school of education preclinical handbook and appendices · school of education preclinical handbook...

PC Handbook 08/16/2016

–

College of Education and Health Services

School of Education

Preclinical Handbook and

Appendices

Benedictine University educators are Effective Practitioners, committed to

Scholarship, Lifelong Inquiry, Leadership and Social Responsibility

Fall 2016 – Spring 2017

Benedictine University 5700 College Road Lisle, IL 60532-0900



School of Education

Preclinical Handbook






Contents INTRODUCTION ........................................................................................................................................ 5

School of Education Faculty and Staff ......................................................................................................... 5

CONCEPTUAL FRAMEWORK INTRODUCTION .................................................................................. 6

OVERVIEW of TEACHER EDUCATION PRECLINICAL EXPERIENCES OBJECTIVES .................. 7

Outcome Alignment for Preclinical Level 1 ................................................................................................. 9

Outcome Alignment for Preclinical Level 2 ............................................................................................... 10

Outcome Alignment for Preclinical Level 3 ............................................................................................... 11

Policies Regarding the Safety of School Age Children and Youth ............................................................. 12

Criminal Background Check ............................................................................................................... 12

Protecting All God’s Children Requirement ....................................................................................... 12

Mandatory Reporting of Abuse and Neglect ...................................................................................... 12

POLICIES AND PROCEDURES .............................................................................................................. 13

Eligibility for Placement ..................................................................................................................... 13

Cancellation of Preclinical Experience ....................................................................................................... 15

Time Commitment for the Preclinical Experience ...................................................................................... 15

Nature of the Experience............................................................................................................................. 15

Attendance and Absence ..................................................................................................................... 15

Course Grade .............................................................................................................................................. 16

Procedures for Initial School Site Meeting ................................................................................................. 16

General Policies and Procedures ................................................................................................................. 16

Academic Honesty and Ethical Behavior ........................................................................................... 16

Professional Dispositions ............................................................................................................................ 17

Preclinical Candidate Dress Code ............................................................................................................... 25

Termination of Placement ........................................................................................................................... 25

Governing Policies ...................................................................................................................................... 26

Liability and Health Policies ............................................................................................................... 26

Temporary Work Stoppage Policy During Preclinical and Student Teaching Experiences ............... 26

Candidate Grievance Procedures ........................................................................................................ 26

Internet Use and Digital Etiquette ....................................................................................................... 26

Candidate Expectations and Responsibilities ...................................................................................... 27

Academic Accommodations for Religious Obligations ...................................................................... 27

Withdrawal from Preclinical Experience ............................................................................................ 27

REQUIREMENTS FOR THE PRECLINICAL EXPERIENCE ................................................................ 27

SITE VISIT POLICIES for the PC EXPERIENCE .................................................................................... 30

Remediation Process ................................................................................................................................... 32

REMEDIATION PLAN ............................................................................................................................. 33

Candidate Remediation Plan Follow-Up Report......................................................................................... 42

University supervisor expectations and responsibilities ............................................................................. 43

Cooperating Teacher and Host School Expectations and Responsibilities ................................................. 45

Preclinical Experience Bibliography .......................................................................................................... 47

File naming conventions ............................................................................................................................. 51

Preclinical Teacher Candidate Placement Information ............................................................................... 52

Assignment and Rubrics ............................................................................................................................. 53

Preclinical Site Visit Log ............................................................................................................................ 54

PRECLINICAL SITE VISIT LOG ............................................................................................................. 54

Site Visit Notes ........................................................................................................................................... 55

Analysis Assignments for Preclinical EXPERIENCES .............................................................................. 58

Analysis of Observation(s).......................................................................................................................... 60

Observation Analysis Paper Template ........................................................................................................ 61

Analysis of Interview(s) .............................................................................................................................. 64

Interview Analysis Paper Template ............................................................................................................ 65

Analysis of DISCUSSION(s)...................................................................................................................... 68

Discussion Analysis Paper Template .......................................................................................................... 69

Analysis of Student Interaction(s) ............................................................................................................... 72


Student Interaction Analysis Paper Template ............................................................................................. 73

