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PC Level 1 Appendix 08/12/14

–

College of Education and Health Services

School of Education

Preclinical Handbook Appendix for

Preclinical Experience Level I

Benedictine University educators are Effective Practitioners, committed to

Scholarship, Lifelong Inquiry, Leadership and Social Responsibility

Fall 2014

Benedictine University 5700 College Road Lisle, IL 60532-0900


Table of Contents

Outcome Alignment for Preclinical Level 1 ................................................................................................. 3

File Naming Convention ............................................................................................................................... 4

Preclinical Experience Time Commitment Requirement.............................................................................. 4

Preclinical Experience Materials Needed ..................................................................................................... 4

IPTS Performance Activities Crosswalk (IPAC) .......................................................................................... 5

Candidate Information

Schedule, Site Visit, and Performance Activities ....................................................................................... 18

Preclinical Teacher Candidate Placement Information ............................................................................... 23

Teacher Candidates Information for Using Rubrics and LiveText ............................................................. 24

Grade Distribution ..................................................................................................................................... 24

LiveText Login Information ....................................................................................................................... 24

Preclinical Site Visit Log ............................................................................................................................ 25

Site Visit Notes Template ........................................................................................................................... 26

Site Visit Notes Rubric ............................................................................................................................... 27

Analysis of Assignments for Preclinical Experiences ............................................................................... 29

Analysis of Observation (EXAMPLE) ....................................................................................................... 29

Analysis of Observation Assignment .......................................................................................................... 31

Analysis of Observation Rubrics ................................................................................................................ 32

Analysis of Interview Assignment .............................................................................................................. 35

Analysis of Interview Rubrics..................................................................................................................... 36

Analysis of Student Interaction Assignment ............................................................................................... 39

Analysis of Student Interaction Rubrics ..................................................................................................... 40

Understanding the School Environment ..................................................................................................... 43

PC Level I: Evaluation of Growth .............................................................................................................. 45

Comprehensive Analysis Paper Assignment .............................................................................................. 46

Comprehensive Analysis Paper Rubric ....................................................................................................... 47

Professional Behaviors (Dispositions) for Teacher Preparation ................................................................. 48

Final Product Assignment ........................................................................................................................... 50

Final Product Rubric ................................................................................................................................... 51

University Supervisor & Cooperating Teacher Information

University Supervisors Information for Using Rubrics and LiveText ........................................................ 53

Grading Distribution ................................................................................................................................... 53

Informal Preclinical Experience Site Visit .................................................................................................. 54

PC Level I: Supervisor's Observation of Teacher Candidate Classroom Performance .............................. 55

PC Level II: University Supervisor Recommendation for Teacher Candidate to Continue ....................... 57

PC Level II: Cooperating Teacher Recommendation for Teacher Candidate to Continue ......................... 58


Outcome Alignment for Preclinical Level 1

Outcome

Illinois Professional Teaching Standard Course(s) Questions for Consideration

1. Understand the

School System

(1) Teaching Diverse Students – The competent teacher

understands the diverse characteristics and abilities of each

student and how individuals develop and learn within the

context of their social, economic, cultural, linguistic, and

academic experiences. The teacher uses these experiences to

create instructional opportunities that maximize student

learning.

EDUC 205

EDUC 207

EDUC 260

1. What is the role of the teacher?

2. What is the role of the student?

3. What is the role of the administrators?

4. What is the role of the school support

personnel?

5. What are the grade levels and why are they

important?

6. What role does the school district play in the

school system?

2. Identify the

Importance of

Planning

(3) Planning for Differentiated Instruction – The competent

teacher plans and designs instruction based on content area

knowledge, diverse student characteristics, student

performance data, curriculum goals, and the community

context. The teacher plans for ongoing student growth and

achievement.

EDUC 210

1. What are the components of a basic lesson

plan?

2. Why is lesson planning important for student

learning?

3. Understand the

Learning

Environment

(4) Learning Environment – The competent teacher structures

a safe and healthy learning environment that facilitates cultural

and linguistic responsiveness, emotional well-being, self-

efficacy, positive social interaction, mutual respect, active

engagement, academic risk-taking, self-motivation, and

personal goal-setting.

EDUC 210

1. Why is the physical layout of a classroom

important?

2. How do classroom behavior management

rules effect student learning?

4. Understand and

Exhibit

Professionalism

(9) Professionalism, Leadership, and Advocacy The

competent teacher is an ethical and reflective practitioner who

exhibits professionalism; provides leadership in the learning

community; and advocates for students, parents or guardians,

and the profession.

EDUC 205

EDUC 207

EDUC 210

EDUC 260

1. How is professionalism defined in education?

2. What are the various aspects of

professionalism to consider?


FILE NAMING CONVENTIONS

All assignment files, regardless of the type of file, in this preclinical experience must follow the naming

convention below:

FirstInitialLastName_AssignmentName_PCLevel1_Date

TIME COMMITMENT CHART for PC Level 1

Days per Week Hours per Day

Field Experience¹

2 days per week 2 hours per day

Seminar²

1 day every other week 2 hours per day

¹The number of hours required for this preclinical experience is designed to provide the candidate with

opportunity to meet the outcomes of the experience as outlined in the IPTS Performance Activities

Crosswalk (IPAC) chart.

²Attendance at all seminars is required. Analytical writing, performance activities, and site visit experiences

will be addressed.

MATERIALS NEEDED

3-ring binder with dividers:

1. Preclinical Experience Level 1 Handbook and Appendix

2. Important contact information and websites (e.g., university supervisor, cooperating teacher)

3. Site Visit Notes with visit log as the first page

4. Analysis Papers

5. Other assignments

6. Evaluations (formal and informal)


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



Task: Interact with students in a

helpful, positive and respectful

manner to promote a positive

learning community in which

individual differences are

respected.



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 2 Content Area and Pedagogical Knowledge – The competent teacher has in-depth understanding of content

area knowledge that includes central concepts, methods of inquiry, structures of the disciplines, and content area literacy. The teacher creates meaningful

learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.

Conceptual




What to

Submit –

Supervisor &

Faculty

Rubric(s)

CF

Scholarship

#3 –

Learning

Environment

EDUC

205, 210

2L demonstrates fluency in technology

systems, uses technology to support

instruction and enhance student learning,

and designs learning experiences to

develop student skills in the application

of technology appropriate to the

disciplines

(InTASC: 2f, 3g, 4g)

Task: Observe and document

ways in which the cooperating

teacher uses technology to

support instruction and enhance

student learning.




teacher, and document ways in

which the cooperating teacher

uses technology to support

instruction and enhance student

learning.


Analysis of

Observation(s)

Analysis of

Interview(s)

Analysis of

Observation

Analysis of

Interview


Illinois Professional Teaching Standard 3 Planning for Differentiated Instruction – The competent teacher plans and designs instruction based on content

area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student

growth and achievement.

Conceptual




What to

Submit –

Supervisor &

Faculty

Rubric(s)

CF

Scholarship

#2 –

Importance

of Planning

#3 –

Learning

Environment

EDUC 210 3Q develops or selects relevant

instructional content, materials,

resources, and strategies (e.g., project-

based learning) for differentiating

instruction

(InTASC: 1b, 1c, 1h, 1i, 1k, 2d, 2f, 2l,

3b, 3d, 7b, 7o, 7p)

Task: Observe cooperating

teacher to identify components of

instructional planning to address

differentiated instruction.






teacher to identify components of

instructional planning to address

differentiated instruction.


