacher candidates information, feedback and guidance regarding the Site Visit Notes and Analysis Paper expectations and respond to questions as you see fit. Informally, this includes content, formatting, spelling and grammar. Teacher candidates will complete the analysis paper template (observation, interview, and/or student interaction) for assigned IPTS Indicators as stated in the PC Seminar: Seminar, Site Visit & Performance Activities, and the Performance Activities Crosswalk (IPAC). Teacher candidates are to use the information written in their Site Visit Notes to write each analysis paper and submit it in LiveText by 11:59 p.m. on the Sunday following the week of Site Visits that indicated the completion of the Performance Activities assigned to the indicator.

9. using the edTPA-based analyses (observation, interview/discussion, and student interaction) as the main components to the teacher candidates grade. Use the rubrics on LiveText to perform these assessments and return all feedback, including rubric scores, within one week of candidate submission;

10. using all formal edTPA-based analyses rubrics as well as taking into account the final Evaluation of Growth to

determine the teacher candidate’s grade and recommendation to continue in the BU Education program; 11. providing continuous assistance to the teacher candidates and serve as a mentor to ensure a quality experience; 12. serving as a liaison and resource person between the cooperating school and Benedictine. This includes providing

supportive assistance to school personnel and visiting appropriate school administrators as needed; 13. collecting, reviewing, and grading all preclinical paperwork within one week of candidate submission. See

expectations for final product in the handbook; 14. being familiar with the Abused and Neglected Child Reporting Act. The state of Illinois mandates reporting by

school person if they have reasonable cause to believe a child known to them in their professional or official capacity may be an abused or neglected child. If the supervisor or teacher candidate believes a child is abused or neglected, they should report this to the principal; and

15. collecting, reviewing, and giving evaluative feedback for the first three site visit notes which will be sent to you

the first two weeks. After that, analyses papers and site visit notes will be sent each week. Late work will not be accepted or evaluated after one week past the due date. Candidates will only receive half credit for any late assignment.


Cooperating Teacher and Host School Expectations and Responsibilities Thank you for sharing your professional knowledge and valuable time with a Benedictine University teacher education candidate. Your modeling and affording the candidate opportunity to participate in classroom activities serve as a basis for this candidate to assess his/her interest and affinity for teaching. Teacher candidates have a great responsibility to the host school, the cooperating teacher, and to the students as well as to themselves to gain from and give back to this educational experience. All preclinical experiences are completed under the active supervision of a cooperating teacher who is licensed and qualified to teach in the area, has at least three years of teaching experience in a public school or nonpublic school recognized pursuant to 23 Ill. Adm. Code 425 (Voluntary Registration and Recognition of Nonpublic Schools), has received a proficient or above performance rating in his or her most recent evaluation and is directly engaged in teaching subject matter or conducting learning activities in the area of student teaching. To facilitate this preclinical experience, BU asks that the cooperating teacher: • introduce the BU PC teacher candidate to your class and colleagues so the teacher candidate feels welcome and

respected; • discuss with your teacher candidate the Preclinical Site Visit schedule of performance activities and the Illinois Professional Teaching Standards that accompany each Site Visit which can be found in the Handbook. The website for the IPTS is https://www.isbe.net/Pages/Educator-Licensure-Colleges-and-Universities.aspx

• work with the teacher candidate as the teacher candidate completes the required performance activities. During the semester, the teacher candidate will be asked to perform specific activities. These are listed in the Syllabus and Site Visit schedule in the Handbook. While these activities are scheduled, please feel free to change their dates. BU realizes that your time is limited and that you are most important focus is your students. If an activity does not fit into your schedule or does not benefit your students, please offer another suggestion and the teacher candidate and university supervisor will be happy to work with you and your students. While many of these are only required once, you are welcome to have the teacher candidate do them more frequently as well as to be engaged in other activities that would benefit you and your students. You are also welcome to use the teacher candidate as your assistant. This should benefit you and your students as well as the teaching candidate;