UNDERSTANDING THE SCHOOL ENVIRONMENT .......................................................................... 76

FORMAL Lesson Plan ASSIGNMENT ..................................................................................................... 78

General Education Lesson Plan Template .................................................................................................. 80

Special Education Lesson Plan ................................................................................................................... 86

Music Education Lesson Plan Format ........................................................................................................ 94

Music Education Lesson Plan Template ..................................................................................................... 97

COMPREHENSIVE ANALYSIS PAPER Assignment ........................................................................... 102

Dispositions ............................................................................................................................................... 107

PRECLINICAL EXPERIENCE FINAL PRODUCT ASSIGNMENT .................................................... 114

Supervisor Site Visit Evaluations ............................................................................................................. 116

INFORMAL PRECLINICAL EXPERIENCE SITE VISIT ..................................................................... 117

PC LEVEL I: OBSERVATION OF TEACHER CANDIDATE’S classroom performance .................... 118

PC LEVEL I: EVALUATION of GROWTH ........................................................................................... 120

PC LEVEL II: OBSERVATION OF TEACHER CANDIDATE’S classroom performance ................... 122

PC LEVEL II: EVALUATION of GROWTH.......................................................................................... 126

Formal Observation PC Exp. Level III ..................................................................................................... 128

Formal Observation of Teacher Candidate’s Classroom Performance ..................................................... 128

EVALUATION of GROWTH Preclinical Experience Level III .............................................................. 131

University supervisor expectations and responsibilities ........................................................................... 134

Cooperating Teacher and Host School Expectations and Responsibilities ............................................... 136

INFORMAL PRECLINICAL EXPERIENCE SITE VISIT ..................................................................... 137

PC LEVEL I: OBSERVATION OF TEACHER CANDIDATE’S classroom performance .................... 138

PC LEVEL I: EVALUATION of GROWTH ........................................................................................... 140

PC LEVEL II: OBSERVATION OF TEACHER CANDIDATE’S classroom performance ................... 142

PC LEVEL II: EVALUATION of GROWTH.......................................................................................... 146

Formal Observation PC Exp. Level III ..................................................................................................... 148

Formal Observation of Teacher Candidate’s Classroom Performance ..................................................... 148

EVALUATION of GROWTH Preclinical Experience Level III .............................................................. 153

Dispositions ............................................................................................................................................... 155

UNIVERSITY SUPERVISOR RECOMMENDATION FOR TEACHER CANDIDATE TO CONTINUE IN THE BU

ED PROGRAM ........................................................................................................................................ 162

COOPERATING TEACHER RECOMMENDATION FOR TEACHER CANDIDATE TO CONTINUE IN THE

BU ED PROGRAM .................................................................................................................................. 163


INTRODUCTION

This handbook includes policies and procedures for Preclinical teacher candidates. Additional, detailed information

regarding Benedictine University’s teacher licensure programs can be found in the Student Teacher Handbook or

the Teacher Education Handbook for Elementary, Secondary, and Special Education. Please do not hesitate to ask

for any assistance or information. Our mutual goal is to make the University-student partnership satisfying and

productive for everyone.

School of Education Faculty and Staff Ethel Ragland, Ed.D., Dean, College of Education & Health Services (630) 829-6583 [email protected]

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

Richard Campbell, Ed.D., Licensure Officer (630) 829-6462 [email protected]

Sunil Chand, Ph.D., Professor/Higher Education & Organizational Change

(HEOC)

(630) 829-1930 [email protected]

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

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

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

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

Mary Jeffery, M.A.T., Assessment and Preclinical Coordinator (630) 829-6401 [email protected]

Eileen, Kolich, Ph.D., Professor/ HEOC (630) 829-6280 [email protected]

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

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

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

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

Amanda Perkins, Ph.D., Assistant Professor (630) 829-6280 [email protected]

Sally Shore, Office Assistant (630) 829-6280 [email protected]

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

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

mailto:[email protected]



















School of Education

Benedictine University

CONCEPTUAL FRAMEWORK INTRODUCTION

The Teacher Education Program aligns with the unit’s conceptual framework through

coursework and clinical experiences. The program is further aligned with professional dispositions that

reflect the unit’s conceptual framework.