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.

Conceptual




What to

Submit –

Supervisor &

Faculty

Rubric(s)

CF

Scholarship

#1 –

Understand

the School

System

#3 –

Learning

Environment

EDUC

210

4I creates a safe and healthy

environment that maximizes student

learning

(InTASC: 1c, 1k, 3a, 3f, 3n, 3q, 3r)


teacher and document the policies,

and cooperating teacher’s role

modeling that helps create a safe

and healthy environment that

maximizes student learning.


Task: Interact with students in a

positive and professional manner

to create a safe and healthy

environment that maximizes

student learning.



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.












Analysis of

Observation(s)

Analysis of

Observation

CF

Scholarship

#3 –

Learning

Environment

EDUC

210

4N engages students in and

monitors individual and group-

learning activities that help them

develop the motivation to learn

(InTASC: 1h, 1i, 3b, 3e, 3o, 3p)

Task: Observe and document how

the cooperating teacher motivates

student to learn.



Analysis of

Observation(s)

Analysis of

Observation


Illinois Professional Teaching Standard 7 Assessment – The competent teacher understands and uses appropriate formative and summative assessments for

determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by

data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.

Conceptual




What to

Submit –

Supervisor &

Faculty

Rubric(s)

CF

Scholarship

#2 –

Importance

of Planning

EDUC

210

7K appropriately uses a variety of

formal and informal assessments to

evaluate the understanding, progress,

and performance of individual student

and the class as a whole

(InTASC: 1a, 6g, 6r, 6s, 6t, 7d)


teacher to determine how teacher

determines learning has

occurred.


Analysis of

Interview(s)

Analysis of

Interview


Illinois Professional Teaching Standard 8 Collaborative Relationships – The competent teacher builds and maintains collaborative relationships to foster

cognitive, linguistic, physical, and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or

guardians, and community members.

Conceptual




What to

Submit –

Supervisor &

Faculty

Rubric(s)

CF

Scholarship

#1 – Understand

the School

System

#4 -

Professionalism

EDUC

205

8J works with all school

personnel (e.g., support staff,

teachers, paraprofessionals)

to develop learning climates for the

school that encourage unity, support

a sense of shared purpose, show

trust in one another, and value

individuals

(InTASC: 1c, 1k, 3a, 3c, 3n, 9a, 9b,

10c, 10e)

Task: Interview the cooperating

teacher and how teacher works

with other school personnel

Observe how cooperating teacher

works with other school

personnel.


Analysis of

Observation(s)

Analysis of

Observation

CF

Scholarship

#1 – Understand

the School

System

#4 -

Professionalism

EDUC

215

8M uses digital tools and

resources to promote collaborative

Interactions

(InTASC: 3g)

Task: Interview the teacher about

using digital tools to collaborate

with students, parents, community

and colleagues. Document what

the cooperating teacher uses to

collaborate with students,

parents, community and

colleagues and include this in

your interview analysis.


Analysis of

Interview(s)

Analysis of

Interview


Illinois Professional Teaching Standard 9 Professionalism, Leadership, and Advocacy – The competent teacher is an ethical and reflective practitioner who

exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.

Conceptual




What to

Submit –

Supervisor &

Faculty

Rubric(s)

CF

Scholarship

#1 –

Understand the

School System

#4 –

Professionalism

EDUC

205, 210

9C locates and reads emergency

response procedures as required under

the School Safety Drill Act [105 ILCS

128/1], including school safety and

crisis intervention protocol, initial

response actions and first response to

medical emergencies (e.g., first aid

and life-saving techniques)

(InTASC: 9o)

Task: Locate the resources for

emergency response actions.



Analysis of

Observation(s)

Analysis of

Observation

CF

Scholarship

#4 -

Professionalism EDUC

205, 207

9I models professional behavior that

reflects honesty, integrity, personal

responsibility, confidentiality, altruism

and respect

(InTASC: 3q, 3r, 93, 10t)

Task: Reflect upon and then write

about your role in the classroom

during this PC Experience.




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.



Analysis of

Observation(s)

Analysis of

Interview(s)

Analysis of

Observation

Analysis of

Interview


CF

Scholarship

#1 –

Understand the

School System

#4 -

Professionalism

EDUC

207, 205

9S is aware of and complies with

the mandatory reporter provisions of

Section 4 of the Abused and Neglected

Child Reporting Act [325 ILCS 5/4]

(InTASC: 9o)

Task: Summarize the laws and rules

for reporting sexual misconduct and

corporal punishment. These can be

found at

www.state.il.us/dcfs/faq/faq_faq_can.s

html


Submit the

summary to your

university

supervisor via

email.

CF

Scholarship

#4 -

Professionalism EDUC

215

207, 205

9T models digital etiquette and

responsible social actions in the use of

digital technology

(InTASC: 3f, 9f)

Task: Maintain email contact with

supervisor and cooperating teacher,

peers, and faculty.

Task: Use proper professional ethics

and language, writing skills

http://www.state.il.us/dcfs/faq/faq_faq_can.shtml

http://www.state.il.us/dcfs/faq/faq_faq_can.shtml


Preclinical Experience Level 1

Candidate Information


PC LEVEL I

SEMINAR, SITE VISIT and PERFORMANCE ACTIVITY SCHEDULE

Teacher Candidate:____________________________ Host School:_______________________ Cooperating Teacher:_______________________________

Week of assigned

Site Visit and Seminar

dates

PA # PERFORMANCE ACTIVITY What to Submit Where to

Submit

Seminar #1

September 2, 2014

12:20p.m. – 1:20p.m.

Seminar #1

Topic: Introduction to the PC Program and the PC Handbook, , (Contact

cooperating teacher and university supervisor, note IPTS, the IPAC chart, Code of

Ethics and BU dress code, Disposition) Meet with supervisor

**Be sure to be registered in LiveText before the next seminar**

Seminar #2

September 9, 2014

12:20p.m. – 1:20p.m.

Seminar #2

Topic: LiveText Registration and Assignment Submission, Writing analysis

papers Meet with supervisor

Signed BU Dress

Code (PDF Form)

Email to

Preclinical

Specialist

Preparation Site Visit to

Host School and

Cooperating Teacher

PREPARATION VISIT to Host School and Cooperating Teacher Email

your cooperating teacher to request a time, next week to make a brief visit.

Be sure to CC your university supervisor on ALL emails sent to your

cooperating teacher. Once at the host school take your time to learn where

to sign in, where to park your car, what documents you need for being in the

host school, to meet the personnel e.g. cooperating teacher, you need to and

try to meet the principal. Have a printed academic calendar of the host

school for your reference at this meeting. Confirm Site Visit required blocks

of time: 2 hours twice a week for the entire experience which runs to

through the semester. You may be given a student handbook or teacher

handbook to read over before your fist Site Visit. Be prepared to provide

cooperating teacher with the following documents: Cooperating Teacher

and Host School Expectation and Responsibilities, PC LEVEL I Schedule:

Seminar, Site Visit and Performance Activities, and the PC LEVEL I:

Observation Analysis for Teacher Candidate Lesson.