• allow the teacher candidate to assist you in lessons. Help arrange observation opportunities for the preclinical candidate in a grade level older than your students and, if possible, younger than yours. For example, a third grade teaching candidate would observe in a second and fourth grade classroom. A freshman biology student would observe in a sophomore science class. Please assist your teacher candidate with these class observations by recommending which class or teacher to observe and when;

• use and initial the PC Schedule: Seminar, Site Visit & Performance Activities when the activity is completed. Do this as often as you can, so that these performance activities can be accounted for. If you are not sure whether an activity has been completed or not, put an X in place of your initials. Ask the university supervisor about any concerns with the activities, their completion;

• use the Formal Observation of Teacher Candidate’s Classroom Performance to analyze lessons taught by teacher candidates;

• complete the Evaluation of Growth and Formal Observation of Teacher Candidate’s Classroom Performance at both midterm and at the end of the term;

• participate in a 3-way conference at the beginning of the semester with the University Supervisor and Teacher Candidate to go over the Preclinical handbook, discuss performance activities, and policies;

• participate in a 3-way conference at the middle of the semester with the University Supervisor and Teacher Candidate to review the Evaluation of Growth and Formal Observation of Teacher Candidate’s Classroom Performance;

• participate in a 3-way conference at the end of the semester with the University Supervisor and Teacher Candidate to review the Evaluation of Growth and Formal Observation of Teacher Candidate’s Classroom Performance; and

• provide direct supervision and advisement to the preclinical teacher candidate. Please give them both positive and support for improvement. Notify the university supervisor if this candidate needs additional support from the university or is not conforming to expectations.



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 I: OBSERVATION OF TEACHER CANDIDATE’S classroom performance


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:









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.

Total Points (1 per check): __________ / 12 Please sign: Signature of Teacher Candidate:_________________________________________ Date:_________________ Signature of Cooperating Teacher: :______________________________________ Date:_________________ Signature of University Supervisor _______________________________________ Date:_________________ PC Handbook 07/07/2017

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”. Teacher Candidate _________________________________ Term____________ Date________ Score________/ PCI = 36 points Completed by (circle one): University Supervisor/ Cooperating Teacher/Teacher Candidate: _____________________________________________


IPTS or Behavior


growth observed)

Unsatisfactory – 1 Point (Little

growth observed)


growth observed)



observed)


(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 Signature of Teacher Candidate:_________________________________________ Date:_________________ Signature of Cooperating Teacher: :______________________________________ Date:_________________ Signature of University Supervisor _______________________________________ Date:_________________


PC LEVEL II: OBSERVATION OF TEACHER CANDIDATE’S classroom performance


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 reminds students of classroom rules and procedures prior to the lesson as directed by the cooperating teacher. IPTS 4 _____ Comments: Teacher candidate verbally states learning objectives for the lesson. IPTS 5 _____ Comments:









Teacher candidate uses technology. IPTS 2 _____ Comments: All students are engaged: paying attention, on task, in the lesson. IPTS 5 _____ Comments: Teacher candidate calls on students who do not raise their hands. IPTS 5 _____ Comments: Teacher candidate walks around the room to keep students engaged. IPTS 5 _____ Comments: Teacher candidate responds positively to student response, even if inaccurate. IPTS 5 _____ Comments: Teacher candidate initiates participation in the classroom (e.g., passing back papers). IPTS 5 _____ Comments: Teacher candidate gives feedback and asks questions during independent practice. IPTS 5 _____ Comments: Teacher candidate works with small groups. IPTS 4 _____ Comments: PC Handbook 07/07/2017

Teacher candidate uses management procedures as directed by the cooperating teacher. IPTS 4 _____ Comments: Teacher candidate faces all students when teaching. IPTS 5 _____ 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 uses materials that support the content being taught. IPTS 2 _____ Comments: Teacher candidate asks questions during the lesson to ensure student understanding. IPTS 7 _____ Comments: Teacher candidate uses closure to end the lesson and review learning. IPTS 5 ______ Comments: PC Handbook 07/07/2017