The Conceptual Framework of the School of Education at Benedictine University reflects a shared view of what

the unit and its partners believe to be the best practices for preparing teacher candidates to deliver instruction

and services to students, families, schools, and communities. Benedictine University’s School of Education

equips candidates with the knowledge, skills, and dispositions that will shape and influence learning through

critical thinking, research-based decisions, and best practices. As an integrated whole, the conceptual

framework contains the overarching purpose of the unit: to create effective practitioners who are committed to

Scholarship, Lifelong Inquiry, Leadership, and Social Responsibility. These enduring outcomes are the

critical elements necessary to ensure readiness for every teacher candidate to positively impact student learning

through reflective practice. This requires that teacher candidates develop a comprehensive foundation in the

knowledge and practice of state and national teaching standards in culturally diverse learning environments.

These practices support a system that produces outcomes for teacher candidates to become highly effective

practitioners who actively engage with content to promote critical thinking skills, innovatively manage the

learning environment, and consistently monitor student progress to adjust curriculum delivery while

collaborating with others to positively impact students, the community, and the professional field.

COMPONENTS OF THE CONCEPTUAL FRAMEWORK

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

leadership and social responsibility. These four strands are woven into the education curriculum and are

reflected in the expectations we have for our graduates:

Scholarship (S)

Benedictine University’s education program requires that candidates have a firm understanding of the

subject matter and a solid foundation in pedagogical principles that promote understanding of the content.

Candidates acquire the knowledge that shapes and influences learning through critical thinking, research-

based decisions, and best practices utilizing technological advances and innovative strategies.

Lifelong Inquiry (LI)

Candidates regularly engage in learning through self-reflection by questioning and critically reflecting

upon their current understandings. They seek out information, both individually and collaboratively, to

formulate an in-depth knowledge base, grounded in research that informs their thinking and decision-

making. Candidates incorporate information learned from professional development opportunities and are

actively involved in professional groups and organizations.

Leadership (L)

Candidates are prepared to assume leadership roles that enable them to affect change and improve

professional practice through the application of educational theory and ethical principles. Candidates

learn how to be flexible, supportive, ethical and responsible and they use their knowledge to promote

effective educational initiatives that influence learning environments. Through the development of

interpersonal and communication skills, candidates pursue opportunities to collaborate with others to

positively impact students, the community, and the professional field.


Social Responsibility (SR) Candidates are dedicated to creating fair and equitable environments that support and enhance the learning

of all students. They seek diversity of thought and practice from students and other professionals.

Candidates demonstrate honesty and integrity in their actions and communication with others.

OVERVIEW of TEACHER EDUCATION PRECLINICAL EXPERIENCES

OBJECTIVES

According to 23 Illinois Administrative Code Part 25.610, clinical experiences are “part of the professional

preparation program enabling candidates preparing for licensure to acquire practical experience along with

theoretical knowledge prior to entering into the full responsibilities of the role for which they are seeking

licensure. These practical and structured experiences include pre-student teaching field experiences and student

teaching and insure gradual and sequential introduction to, and eventual assumption of, the full range of

experiences associated with a role for which a professional educator license is required. At appropriate times the

candidate shall demonstrate mastery of skills and techniques necessary for effective performance as a beginning

practitioner and to enable evaluation by qualified personnel. The sequence of experiences brings the candidate

into contact with a variety of populations and educational situations, including public school settings,

encountered by practitioners. (http://isbe.net/rules/archive/pdfs/25ark.pdf)

The Teacher Education Program Preclinical component enables candidates seeking licensure to acquire practical

experience prior to student teaching. The preclinical experience:

Provides an opportunity for the teacher candidate to assess his/her interest and fitness for teaching;

Is designed to enable the candidate to synthesize theory and practice. The teacher candidate is introduced to

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

populations;

Includes supervised participation involving a wide range of experiences, in which the candidate is expected to

assist or engage in purposeful interaction with students and school personnel; and,

Is planned according to the requirements of the individual preclinical experience, and according to the

specifications of the Cooperating Teacher. The experience is always consistent with the goals and objectives

of Benedictine University’s Teacher Licensure Programs.