Site Visit Notes

Email to

Supervisor

Seminar #3

September 16, 2014

12:20p.m. – 1:20p.m.

Seminar #3

Topic: Prepare for Site Visits 1-4 with the IPTS focus and writing of Site

Visit Notes Meet with supervisor

*Bring all Site Visit

Notes for review*


SV 1

1 Conduct a short interview of your cooperating teacher to gain information

about his/her role in the school, professional background and educational

experience. Ask about the big picture plan of topics for the semester and try

to obtain needed textbooks, syllabus, etc. Add to the “Understanding the

School Environment” document. 4I

Site Visit Notes

IPTS 4I – Analysis of

Interview

Email to

Supervisor

LiveText

2 Interact with students by introducing yourself to the class. 4I

SV 2

3 Observe and describe the location of the fire extinguisher, fire blanket, AED

(Automated External Defibrillator) machine, fire exit, and fire alarm for this

classroom. If in a science laboratory include the chemicals available to

extinguish various types of fires. 9C

Site Visit Notes

IPTS 9C – Analysis of

Observation

Email to

Supervisor

LiveText

4 Observe and document the directions for fire, tornado, and lockdown drills

9C

Seminar #4

September 23, 2014

12:20p.m. – 1:20p.m.

Seminar #4

Topic: Analysis Papers and Discussion of Experience


Notes for review*

SV 3

5 Interact with students by distributing materials in classroom under

cooperating teacher’s direction. 4I

Site Visit Notes

IPTS 4I – Analysis of

Student Interaction

IPTS 9S – Summary

of Mandated Reporter

Responsibilities

Email to

Supervisor

LiveText

Email to

Supervisor

6 Write a summary about your responsibilities in regards to the laws and rules

for reporting sexual misconduct and corporal punishment as a teacher

candidate AND as a licensed teacher. These can be found at

http://www.state.il.us/dcfs/FAQ/faq_CPF.shtml 9S

SV 4 7 Observe how the teacher’s proximity (movement around room and

closeness to students) affects student learning. 4J

Site Visit Notes

IPTS 4N – Analysis of

Student Interaction

LiveText

LiveText 8 Under the direction of the cooperating teacher, interact with a student by

assisting an individual student. What did you do? 4N

Seminar #5

September 30, 2014

12:20p.m. – 1:20p.m.

Seminar #5



Notes for review*

http://www.state.il.us/dcfs/FAQ/faq_CPF.shtml


SV 5

9 Observe and document what technology is used and is available to teacher

and students. This might include: SMARTBOARD, overhead, computer

program, document projector, calculators, digital equipment, copy machine,

pedometers, heart rate monitors, interactive video games etc. 2L

Site Visit Notes

IPTS 2L – Analysis of

Observation

Email to

Supervisor

LiveText

10 Observe and learn how to use two technology tools, previously unknown to

you, from your classroom observation. This includes the copy machine that

the cooperating teacher uses. After today, please offer to assist cooperating

teacher with this throughout this preclinical. 2L

SV 6

11 Conduct a short interview of your cooperating teacher to gain information

about how technology is used for instruction. 2L

Site Visit Notes

IPTS 2L – Analysis of

Interview

Email to

Supervisor

LiveText 12 Interact with students by greeting them at the door. This is a perfect time to

say something positive to each student. It may simply be “Good morning.”

or “That hair style looks good on you...” or “That color looks good on you”

or “Nice game last night” or “I heard the chess club trounced its

opponents.” 1K

Seminar #6

October 7, 2014

12:20p.m. – 1:20p.m.

Seminar #6

Topic: Components of Planning and Discussion of Experience


Notes for review*

SV 7 13 Observe and record how the teacher managers the classroom. What

strategies/behaviors do you observe the teacher using to keep the class

motivated and engaged? 4J

Site Visit Notes

IPTS 1K – Analysis of

Student Interaction

Email to

Supervisor

LiveText 14 Interact with an individual student who needs additional assistance. 1K

SV 8

15 Interview your cooperating teacher to discuss how s/he gets to know the

students, their interests, learning styles, and readiness level for learning.

Also, ask about appropriate behaviors, expectations, and procedures in the

classroom and how these promote student learning. 1K

Site Visit Notes

Understanding the

School Environment

LiveText

Email to

Supervisor 16 Interview your cooperating teacher or teacher assistant about how

instruction is changed for an individual student (e.g., disabled, gifted,

underachieving, ELL). 1K

Seminar #7

October 14, 2014

12:20p.m. – 1:20p.m.

Seminar #7

Topic: Components of Planning and Discussion of Experience


Notes for review*


SV 9

17 Interview a special education teacher and/or teacher assistant to learn about

assistive technology usage with students. 1K

Site Visit Notes


Interview

Email to

Supervisor

LiveText 18 Observe and record how the placement of classroom furniture, equipment,

and course materials affects teaching and learning. How does it provide

active and equitable engagement of students in productive learning

activities? 4J

SV 10 19 Observe the bulletin board(s) created by the cooperating teacher and then

plan, design, and display a bulletin board. Collaborate with your

cooperating teacher for information. (Schedule this according to your

teacher’s needs.) 3Q

Site Visit Notes

Email to

Supervisor

20 Observe cooperating teacher supervising the hall, recess, etc. What kind of

behaviors did you observe from the students? What kind behaviors did you

observe from the teacher in response? Was the supervision activity

reflective of the general behavior and culture of the school? 4J

Seminar #8

October 21, 2014

12:20p.m. – 1:20p.m.

Seminar #8

Topic: Diversity and Discussion of Experience


Notes for review*

SV 11 21 Observe and describe the diversity in the classroom. Use IPTS 1 to

consider aspects of diversity. 1K

Site Visit Notes


Observation

Email to

Supervisor

LiveText 22 Observe and record examples of how the teacher praises students or lets

them know they’re successful. 4J

SV 12

23 Observe and record how the teacher calls on students. How does the

number of different students called upon seem to affect the learning

environment? 4N

Site Visit Notes

IPTS 4N – Analysis of

Student Interaction

LiveText

LiveText

24 Under the direction of the cooperating teacher, interact with students by

offering praise and/or encouragement to students. 4J

Seminar #9

October 28, 2014

12:20p.m. – 1:20p.m.

Seminar #9

Topic: Student Interaction and Discussion of Experience


Notes for review*

SV 13

25 Observe and describe how voice and presence affect student behavior. 4J Site Visit Notes

Email to

Supervisor

26 Observe and describe how the teacher relates content to student lives. 4J


SV 14

27 Observe and document one of the components of a lesson plan by

describing how the teacher begins the lesson. How did the teacher hook or

motivate the class? What was used to capture students’ attention or access

their prior knowledge? Use a script, if possible. 3Q

Site Visit Notes

IPTS 3Q – Analysis of

Interview

Email to

Supervisor

LiveText

28 Interview your cooperating teacher to discuss resources used to develop a

lesson plan as well as materials used to teach it. 3Q

Seminar #10

November 4, 2014

12:20p.m. – 1:20p.m.