Teacher candidate is enthusiastic during the lesson. IPTS 9 _____ 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: Signature of Teacher Candidate:_________________________________________ Date:_________________ Signature of Cooperating Teacher: :______________________________________ Date:_________________ Signature of University Supervisor _______________________________________ Date:_________________


PC LEVEL II: 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 _________________________________ Term____________ Date________ Score________/ PCII = 80 points Completed by (circle one): University Supervisor/ Cooperating Teacher/Teacher Candidate: _____________________________________________


IPTS or Behavior


growth observed)




growth observed)



observed)




Shows interest in students’ background and emotional and physical well-being. 1C


Respects individual student differences 1K

Understands the content needed to teach this course 2B

Is able and willing to use technology in the classroom 2L

Connects teaching to other content areas and to student life experiences 2N

Follows Benedictine’s lesson plan design 3B



IPTS or Behavior


growth observed)




growth observed)



observed)





Knows and understands the need for behavior management strategies 4A

Assists students to work productively and cooperatively 4N



Speaks clearly, audibly, and with adequate inflection when teaching 6E

Knows and models standard conventions of written and oral communications in the classroom 6E

Uses proper digital etiquette 6O

Uses assessment data, work samples, and observations to plan and evaluate instruction 6K, 7K


Models professional behavior including dress, integrity, and timeliness 9I

Reflects on lessons, self-assesses, accepts criticism and changes practice to improve 5I Signature of Teacher Candidate:_________________________________________ Date:_________________ Signature of Cooperating Teacher: :______________________________________ Date:_________________ Signature of University Supervisor _______________________________________ Date:_________________


Formal Observation PC Exp. Level III

Benedictine University School of Education Formal Observation of Teacher Candidate’s Classroom Performance

PRECLINICAL EXPERIENCE LEVEL III Benedictine University educators are effective practitioners, committed to scholarship, lifelong inquiry, leadership, and social responsibility.

Cooperating Teacher Midterm* ______ Student Name:________________________________________ Student Self-Evaluation Midterm* ______ University Supervisor Visit/midterm* ______ Semester ________________Date of Assessment ___________ Cooperating Teacher Final** ______ Student Self-Evaluation Final** ______ University Supervisor ________________________________ University Supervisor Visit/Final** ______ Cooperating Teacher _________________________________ Grade Level(s)________________________ Host School _______________________________________ Subject(s) ____________________________ * Complete when approximately half of the required weeks are completed ** Complete when most of the preclinical experience is fulfilled Directions: Some of the statements can be directly related to the mini lesson being observed, thus the wording, during the lesson. Other statements refer to the teacher candidate’s overall participation, preparedness, interest, and professionalism exhibited during this Preclinical Experience. Please indicate the score of each descriptor listed below.

0 = not evident 1 = sometimes evident 2 = almost always evident Scores should be supported with comments.

These criteria are drawn from the Illinois Professional Teaching Standards (IPTS) 2013 and the Illinois Professional Content Area Standards for Teachers. For more information about these standards, visit the IL State Board of Education https://www.isbe.net/Pages/Educator-Licensure-Colleges-and-Universities.aspx IPTS 1. Teaching Diverse Students

0 1 2

Respects individual and group differences. Does not discriminate on the basis of gender, race, size, culture, educational performance differences

Shows interest in students’ backgrounds

Shows respect for students’ needs, ideas and contributions Positively respond to the needs of diverse learners (during the lesson)



Comments: IPTS 2. Content Area and Pedagogical Knowledge 0 1 2

Displays understanding of subject matter (during the lesson) Shows interest in learning about the state/local content area standards Has lesson materials prepared in advance of the class (during the lesson) Effectively uses materials to support the content (during the lesson) Uses examples appropriate to content area (during the lesson) Is able and willing to learn use technology if directed by classroom teacher

Comments: IPTS 3. Planning for Differentiated Instruction 0 1 2

Is able to co-plan with other educators to design learning experiences Demonstrates ability to develop lesson plans to achieve the expectations for student learning using the BU Lesson Plan format .