The experience is consistent with the goals and objectives of Benedictine University’s Teacher Licensure

Programs and the Illinois Professional Teaching Standards (IPTS). www.isbe.net

The School of Education expects that each teacher candidate will:

Demonstrate an understanding of effective teaching, as assessed through directed observation of teacher

behavior, learner behavior, and the teaching/learning environment;

Demonstrate an understanding of effective schools and the contributing role of the teacher;

Apply skills related to effective teaching/learning, while assisting the Cooperating Teacher in the areas of

class management, instruction, differentiation of instruction, instructional support, student-teacher

interactions, and monitoring student behavior;

Interact with typical and atypical learners, including students who are culturally diverse, have gifted and

talented abilities, or have diverse disabilities;

Be familiar and effectively interact with and use the support systems within the school, including but not

exclusive to:

Curriculum and Instruction (e.g., resource center, audio-visual aids; print material);

Education Personnel (e.g., other teachers; librarian; school administrators); and

Student Support Staff (e.g., counselors; therapists; school nurse; paraprofessionals)

Learn and understand external systems to the school and supportive of the curriculum (e.g., Illinois State

Learning Goals, Illinois Professional Teaching Standards)

http://isbe.net/rules/archive/pdfs/25ark.pdf

http://www.isbe.net/


Experience out-of-class activities which are directly supportive of instruction (e.g., grading papers; in-service

faculty development) and which are indirectly supportive of instruction (e.g., faculty meetings; co-curricular

activities);

Participate in out-of-class activities which are directly or indirectly supportive of instruction (e.g., grading

papers; faculty development activities; school meetings; extracurricular activities);

Demonstrate an awareness of the role of the teacher as a professional (e.g., promptness, resourcefulness,

delivery of effective instruction, desire for improvement and professional development, compliance with the

Illinois Code of Ethics http://isbe.net/rules/archive/pdfs/22ARK.pdf

All preclinical experiences are integrated with an academic course, thereby bridging theory and practice.

http://isbe.net/rules/archive/pdfs/22ARK.pdf


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

planning, and student learning.

Outcome

Illinois Professional Teaching Standard Questions for Consideration

1. Understand the

School System

(1) Teaching Diverse Students – The competent teacher

understands the diverse characteristics and abilities of each

student and how individuals develop and learn within the

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

academic experiences. The teacher uses these experiences to

create instructional opportunities that maximize student

learning.

1. What is the role of the teacher?

2. What is the role of the student?

3. What is the role of the administrators?

4. What is the role of the school support personnel?

5. What are the grade levels and why are they important?

6. What role does the school district play in the school system?

2. Identify the

Importance of

Planning

(3) Planning for Differentiated Instruction – The competent

teacher plans and designs instruction based on content area

knowledge, diverse student characteristics, student

performance data, curriculum goals, and the community

context. The teacher plans for ongoing student growth and

achievement.

1. What are the components of a basic lesson plan?

2. Why is lesson planning important for student learning?

3. Understand the

Learning

Environment

(4) Learning Environment – The competent teacher

structures a safe and healthy learning environment that

facilitates cultural and linguistic responsiveness, emotional

well-being, self-efficacy, positive social interaction, mutual

respect, active engagement, academic risk-taking, self-

motivation, and personal goal-setting.

1. Why is the physical layout of a classroom important?

2. How do classroom behavior management rules effect student

learning?

4. Understand and

Exhibit

Professionalism

(9) Professionalism, Leadership, and Advocacy The

competent teacher is an ethical and reflective practitioner who

exhibits professionalism; provides leadership in the learning

community; and advocates for students, parents or guardians,

and the profession.

1. How is professionalism defined in education?

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


Outcome Alignment for Preclinical Level 2 This preclinical experience introduces the candidate to teaching methods, including planning, classroom management, and instructional delivery strategies

where K-12 students engage in learning experiences.

Outcome Illinois Professional Teaching Standard Questions for Consideration

1. Plan for

Differentiated

Instruction,

Content, and

Pedagogy

(1) Teaching Diverse Students – The competent teacher understands

the diverse characteristics and abilities of each student and how

individuals develop and learn within the context of their social,

economic, cultural, linguistic, and academic experiences. The teacher

uses these experiences to create instructional opportunities that

maximize student learning.