Seminar #10

Topic: Connecting with Students and Discussion of Experience


Notes for review*

SV 15

29 Observe when and how the teacher presents or states the objectives or goals

of the lesson (Learning Targets). 4J

Site Visit Notes


Interview

Email to

Supervisor

LiveText

30 Interview your cooperating teacher to discuss how s/he determines whether

the learners achieved the intended outcome. If the intended outcome was

not achieved, what does the cooperating teacher do for remediation? 7K

SV 16

31

Observe a team, department, or faculty meeting. Reflect and write about the

collaborative process you observed during this meeting. 8J

Site Visit Notes

IPTS 8J – Analysis of

Observation

LiveText

LiveText

Seminar #11

November 11, 2014

12:20p.m. – 1:20p.m.

Seminar #11

Topic: Collaboration and Discussion of Experience


Notes for review*

SV 17

32 Observe and document one of the components of a lesson plan by

describing how the content is presented by the teacher. Use a script, if

possible. 3Q

Site Visit Notes


Observation

Email to

Supervisor

LiveText

33 Observe and document how the teacher provided practice for the content

presented. Consider opportunities students are given under the direct

supervision of the teacher as well as independently. What activities or

discussion was used to enable students to apply, extend, or elaborate upon

the goals of the lesson? Use a script, if possible. 3Q

SV 18

34

Observe and document how the teacher ends the lesson. What does the

strategy accomplish? 4J

Site Visit Notes

IPTS 8M – Analysis

of Interview

Email to

Supervisor

LiveText

35 Interview the cooperating teacher to document how the teacher uses digital

tools to collaborate with students, parents, community, and colleagues. 8M


Seminar #12

November 18, 2014

12:20p.m. – 1:20p.m.

Seminar #12



Notes for review*

SV 19

36 Interview your cooperating teacher about his/her involvement with any

student activities and membership in any professional organizations such as

NEA or IEA. 9Q

Site Visit Notes


Observation

Email to

Supervisor

LiveText

37 Observe professional organizations by going to the website of one of these

professional organizations. Summarize the content of the website and the

purpose of the organization. 9Q

SV 20 38

With the advice of your cooperating teacher, observe another

classroom/grade level. While there, pay particular attention to the way the

teacher begins and ends the lesson, manages student behaviors, and assesses

for student understanding. Try to identify 5 similarities and 5 differences

as compared to your assigned classroom. Aspects to note may include, but

are not limited to, classroom management, procedures, atmosphere, and

student behaviors. 4J

Site Visit Notes

IPTS 4J – Analysis of

Observation

LiveText

LiveText

39 Document how you demonstrated honesty, integrity, personal

responsibility, confidentiality, altruism, and respect throughout this

preclinical experience. 9I

Seminar #13

November 25, 2014

12:20p.m. – 1:20p.m.

Seminar #13



Notes for review*

SV 21 40 Thank the teachers and students. 9I Site Visit Notes

BU Dispositions –

Self-Analysis

Email to

Supervisor

LiveText

41 Reflect upon your role, how it has changed and caused changes in you

during this PC experience. 9I

Seminar #14

December 2, 2014

12:20p.m. – 1:20p.m.

Seminar #14

Topic: Reflection and Discussion of Experience


Notes and analysis

papers for review*

Final Product

Hand in to

Supervisor

Week of Final Exams

**Submit assignment no later than 11:59pm on Wednesday of this

week**

PCI Comprehensive

Analysis Paper

LiveText


PRECLINICAL TEACHER CANDIDATE PLACEMENT INFORMATION

Preclinical Teacher Candidate Placement Information

For University Supervisor

SEMESTER___________ EDUC______________

Please have complete and email to your university supervisor by _____________________.

[If you have more than one placement, please complete a form for each placement.]

Name ____________________________________________ Email _________________________ @ben.edu

Address _____________________________________________________________________________________

Street Address City Zip Code

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

Home Phone _(______)__________________

Name of School where you are teaching ___________________________________________________________

Address _____________________________________________________________________________________

Street Address City Zip Code

Main Office Phone Number: _(______)__________________________________

Location of the main entrance or door that should be used: ___________________________________________

Directions to the School from Benedictine University (include mileage and significant sites or landmarks – stores,

signs, etc.)

Name of Cooperating Teacher(s) _________________________________________________________________

Phone number _(______)___________________ Email address(s) ____________________________________

Grade level(s) ___________________ Subject(s) _______________________________________________

Room number of your preclinical site visits _____________________

Days and time you are at your host school location _________________

Beginning date________________ Ending date_____________________

Principal’s name: _______________________________ Dept. Chair name: ___________________________

Other information that would assist your university supervisor in observing you, finding you, etc.:

Remember to plan your observation(s) at least 2 weeks in advance.

Your Final Product must be in your supervisor’s BU mailbox by ______________. Earlier is better. This will

provide ample time to read and evaluate your effort and progress. Portions of your Final Product can be sent to the

university supervisor electronically on an as need basis for perusal, suggestions and review but the Final Product

must be in hard copy and will be placed in the university supervisor’s BU mailbox.


TEACHER CANDIDATES INFORMATION FOR USING RUBRICS AND LIVETEXT

Assignments to be submitted to the University

Supervisor

LiveText Entry

Site Visit Notes entries must be emailed to the university

supervisor. If only one site visit occurs in a week, then

submit one Site Visit Notes entry.

Site Visit Notes from Site Visits 4, 8, 12, 16, and 20

Analyses of Observation (multiple) Submit each analysis; be sure to label each appropriately.

Analyses of Interview (multiple) Submit each analysis; be sure to label each appropriately.

Analyses of Student Interaction (multiple) Submit each analysis; be sure to label each appropriately.

Completed BU School of Education Professional Behaviors

(Dispositions) for Teacher Preparation

Completed BU School of Education Professional Behaviors


Comprehensive Analysis Paper Submit the Comprehensive Analysis Paper.

Midterm Evaluation of Growth Preclinical Level I (Self)

Final Evaluation of Growth Preclinical Level I (Self)

Final Product

GRADING DISTRIBUTION

Assignment Points Percentage

Analyses of Observations 20 per analysis 20

Analyses of Interviews 20 per analysis 15

Analyses of Student Interactions 20 per analysis 15

Final Evaluation of Growth - Cooperating Teacher 36 10

Final Evaluation of Growth - University Supervisor 36 10

Comprehensive Analysis Paper 40 15

Site Visit Notes (4, 8, 12, 16, 20) 28 per Site Visit Notes 5

Site Visit Notes (Submission) 21 5

Final Product 20 5

LIVETEXT LOGIN INFORMATION

Website: www.livetext.com

BU Contact for LiveText Issues: Ms. Jeffery, M.A.T., Assessment Coordinator

[email protected]

(630) 829-6401

For your records:

Login Name: ________________________________________

Password: __________________________________________

http://www.livetext.com/

mailto:[email protected]


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

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.


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.


were identified, but not

linked to specific details.

Description tells, but does

not show, the impact on

student learning.


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.


included and described.


included and described in

detail.


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)


Comments and

observations were

thoughtful. Emerging

question related directly to

the classroom experience

and included the event(s)


Academic

Language

No academic language was

used.