Uses motivational techniques to encourage student involvement in learning activities (during the lesson) Total Points

Comments: IPTS 4. Learning Environment 0 1 2

Understands, supports and models classroom management rules Encourages and motivates students to be responsible (during the lesson) Assists students to work productively and cooperatively in groups Instructional time is maximized because of the use of established routines and procedures (during the lesson)


Comments: IPTS 5. Instructional Delivery ALL below refers to the mini lesson being taught. 0 1 2

Assists in restoring the classroom order after an activity, project or lab without prompting Assists coop teacher with the distribution of papers, and /or materials without prompting Learning objectives for the mini lesson are clearly stated (during the lesson) Gives clear and concise directions for activities (during the lesson) Shows knowledge of content area while teaching (during the lesson) Moves around the room assessing understanding and promoting students learning (during the lesson) Relates purpose of mini lesson to students’ lives and/or background knowledge (during the lesson) Faces all students when teaching (during the lesson) Speaks clearly, audibly, and with adequate inflection when teaching (during the lesson) Ensures that all students have opportunity to participate (during the lesson) Provides closure to activity or transition to the next activity (during the lesson)

Comments:

IPTS 6. Reading, Writing, and Oral Communication 0 1 2

Uses vocabulary that is correct and appropriate to grade level (during the lesson) Makes written and oral statements which are free from grammar and spelling errors (during the lesson) Works to develop positive rapport with students Demonstrates an understanding of proper digital etiquette for students, colleagues, cooperating teacher and university supervisor

Comments:

IPTS 7. Assessment 0 1 2

Demonstrates an understanding for the need of assessment


Demonstrates an understanding for the purpose of Formal Assessment (Summative or Of Learning) vs Informal (Formative or For Learning)

Recognizes various types of assessment preformed during a lesson

Comments:

IPTS 8. Collaborative Relationships 0 1 2

Communicates with cooperating teacher. Communicates with university supervisor. Shows appreciation of teachers and students. Develops a positive working relationship with co-workers Participates in professional discussions with staff where and when appropriate. Takes constructive criticism in a positive manner Shows evidence of wanting to improve

Comments:

IPTS 9. Professionalism, Leadership, and Advocacy 0 1 2

Is punctual and responsible Maintains personal records of experiences in the PC Experience including logs, analysis papers, and site visit notes.

Uses self-assessment as a tool of reflection for personal professional growth Dresses in an appropriate manner Follows school policy e.g. cell phone usage, parking lot, check in and out of the school Demonstrates reliability and accepts responsibility Demonstrates flexibility and adaptability. Demonstrates energy, and enthusiasm for this career. Demonstrates initiative

Comments: Signature of Teacher Candidate:_________________________________________ Date:_________________


Signature of Cooperating Teacher: :______________________________________ Date:_________________ Signature of University Supervisor _______________________________________ Date:_________________


EVALUATION of GROWTH Preclinical Experience Level III

To be completed by and discussed among the university supervisor, cooperating teacher and teacher candidate as a midterm and final assessment. All assessments should be given to the supervisor for use in 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 _________________________________ Term____________ Date________ Score________/ PCIII = 80 points Completed by (circle one): University Supervisor/ Cooperating Teacher/Teacher Candidate: _____________________________________________


IPT Standard or Behavior

Missing – 0 Points

(No growth

observed)



Emerging – 2 Points (Some growth

observed)

Proficient – 3 Points (Expected

or good growth

observed)


(Distinguished growth observed that went beyond

expectations) Models professional behavior including dress, integrity, and timeliness 9I

Reflects on lessons, self-assesses, accepts criticism and changes practice to improve 9K


Respects individual student differences 1K Shows interest in students’ background and emotional and physical well-being. 1C

Understands the content needed to teach this course/subject 2 Connects teaching to other content areas and to student life experiences 2N


Is able and willing to use technology in the classroom 2L Follows Benedictine’s lesson plan design 3B Plans with co-operative teacher for all lessons taught by


To be signed by the student, cooperating teacher, and university supervisor.