(2) Content Area and Pedagogical Knowledge – The competent

teacher has in-depth understanding of content area knowledge that

includes central concepts, methods of inquiry, structures of the

disciplines, and content area literacy. The teacher creates meaningful

learning experiences for each student based upon interactions among

content area and pedagogical knowledge, and evidence-based practice.

(3) Planning for Differentiated Instruction – The competent teacher

plans and designs instruction based on content area knowledge, diverse

student characteristics, student performance data, curriculum goals,

and the community context. The teacher plans for ongoing student

growth and achievement.

1. What are the aspects of diversity have to be considered

within a classroom?

2. What are some ways to plan for differentiated instruction that

enhance every student’s learning experience?

3. What is pedagogy?

4. Why is it as important to know pedagogy as the content you

are teaching?

2. Plan for the

learning

environment:

grouping for

instruction

(4) Learning Environment – The competent teacher structures a safe

and healthy learning environment that facilitates cultural and linguistic

responsiveness, emotional well-being, self-efficacy, positive social

interaction, mutual respect, active engagement, academic risk-taking,

self-motivation, and personal goal-setting.

1. Why is lesson planning important for student learning?

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

student learning?

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

each component important?

4. How do classroom management rules effect student learning?

3. Deliver

Instruction

(5) Instructional Delivery – The competent teacher differentiates

instruction by using a variety of strategies that support critical and

creative thinking, problem-solving, and continuous growth and

learning. This teacher understands that the classroom is a dynamic

environment requiring ongoing modification of instruction to enhance

learning for each student.

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

2. How were your lesson plans altered as you delivered

instruction?

4. Understand and

Exhibit

Professionalism

(9) Professionalism, Leadership, and Advocacy The competent

teacher is an ethical and reflective practitioner who exhibits

professionalism; provides leadership in the learning community; and

advocates for students, parents or guardians, and the profession.

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

2. In what ways did you see professionalism exhibited

throughout your experience?


Outcome Alignment for Preclinical Level 3 This preclinical experience allows the candidate to plan lessons and implement differentiated instruction while practicing multiple classroom management and

assessment strategies. Candidates evaluate their own teaching of these lessons in consultation with the cooperating teacher and the university supervisor.

Outcome Illinois Professional Teaching Standard Questions for Consideration

1.

(1) Teaching Diverse Students – The competent teacher understands

the diverse characteristics and abilities of each student and how

individuals develop and learn within the context of their social,

economic, cultural, linguistic, and academic experiences. The teacher

uses these experiences to create instructional opportunities that

maximize student learning.

(2) Content Area and Pedagogical Knowledge – The competent

teacher has in-depth understanding of content area knowledge that

includes central concepts, methods of inquiry, structures of the

disciplines, and content area literacy. The teacher creates meaningful

learning experiences for each student based upon interactions among

content area and pedagogical knowledge, and evidence-based practice.

(3) Planning for Differentiated Instruction – The competent teacher

plans and designs instruction based on content area knowledge, diverse

student characteristics, student performance data, curriculum goals, and

the community context. The teacher plans for ongoing student growth

and achievement.

1.

2.

(4) Learning Environment – The competent teacher structures a safe

and healthy learning environment that facilitates cultural and linguistic

responsiveness, emotional well-being, self-efficacy, positive social

interaction, mutual respect, active engagement, academic risk-taking,

self-motivation, and personal goal-setting.

1.

3.

(5) Instructional Delivery – The competent teacher differentiates

instruction by using a variety of strategies that support critical and

creative thinking, problem-solving, and continuous growth and

learning. This teacher understands that the classroom is a dynamic

environment requiring ongoing modification of instruction to enhance

learning for each student.

1.

4.

(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.


Policies Regarding the Safety of School Age Children and Youth

Criminal Background Check

The Illinois State Police has advised that the Federal Bureau of Investigation (FBI) does not permit colleges and

universities to conduct national criminal history checks under the Adam Walsh Act on student teachers or any

education candidate who will be in the field working with students in schools. The candidates are also responsible for

costs related to this check.