Academic language was

used in a few areas and was

rarely used correctly.


used in a few areas or

usage was not always

correct. Usage of academic

language does not show

understanding of the

concepts discussed.


used in some areas of the

notes. Usage was correct

and shows understanding of

the concepts discussed.


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

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 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 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………………………………………










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).


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



One example is presented


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



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


the standard. One

example is presented to

support key ideas.

Makes appropriate


topic of focus, the


the standard. At least two

clear examples are


ideas.

Makes appropriate,

powerful and original


performance activity and

the standard. Three or

more clear examples are


ideas.

Step 3: Analyze Impact on Student Learning

Analysis Elements



topic of focus, the



learning. No examples


key ideas.


somewhat vague


topic of focus, the



learning. One example is


ideas.

Makes appropriate


topic of focus, the



learning. At least two

clear examples are


ideas.

Makes appropriate,



performance activity and


learning. Three or more

clear examples are


ideas.


Academic Language and Writing Style

0

Missing

1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary

Academic

Language


used.










concepts discussed.



analysis. Usage was

correct and shows


concepts discussed.


used throughout the

analysis; usage was correct

and shows understanding

of the concepts discussed.

Writing Style

(grammar,

spelling,

mechanics, usage)

No analysis was provided.








may be imprecise.

The writing shows

adequate control of




may interfere with

meaning. Sentence



adequate.








precise.


of grammar and


minor errors occur.



Usage is precise

throughout.


ANALYSIS OF INTERVIEW(S) **Please use the example of an Analysis of Observation provided as a template for all analysis papers.**

Step 1: Summarize the interview(s). 1A. Background Details:




c. Date(s)

d. Grade level(s)

e. Subject(s)

1B. Summary of Interview(s)

Using your Site Visit Notes as well as the notes taken during the interview(s), provide 3-4 sentences

summarizing each interview. Be sure to identify, specifically, who was interviewed and focus on the specific

Performance Activity that supports the given IPTS.

Remember that a summary focuses on retelling the main events of the interview in your own words. No opinion

or analysis should be part of your summary.

Step 2: Analyze the interview(s) and connection to the standard. In this analysis, closely examine the interview

questions and the responses received. Focus on the connection between the interview discussion(s) and the explicit

IPT standard/indicator this interview(s) is addressing. Be sure to support the claims with specific examples from the

interview(s).

Step 3: Analyze impact on student learning. Using anecdotal data from the interview(s), analyze the way in

which what you learned through the interview(s) impacts student learning. Consider the way specific characteristics

of students in the target grade level and subject area (e.g., developmental characteristics, previously demonstrated

academic performance/ability and special needs, socio-economic profile, ethnicity/cultural/gender make-up, special

needs and language) impact decisions regarding instruction and assessments made by the teacher, especially in terms

of the explicit IPT standard/indicator on which the interview(s) focused. Provide quotes whenever possible. Be sure

to support claims with specific examples from the interview(s).


ANALYSIS OF INTERVIEW(S)

Step 1: Summarize the interview(s).

0

Missing

1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary

Summary

Elements


none of the key events

related to the target topic of

the interview(s). No

examples were included to

support key ideas.

Summary includes





three of the key events


the interview(s). One


support key ideas.





coherent.


four of the key events


the interview(s). At least

two clear examples are








key steps related to the

target topic of the

interview(s). Three or







Step 2: Analyze Interview & Connection to the Standard

Analysis Elements



topic of the interview(s)

and the standard. No


support key ideas.


somewhat vague



and the standard/indicator.

One example is presented


Makes appropriate


topic of the interview(s) and

the standard/indicator. At

least two clear examples are


ideas.

Makes appropriate,



performance activities and

the standard/indicator.

Three or more clear

examples are presented to

support key ideas.


Analysis Elements



topic of the interview and


learning. No examples


key ideas.


somewhat vague



and the impact on student

learning. One example is


ideas.

Makes appropriate


topic of the interview(s) and


learning. At least two

clear examples are


ideas.

Makes appropriate,



performance activities and


learning. Three or more

clear examples are


ideas.



0

Missing

1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary

Academic

Language


used.










concepts discussed.



analysis. Usage was

correct and shows


concepts discussed.


used throughout the




Writing Style

(grammar,

spelling,

mechanics, usage)









may be imprecise.

The writing shows

adequate control of




may interfere with

meaning. Sentence



adequate.








precise.


of grammar and


minor errors occur.



Usage is precise

throughout.


ANALYSIS OF STUDENT INTERACTION(S) **Please use the example of an Analysis of Observation provided as a template for all analysis papers.**

Step 1: Summarize the student interaction(s). 1A. Background Details:




c. Date(s)

d. Grade level(s)

e. Subject(s)

1B. Students

Who were the students with whom you worked? Be as specific as possible without revealing names.

Consider the variety of learners in your class who required different strategies/support (e.g., students with

IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic

knowledge, and/or gifted students).

1C. Summary of Student Interaction(s)

Using your Site Visit Notes, provide 3-4 sentences summarizing what the student interaction from each Site

Visit. Be sure to focus on the specific Performance Activities that support the given IPTS. Describe the

central focus and purpose for the content addressed in this student interaction. Be sure to include:

a. the specific lesson taught or activity performed;

b. the materials used;

c. the objective of the lesson or activity; and

d. the outcome of the lesson or activity.

Remember that a summary focuses on retelling the main events of the student interaction in your own words. No

opinion or analysis should be part of your summary.

Step 2: Analyze observation and connection to the standard/indicator. Describe how the student interaction

was accomplished. How does this activity affect student learning? Analyze the results of your student

interaction. In your analysis, closely examine the objective of the lesson or activity and how well the objective was

met. How do you KNOW students met the objective? Focus on the connection between the student interaction and

the explicit standard/indicator this student interaction is addressing. Be sure to support your claims with specific

examples from your student interaction.

Step 3: Analyze impact on student learning. Using anecdotal data from your interview, analyze the way in which

what you learned through your student interaction impacts student learning. Consider the way specific characteristics

of students in the target grade level and subject area (e.g., students with IEPs, English language learners, struggling

readers, underperforming students or those with gaps in academic knowledge, and/or gifted students) impact decisions

regarding instruction and assessments, especially in terms of the explicit standard/indicator on which this student

interaction focused. Be sure to support your claims with specific examples from your student interaction.


ANALYSIS OF STUDENT INTERACTION

Step 1: Summarize Experience with Student Interaction

0

Missing

1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary

Summary

Elements


none of the elements

related to the student

interaction as established in

the assignment. No


support key ideas.

Summary includes





three of the elements


interaction as established in

the assignment. One


support key ideas.





coherent.


four of the elements related

to the student interaction as

established in the

assignment. At least two

clear examples are








performance activities


interaction as established

in the assignment. Three or







Step 2: Analyze Student Interaction & Connection to the Standard

Analysis Elements



lesson/activity of the

student interaction and the

standard. No examples


key ideas.


somewhat vague




standard. One example is


ideas.

Makes appropriate




standard. At least two

clear examples are


ideas.

Makes appropriate,



performance activity of the


standard. Three or more

clear examples are


ideas.