Signature of Teacher Candidate:_____________________________________ Date:______________

Signature of Cooperating Teacher:_____________________________________ Date:______________

Signature of University Supervisor:_____________________________________ Date:______________

teacher candidate 3F Assists students to work productively and cooperatively 4N Knows and understands the need for behavior management strategies 4A




Knows and models standard conventions of written and oral communications in the classroom 6F

Uses proper digital etiquette 6P

Uses assessment data, work samples, and observations to plan and evaluate instruction 6P, 7K


PCIII – Maximum Score = 80 Total Score _______________ Comments:


Dispositions Benedictine University

Professional Behaviors (Dispositions) for Educator Preparation Candidate’s Name: Semester/Year: Date: Course: Name of Instructor/Supervisor: Candidate 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 all education programs through many venues so that upon completion of their program, our graduates possess the knowledge, skills and professional behaviors we expect of an effective practitioner. Directions: In order to determine if the candidate is developing the professional dispositions of an effective practitioner, please indicate the rating for each criterion below. Professional Dispositions Scholarship Benedictine University’s education program requires that candidates have a firm understanding of the subject matter and a solid foundation in pedagogical principles that promote understanding of the content. Candidates acquire the knowledge that shapes and influences learning through critical thinking, research-based decisions, and best practices utilizing technological advances and innovative strategies.

Criteria

1 Unsatisfactory

2 Emerging

3 Proficient

4 Exemplary





20.130 [a,b,e]










20.130 [a,b,e]








2 Emerging

3 Proficient

4 Exemplary


behaviors:




20.130 [c,d,e]











20.130 [c,d,e]








2 Emerging

3 Proficient

4 Exemplary



b.1, b.4, c.1, c.3]









c.1, c.4]








2 Emerging

3 Proficient

4 Exemplary


behaviors:

Value of Diversity


b.4, c.2, d.1, d.2]








Academic Integrity









2 Emerging

3 Proficient

4 Exemplary


behaviors:



b.1, b.2, b.4]







Oral and Written























II. Comments Please comment on any items rated at 1 or 2. Please Note: Any candidate who receives a rating of 2 or below in any criteria may be placed on probation or provisional status relative to Admissions and Advancement in their program. A plan for improvement will be developed and implemented by the designated School of Education Committee. Failure of the candidate to meet the requirements of the plan for improvement within the provided time line may result in dismissal from their program. Signature of individual completing the assessment is required: Evaluator’s Signature:___________________________ Title:____________________ Date:_____________ Candidate’s Signature:_____________________________ Date:_____________ Faculty Advisor:________________________________ Date:___________


UNIVERSITY SUPERVISOR RECOMMENDATION FOR TEACHER CANDIDATE TO CONTINUE IN THE BU ED PROGRAM

FINAL RECOMMENDATION TO BE COMPLETED BY THE UNIVERSITY SUPERVISOR

PRECLINICAL LEVEL _____

Teacher Candidate _________________________________ Term____________ Date__________

Composite Rating __________% = _____________Final Letter Grade Based on the Preclinical Experience it is recommended (check ONLY one and add the rationale): ________ 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______________________________


COOPERATING TEACHER RECOMMENDATION FOR TEACHER CANDIDATE TO CONTINUE IN THE BU ED PROGRAM

FINAL RECOMMENDATION TO BE COMPLETED BY THE

COOPERATING TEACHER

PRECLINICAL LEVEL _____

Teacher Candidate _________________________________ Term____________ Date__________ Based on the Preclinical Experience it is recommended (check ONLY one and add the rationale): ________ 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______________________________