The language of 105 ILCS 5/10-21.9 (g) remains as follows:

In order to student teach or complete a preclinical experience in the public schools, a person is required to authorize

the following:

1. Fingerprint based criminal history records check

2. Check of the Statewide Sex Offender Database

3. Check of the Statewide Child Murderer and Violent Offender Against Youth Database

These checks must be done prior to participating in any field experiences in the public schools. Authorization for and

payment of the costs of the checks must be furnished by the student. Results of the checks must be furnished to the

higher education institution where the student is enrolled and the superintendent of the school district where the

student is assigned. An updated guidance document on Criminal History Records Information (CHRI) Checks for

School Personnel, in which you will find further explanation of the issue of student background checks, is now

available on the ISBE website at http://www.isbe.net/pdf/guidance_chr.pdf.

Protecting All God’s Children Requirement

All candidates must successfully complete the “Protecting God’s Children” program provided by the Catholic

Church. Candidates placed in parochial schools must provide evidence of completion to your parochial placement

school’s administrator. Note: Completion of this program is only required once.

Mandatory Reporting of Abuse and Neglect

The Illinois Department of Children and Family Services (DCFS) requires that all school personnel including certified

and non-certified school employees, to be mandated reporters. All teacher education candidates are mandated

reporters of child abuse and neglect. Mandated Reporter Training through DCFS is located at

www.dcfstraining.org/manrep/index.jsp. The training is self-directed and takes approximately 60-90 minutes to

complete. Print the Certificate of Completion at the time of completion.

Preclinical teacher education candidates should report suspected cases of abuse and neglect directly to the school

principal at the site where he/she is placed. The principal will then contact the appropriate authorities, as appropriate.

Any person who knowingly transmits a false report to the department commits the offense of disorderly conduct

under subsection (a) (7) of Section 26-1 of the Criminal Code of 1961. A first violation of this subsection is a Class A

misdemeanor, punishable by a term of imprisonment for up to one year, or by a fine not to exceed $1,000, or by both

such term and fine. A second or subsequent violation is a Class 4 felony.

http://www.isbe.net/pdf/guidance_chr.pdf

http://www.dcfstraining.org/manrep/index.jsp


POLICIES AND PROCEDURES

Eligibility for Placement

The minimum standards for preclinical placement established by Benedictine University are outlined in the Teacher

Education Program Checkpoints. Candidates should be aware, however, that many school districts have requirements

that exceed these minimum standards. For example, some districts require that preclinical candidates have a grade

point average of at least 3.0 on a 4.0 scale. Some districts further require that candidates have no less than a grade of

“B,” in courses within their content area.

To be eligible for consideration for enrollment in Preclinical Experience Level 1 (EDUC 200), the candidate must

have fulfilled the following:

A Benedictine University GPA of 2.75 and a 3.0 in his/her major to enroll in preclinical experience courses;

Satisfactory completion of all requisite preclinical experiences;

Meet the licensure testing requirements:

Non-Transfer Students: Basic Skills Requirements and pass minimum of two subtests of the Test of

Academic Proficiency (TAP)

Transfer Students: Basic Skills Requirements and pass minimum of two subtests of the TAP (TAP exception

at the discretion of the Director/Chair)

Illinois State Board of Education (ISBE) will accept ACT Plus Writing official score reports (minimum

composite score of 22 and minimum combined English/Writing score of 19) or SAT official score reports

(minimum composite on the critical reading + mathematics of 1030 and minimum score on the writing of

450) in lieu of the TAP. The official score report can be no older than 10 years at the time of submission to

ISBE. Scores must be submitted by the candidate to ISBE. For more information on how to submit your

ACT/SAT scores, go to http://www.isbe.net/licensure/default.htm

Successful Ratings on Professional Behaviors/Dispositions; any ratings below three will require a plan for

professional growth. Professional Behaviors/Disposition review will occur in all courses, all preclinical

experiences, and student teaching;

Completion of the seminar “Protecting All God’s Children;”

Completion of all criminal background checks (national and statewide);

Evidence of health and stamina necessary for the rigors of teaching; and

Evidence of personal/professional qualities essential for teaching (e.g., integrity, character, ethics, mental

fitness, and personality adjustment).