Analysis Elements



student interaction

experience and the impact

on student learning. No


support key ideas.


somewhat vague

connections between

student interaction


on student learning. One


support key ideas.

Makes appropriate


student interaction


on student learning. At

least two clear examples are


ideas.

Makes appropriate,


connections between

student interaction


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


used.










concepts discussed.



analysis. Usage was

correct and shows


concepts discussed.


used throughout the




Writing Style

(grammar,

spelling,

mechanics, usage)









may be imprecise.

The writing shows

adequate control of




may interfere with

meaning. Sentence



adequate.








precise.


of grammar and


minor errors occur.



Usage is precise

throughout.


UNDERSTANDING THE SCHOOL ENVIRONMENT

Student ______________________ Host School_________________________ Term_______________

Your site visit experience offers you the opportunity to learn how schools operate as a large community promoting the

growth of a learner. School environment is determined by the school’s culture, its history, its belief in how to do

things and what is worth doing. Become familiar with the school environment by completing the form below.

Accomplish this by using the host school’s website, the Illinois Public K-12 School Rankings based on the Report

Card provided by Illinois State Board of Education (www.isbe.net) website and school personnel interviews.

What is/are the…

Answer

Resource for the Answer:

Person’s name and title,

document, or website

Demographics

The following elements look at the demographic information of a school.

The demographic information of a school can provide an excellent look at the diversity of the school environment.

Current school enrollment as per report

card.

Demographic information as per report

card (percentages of various ethnicities)

Number of males and females as per school

report card

Percent of low income students

Percentage of students with IEPs as per

report card

Percentage of English Language

Proficiency students as per report card

Composite percent of students who meet

and exceed state standards as per ISAT

assessment as per report card

# of FTE (full time equivalency) teachers

as per report card

School Organization

The following elements identify various aspects of the organization of the school.

By understanding the school organization, teachers can better plan their lessons and their day.

School Mission Statement

Length of school day for students

Length of school day for contracted staff

Number of minutes per class or time

allotted for each subject

Number of minutes for “specials;” Art,

Phys. Ed., Music, and others

Elective classes

Types of extracurricular activities

Types of duties to which teachers are

assigned

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

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

http://www.isbe.state.il.us/

http://www.isbe.net/


What is/are the…

Answer

Resource for the Answer:

Person’s name and title,

document, or website

Types of communication between the

school, home, and community

Types of all-school or grade-level

assemblies

School colors and mascot

Student and faculty dress code

Assistance

The following elements identify various types of assistance available to students and faculty.

Identifying and understanding the various types of assistance available to students and to the teachers provides a

teacher with a greater sense of community.

Student intervention plans such as the

Response to Intervention (RtI) plan

Provisions for students so that they can

participate in extracurricular activities e.g.

transportation

Types of technology available for teachers

Types of professional development

available to keep staff knowledgeable

about new technology or programs

Policies

The following elements provide a greater understanding of the policies that exist in a school environment.

Read and summarize the School’s digital

etiquette policy for students.

Staff credentials to sponsor extracurricular

activities

Philosophy of the school library, IMC, or

learning center

Study hall policies for students and for

teachers

Lunch room policies for students and for

teachers

Hallway policies: during class time and

between classes

School discipline policy

Emergency procedure plans (fire, tornado,

evacuation, and lockdown)


PC LEVEL I: EVALUATION of GROWTH

TO BE COMPLETED BY UNIVERSITY SUPERVISOR AND ANOTHER ONE BY COOPERATING TEACHER AT MIDTERM AND AT END

OF TERM. Both will be given to the supervisor for the final grade calculations.

The intent of this final evaluation is to measure the growth of the teacher candidate. If there has been little growth because a TC has always been “excellent” in

an area, please check “expected or good growth observed”. Experience + Reflection = Growth

Teacher Candidate ______________________________ EDUC 200 Term____________ Date:_________ Midterm or Final ( circle one)

Completed by: University Supervisor/ Cooperating Teacher: _____________________________________________

IPTS or Behavior

Missing – 0

Points (No

growth

observed)

Unsatisfactory –

1 Point (Little

growth

observed)

Emerging – 2

Points (Some

growth

observed)

Proficient – 3

Points

(Expected or

good growth

observed)

Exemplary – 4

Points

(Distinguished

growth observed

that went

beyond

expectations)

IPTS 9I – Models professional behavior including dress,

integrity, and timeliness

IPTS 9K – Reflects on lessons, self-assesses, accepts

criticism, and changes practice to improve

IPTS 1K – respects individual student differences

IPTS 2L – Is willing to use technology in the classroom

IPTS 4N - Engages students in and monitors individual and

group-learning activities that help them develop the

motivation to learn

IPTS 6E - Speaks clearly, audibly, and with adequate

inflection when teaching

IPTS 6E – Knows and models standard conventions of

written and oral communications

IPTS 9T – Uses proper digital etiquette

IPTS 8J – Builds and maintains collaborative relationships

with other teachers


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




Some information about the

cooperating teacher and


were identified. Most




classroom

Introduction provides a

detailed introduction of the

candidate that includes some




Information about the

cooperating teacher and


were identified. All




classroom

Introduction provides a

detailed introduction of the

candidate that includes

specific information about

the classroom in which the


Detailed information about

the cooperating teacher and


were identified. All




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.










shows some understanding





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




discussions. Analysis shows

an understanding of how the

outcomes are connected

between the classroom

learning and the preclinical

experience. Specific

examples and research to


provided.

A detailed analysis





provided and includes

comprehensive examples

from course textbooks,

lectures, classroom

activities, and discussions.

Analysis shows solid

understanding of how the







provided.


0

Missing

1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary

Outcome #2

No analysis of

Outcome #2

was provided.



















have been provided.



















provided.

A detailed analysis

















provided.

A detailed analysis








lectures, classroom










provided.

Outcome #3

No analysis of

Outcome #3

was provided.



















have been provided.



















provided.

A detailed analysis

















provided.

A detailed analysis








lectures, classroom










provided.


0

Missing

1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary

Outcome #4

No analysis of

Outcome #4

was provided.



















have been provided.



















provided.

A detailed analysis

















provided.

A detailed analysis








lectures, classroom










provided.

Growth

No analysis of

growth was

provided.

Section III provides a

description of growth as an

educator during this

preclinical experience,

including teaching strategies

learned or knowledge gained

during this preclinical

experience. No examples are

provided to support claims.

Section III provides a

reflective description of

growth as an educator during

this preclinical experience,

including a few teaching

strategies learned and/or

knowledge gained during

this preclinical experience.

Vague examples are


Section III provides an in-

depth, reflective description

of growth as an educator


experience, including

general teaching strategies

learned and/or knowledge

gained during this


General examples are


Section III provides an in-

depth, reflective description

of growth as an educator


experience, including

specific teaching strategies

learned and knowledge

gained during this


Specific examples are



0

Missing

1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary

Emerging

Questions

No emerging

questions were

provided.

Fewer than three questions

regarding the candidate as a

future teacher, the

cooperating teacher,

students, classroom, and/or

school, as a result of the

overall PC experience were

asked. An explanation as to

why the questions were

asked may or may not have

been provided. Examples

from the experience were not

used to support reasoning for

asking the questions.