To be eligible for consideration for enrollment in Preclinical Experience Level 2, the candidate must have fulfilled the

following:

Successful completion of Preclinical Experience Level 1 (exception for transfer students at the discretion of

the Direction/Chair);

TAP passed or evidence of acceptance by ISBE of ACT or SAT in lieu of TAP

A Benedictine University GPA of 2.75 and a 3.0 in his/her major and no grade lower than a “C” in any major

or cognate courses;







http://www.isbe.net/licensure/default.htm


To be eligible for consideration for enrollment in Preclinical Experience Level 3, the candidate must have fulfilled the

following:

Successful completion of Preclinical Experience Level 2 (exception for transfer students at the discretion of

the Direction/Chair);

TAP passed or evidence of acceptance by ISBE of ACT or SAT in lieu of TAP

A Benedictine University GPA of 2.75 and a 3.0 in his/her major and no grade lower than a “C” in any major

or cognate courses;







Generally, the undergraduate’s initial preclinical experience is during the sophomore year, and placements associated

with teaching methods courses are completed during the junior or senior year.

The University is located among many excellent and diverse school settings, both public and private. The University

establishes contractual agreements with school districts. Preclinical placements are made solely by the School of

Education Office, not by the preclinical candidate. The Preclinical Specialist and Preclinical Coordinator make all

contacts with schools. As per contractual agreement with our school districts, candidates and/or their

representatives (e.g., friends; family members) are not allowed to make contact with schools, in search of a

placement.

Placements will only be granted to candidates who submit their preclinical experience application on time, as

specified on the Benedictine University Academic Calendar. Candidates who submit their applications late will not be

guaranteed a placement.

Upon receipt of your advisor-approved application and verification of your registration in a preclinical course, a

placement will be sought for you by the Preclinical Specialist. Placement decisions are made by the department on

the basis of availability, district policy, and any other university related factors. All placements will be confirmed

within six weeks following the start of the BU semester.

Please be advised that it is the School of Education’s policy not to place a candidate where they have: a) attended

school as a student; b) completed a preclinical experience; c) are or have been employed; d) have a relative employed;

or e) have children who attend that school. According to Illinois State Teaching Standards efforts are made to place

student teaching candidates in settings that are rich in cultural diversity.

The following factors are considered when processing placements:

The candidate’s field of study and licensure sought;

The availability of appropriate public and private schools, already approved as preclinical sites;

The nature and grade level of the candidate’s prior preclinical experiences (e.g., public vs. private school

placement; grade level of placements; student diversity; etc.);

The availability of appropriate sites.

Students are placed at grade levels which are compatible with the licensure sought. A candidate for special Education

licensure (K-12) will have at least half of their experiences in the elementary grade levels (K-5) and half at the

middles school/high school levels (6-12). Each candidate in at least one setting that is rich in cultural diversity. All

preclinical candidates must furnish or arrange their own transportation to and from their placement school site.

No changes will be made in a placement, once it has been confirmed. Any candidate who subsequently chooses

not to complete a preclinical experience at their assigned placement will not be guaranteed a second placement.


Cancellation of Preclinical Experience

Candidates must inform the Preclinical Specialist immediately, should they decide to withdraw from the preclinical

experience (i.e., drop the preclinical experience course). Be advised that dropping the preclinical course does not

automatically cancel placements. Candidates are responsible for notifying the university supervisor, cooperating

teacher and the School of Education Preclinical Specialist. Please notify the Preclinical Specialist at 630-829-6298.

Additionally, candidate must withdraw from the course per Benedictine University policy. Approval to withdraw from

a course or to change registration in any way can be processed by Enrollment Services (Ben Central) or through

BenUConnect. Not attending class does not constitute a legitimate withdrawal. A student may withdraw from a course

before completion of four-fifths of the course by filing the proper form with Enrollment Services (Ben Central) or by

using BenUConnect. For reasons of a compelling personal nature, a student may request a course withdrawal after the

completion of four-fifths of the course. A written statement from the student, including supporting documentation,

must be submitted to the Associate Registrar to justify this late course withdrawal.