Three questions regarding

the candidate as a future

teacher, the cooperating

teacher, students, classroom,

and/or school, as a result of

the overall PC experience

were asked. A vague

explanation as to why the

questions were asked was

provided. Examples from

the experience were used to

support reasoning for asking

at least one question.

Three questions regarding

the candidate as a future

teacher, the cooperating

teacher, students, classroom,

and/or school, as a result of

the overall PC experience

were asked. An explanation

as to why the questions were

asked was provided.

Examples from the

experience were used to


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


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.


in a few areas or usage was

not always correct. Usage of

academic language does not

show understanding of the

concepts discussed.


in some areas of the analysis.

Usage was correct and shows

understanding of the concepts

discussed.


throughout the analysis;

usage was correct and shows


concepts discussed.

Writing Style

(grammar,

spelling,

mechanics,

usage)

No analysis

was provided.

The writing shows partial or

little control of grammar and

conventions. Minor and

major errors occur and may

be distracting. Some



may be imprecise.

The writing shows adequate


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.








precise.


of grammar and


minor errors occur.

Sentence structure is varied

and effective. Usage is

precise throughout.


PROFESSIONAL BEHAVIORS (DISPOSITIONS) FOR TEACHER PREPARATION

Student’s Name: _______________________________________ Semester/Year: __________________

Course: ______________________________________________

Name of Evaluator: ____________________________________ Student Self-Assessment: Y N

Benedictine University educators are effective practitioners, committed to scholarship, lifelong inquiry, leadership and

social responsibility. These qualities or enduring outcomes are nurtured and enhanced throughout the teacher education

program through many venues so that upon completion of the program, our graduates possess the knowledge, skills and

professional behaviors we expect of an effective practitioner.

Directions to Evaluators: In order to determine if the student is developing the professional behaviors of an effective

practitioner, please circle the rating that best describes the student’s habits-of-mind.

I. Professional Dispositions related to becoming an effective practitioner

Scholarship Our graduates: know their subject matter; are aware of sound teaching principles; and stay current in the field.

Lifelong Inquiry Our graduates: questions and self-reflect; actively pursue solutions; are informed thinkers and decision-makers.

Leadership Our graduates are: flexible and supportive collaborators; self-starters; and change agents.

Finds resources beyond those provided Uses only resources

provided

Neglects available resources

provided

5 4 3 2 1

Receptive to constructive suggestions Occasionally accepts

ideas and suggestions

Rejects/ignores ideas and

suggestions

5 4 3 2 1

Listens and responds thoughtfully Demonstrates

minimal

responsiveness

Excessive or inappropriate responses

5 4 3 2 1

Demonstrates independence and initiative Operates independently

with direction

Needs step-by-step directions

5 4 3 2 1

Curious and reflective about teaching Engaged but reflection

limited to specific course

content

Unengaged and/or minimal

reflection

5 4 3 2 1

Examines critically his/her own beliefs and

experiences

Occasionally examines

his/her own beliefs and

experiences

Unwilling to examine his/her

own beliefs and experiences

5 4 3 2 1

Actively contributes to positive group functioning Works well in a group Does not work effectively

with others

5 4 3 2 1

Adheres to standards of professional ethics (academic

honesty, confidentiality, etc.)

Demonstrates limited

concern for

professional ethics

Engages in unethical

behavior

5 4 3 2 1


Social Responsibility Our graduates: build community; recognize individuals’ strengths; maximize learners’ potential.

II. Professionally Responsible

III. Overall Evaluation of Student as a Prospective Teacher

Actual Points Earned /Total Points Possible x 100 = Percentage Earned

__________/75

IV. Comments

Please comment on any items rated at /1/.

Please Note:

Any rating of /1/ on any of the behaviors/dispositions will result in provisional status relative to Admissions to the

Teacher Education program or Admissions to Student Teaching, regardless of the overall percentage score. If a rating of

/1/ is evidenced, the student is required to develop a remediation plan to show sustained improvement in this area. This

plan should be developed in concert with the Advisor and/or the Department Chair.

Signature of individual completing the assessment is required:

Evaluator’s Signature: __________________________________________ Date: _____________

Student’s Signature: ____________________________________________ Date: _____________

Planning is child-focused Planning is somewhat

child-focused

Planning is not dependent

on children’s learning

5 4 3 2 1

Highly sensitive to individual strengths and

differences

Sensitive to individual

strengths and

differences

Not sensitive to individual

strengths and differences

5 4 3 2 1

Listens and responds thoughtfully to diverse cultural

perspectives

Occasionally listens

to diverse cultural

perspectives and

experiences

Resists consideration of

diverse cultural

perspectives

5 4 3 2 1

Regular attendance Irregular attendance

with notification

Irregular attendance

without notification

5 4 3 2 1

Generally on time Occasional lateness Frequent lateness

5 4 3 2 1

Handles frustration appropriately Frustration interferes

with performance

Vents frustration

inappropriately

5 4 3 2 1

Turns in assignments on time Usually turns in

assignments on time

Turns in assignments late

without excuse

5 4 3 2 1


PRECLINICAL EXPERIENCE FINAL PRODUCT ASSIGNMENT 1. Cover Page that includes:

a. your full name

b. course name and the current semester

c. host school’s name

d. cooperating teacher’s name

e. your university supervisor’s name

f. a digital picture of yourself in the classroom

2. A copy of this list as your “Table of Contents”

3. Log sheet with signatures

4. Informal PC Site Visit documents

5. PC Schedule: Seminar, Site Visit & Performance Activities with initials indicating completion of each activity

6. Understanding the School Environment completed document

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

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

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

10. Copies of Supervisor Observation of Teacher Candidate Classroom Performance

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

12. Cooperating teacher’s Evaluation of Growth

13. Cooperating teacher’s recommendation for continuance in the BU Education Program with signatures (submitted

in hard copy to university supervisor and scanned for submission to LiveText as part of the final product)

14. Reflection Paper

15. Reflection Paper Rubric

16. Final Product Rubric for Preclinical Experience

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

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

by supervisor


FINAL PRODUCT RUBRIC for PRECLINICAL EXPERIENCES

Student _________________________ Term_________ Score________/20 points University Supervisor______________________

ITEM & IPTS 0

Missing

1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary Score

PC Level I Final

Product complete and

in requested order 9J

Final Product

was not

submitted.

Documents submitted out of

order and submitted late.

Documents submitted out

of order or submitted

late.

Documents in

requested order

submitted late.

In requested order,

complete including all

signatures on all

required documents,

submitted on time.

Attendance:

22 Site Visits 9H, 9I

Attendance:

6 On Campus seminars

9H, 9I

No site visits

completed.

Completes less than 35

hours of site visits and/or

attends less than 5 seminars.

Completes less than 35

hours of site visits and/or

attends less than 5

seminars.

Completes at least 35

hours of field

experience and attends

a minimum of 5

seminars.

Completes 35 or more

hours of field experience

and attends all campus

seminars.

SOE Dispositions

IPTS 9H, 9I

Illinois Code of Ethics

Dress 9H, 9I

No evidence

of dress code

presented.

Candidate continuously

violates appropriate dress

code and dispositions as

outlined by the ITPS,

Illinois Code of Ethics for

Teachers, and the SOE

dispositions.

Candidate is inconsistent

in following appropriate

dress code and

dispositions as outlined

by the ITPS, Illinois

Code of Ethics for

Teachers, and the SOE

dispositions.

Candidate follows

appropriate dress code

and most dispositions

as outlined by the

ITPS, Illinois Code of

Ethics for Teachers,

and the SOE

dispositions.

Candidate follows the

appropriate dress code

and dispositions as

outlined by the ITPS,

Illinois Code of Ethics

for Teachers and the

SOE dispositions.

Understanding the

School Environment

1C, 4D, 7B, 8A, 9C

Document

was not

submitted.

More than 4 items are left

incomplete on the School

Environment Checklist.

2 or 3 items are left

incomplete on the School

Environment Checklist.

One item is left

incomplete on the

School Environment

Checklist.

Completes all items on

the School Environment

Checklist.

PC Level I Schedule:

Seminar, Site Visit &

Performance Activities

9H. 9I

Document

was not

submitted.

More than 4 items are NOT

complete with signatures

and/or dates on the

checklist.

2 or 3 items are NOT

complete with

signatures and/or dates

on the checklist.

1 item NOT complete,

with signatures

and/or dates on the

checklist.

Completes all items,

indicated by signatures

and dates of

completion on the checklist as

scheduled or in a timely

manner.


Preclinical Experience Level 1

University Supervisor & Cooperating Teacher Information


UNIVERSITY SUPERVISORS INFORMATION FOR USING RUBRICS AND LIVETEXT

Rubrics LiveText Entry

Analyses of Observation (multiple) Complete the rubrics and enter the scores for each analysis

of observation completed.

Analyses of Interview (multiple) Complete the rubrics and enter the scores for each analysis

of interview completed.

Analyses of Student Interaction (multiple) Complete the rubrics and enter the scores for each analysis

of interview completed.

Midterm Evaluation Complete the Evaluation of Growth and enter the scores

and comments for both supervisor and coop teacher

BU School of Education Professional Behaviors


Complete BU School of Education Professional Behaviors


Final Evaluation Complete the Evaluation of Growth Preclinical Level I and

enter the scores and comments for both supervisor and

coop teacher

Comprehensive Analysis Paper Complete the rubric and enter the scores for the

Comprehensive Analysis Paper

Final Product N/A

All final grades must be submitted electronically in

Peoplesoft.

University Supervisors will collect the evaluations from the Cooperating Teacher.

GRADING DISTRIBUTION

Assignment Points Percentage

Analyses of Observations 20 per analysis 20

Analyses of Interviews 20 per analysis 15

Analyses of Student Interactions 20 per analysis 15

Final Evaluation of Growth - Cooperating Teacher 36 10

Final Evaluation of Growth - University Supervisor 36 10

Comprehensive Analysis Paper 40 15

Site Visit Notes (4, 8, 12, 16, 20) 28 per Site Visit Notes 5

Site Visit Notes (Submission) 21 5

Final Product 20 5


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: SUPERVISOR OBSERVATION OF TEACHER CANDIDATE’S CLASSROOM

PERFORMANCE

Teacher Candidate Name______________________________

Semester _____________Date of Lesson _________________

University Supervisor ________________________________

Cooperating Teacher _________________________________

Host School ________________________________________

Grade Level (s) ____________ Subject __________________

These criteria are drawn from the Illinois Professional Teaching Standards (IPTS) 2013 and the Illinois Professional

Content Area / Common Core Standards for Teachers. For more information about these standards, visit the IL State

Board of Education http://www.isbe.net

Check indicates behavior was observed.

This checklist is an instrument to be used to stimulate teacher candidate growth, set goals, celebrate successes, and

generate discussion between teacher candidate, cooperating teacher, and university supervisor. Comments and

additional behaviors can be added as needed for specific purposes.

Teacher candidate greets students by name as they enter the classroom. IPTS 4 _____

Comments:

Teacher candidate builds rapport with students. IPTS 6 _____

Comments:

Teacher candidate walks around the room to help the cooperating teacher keep students engaged. _____

IPTS 5

Comments:

Teacher candidate responds positively to student response, even if inaccurate. IPTS 5 _____

Comments:

Teacher candidate circulates while students are doing independent practice. IPTS 5 _____

Comments:

Cooperating Teacher Midterm ___

Teacher Candidate Self-Eval. Midterm ___

University Supervisor Midterm Visit ___

Cooperating Teacher Final ___

Student Self-Evaluation Final ___

University Supervisor Final Visit ___

*Complete when approximately half of the

required weeks are completed

** Complete when most of the preclinical

experience is fulfilled.

http://www.isbe.net/


Teacher candidate gives feedback and asks questions during independent practice. IPTS 5 _____

Comments:

Teacher candidate works with small groups. IPTS 4 _____

Comments:

Teacher candidate uses management procedures as directed by the cooperating teacher. IPTS 4 _____

Comments:

Teacher candidate’s rate of speaking is appropriate for all students. IPTS 5 _____

Comments:

Teacher candidate’s voice quality is appropriate for all students. IPTS 5 _____

Comments:

Teacher candidate’s speech is free of grammar errors. IPTS 6 _____

Comments:

Teacher candidate dresses as per BU dress code. IPTS 9 _____

Comments:

Discussion with university supervisor/cooperating teacher following the lesson: Identify two areas to use as

improvement goals for the next lesson. Identify two areas of success.

Please sign:

Cooperating Teacher or University Supervisor____________________________________________

Teacher Candidate _______________________________________________________________


UNIVERSITY SUPERVISOR RECOMMENDATION FOR TEACHER CANDIDATE TO CONTINUE IN THE

BU ED PROGRAM

FINAL RECOMMENDATION TO BE COMPLETED BY THE

UNIVERSITY SUPERVISOR

PRECLINICAL LEVEL I

Teacher Candidate _________________________________ Term____________ Date__________

Composite Rating __________% = _____________Final Letter Grade

Based on the Preclinical Experience it is recommended (check ONLY one):

________ That the teacher candidate continue in Teacher Education Program

________ That the teacher candidate repeats this Preclinical Experience with a remediation plan after which a

subsequent evaluation recommendation will be made.

Area/s to Emphasize:______________________________________________

________ That the teacher candidate NOT continue in the Teacher Education program.

Rationale:______________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

University Supervisor

Print Name__________________________ Signature______________________________


COOPERATING TEACHER RECOMMENDATION

FOR TEACHER CANDIDATE TO CONTINUE IN THE BU ED PROGRAM

FINAL RECOMMENDATION TO BE COMPLETED BY THE

COOPERATING TEACHER

PRECLINICAL LEVEL I

Teacher Candidate _________________________________ Term____________ Date__________

Based on the Preclinical Experience it is recommended (check ONLY one):

________ That the teacher candidate continue in Teacher Education Program

________ That the teacher candidate repeats this Preclinical Experience with a remediation plan after which a

subsequent evaluation recommendation will be made.

Area/s to Emphasize:______________________________________________

________ That the teacher candidate NOT continue in the Teacher Education program.

Rationale:______________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

Cooperating Teacher


University Supervisor