Time Commitment for the Preclinical Experience

In order to maximize full potential for success in the preclinical experience, the student candidate must dedicate a

consistent block of his/her time each week to the experience, according to the pre-set schedule established when the

candidate registered for the course. Each preclinical level’s appendix has a chart indicating the time commitment

for that level. This time block must be during regular school hours, wherein the candidate can observe and participate

in classroom activities and instruction (e.g., your experience can’t include lunch period). Students who are placed at

one of the School of Education’s Partnership schools must adhere to the experience times designated by BU Course

Scheduler.

Nature of the Experience

Depending of the program in which the candidate is enrolled, undergraduate students will complete 20-22 site visits at

their placement school (see Teacher Education Handbook). A typical preclinical experience consists of 20 or more site

visits for candidates.

The School of Education sets all preclinical experience dates for beginning and ending in each school.

Attendance and Absence

Student candidates are expected to be at their placement sites on the days and at the times scheduled for their

preclinical experience. Should an absence be necessitated for reasons of illness or emergency, the candidate must

notify the cooperating teacher and the university supervisor via phone and email, as soon as the impending absence is

realized, preferably the day before the necessitated absence will occur. The teacher candidate’s grade for the

Preclinical Experience will be affected by absences.

Absences due to participation in University athletic events will not be tolerated, and disciplinary action will be taken

unless they are preapproved by the School of Education Department Chair. Request for participation in athletic events

must be in the form of a typed petition. University Supervisors and cooperating teachers have been informed of the

School of Education’s policy on attendance and are required to report any discrepancies.

For unplanned absences, the candidate must notify the Cooperating Teacher and the University Supervisor, as soon as

the impending absence is realized. If the candidate is unable to reach the University Supervisor, he/she must contact

the Preclinical Coordinator.

Make-up days for absences may be requested by the University Supervisor (in consultation with the Preclinical

Coordinator and Cooperating Teacher), especially if the candidate demonstrates a pattern of absences and /or has

missed three (3) scheduled preclinical days of experience.


If the teacher candidate is absent more than 3 Site Visits or equivalent of 6 hours, it will be at the discretion of the

cooperating teacher and university supervisor to decide whether or not the student is allowed to continue in the

Preclinical Experience for that semester. Make-up days for absences are required to obtain the 46 observation hours.

University supervisors and cooperating teachers have been informed of the School of Education’s policy on

attendance and are required to report any discrepancies.

Course Grade

If teacher candidates receive a letter grade for the experience (PCI) “A” letter grade is 90-100%, “B” letter grade is

80-89%, “C” letter grade is 70-79%, “D” letter grade is 60-69%, “F” letter grade is 59.9% and below. Teacher

candidates must receive the equivalent of a “C” letter grade (70%-100% of the maximum points possible) to pass the

course.

If teacher candidates receive a percent grade and a Pass/Fail for the experience (PCII & PCIII), the percent grade will be

20% of the attendant course grade. Teacher candidates must receive the equivalent of a “C” letter grade (70%-100% of the

maximum points possible) to pass this portion of the course.

Teacher candidates will be evaluated by their cooperating teacher and university supervisor, in a number of areas that

will reflect the candidate’s growth according to the Illinois Professional Teaching and Content Standards, including

performance, growth, and written assignments (e.g., site visit notes, analysis papers, lesson plans). High performance

will be evidenced by the candidate’s level of commitment, preparedness and effort. In addition, weekly

communication entries with requested information delivered in a timely and professional manner, assessment of

written answers to specific IPTS Indicators using an edTPA driven format, a Final Product and Comprehensive

Analysis Paper will be major components of the earned grade. These components are explained in this Handbook,

detailed in the corresponding appendix and course syllabus, and will be supported during the on campus seminars.

Procedures for Initial School Site Meeting

Within one week following the formalized preclinical placement, the preclinical candidate must arrange for a visit with

the Cooperating Teacher, to clarify the nature of the experience and to establish a schedule. During this visit the

candidate should:

Review essential materials and forms with the Cooperating Teacher including the:

Preclinical Handbook;

Preclinical Handbook Appendix: Preclinical Level ____ (as appropriate to your level); and

Preclinical Handbook Appendix: Cooperating Teachers and University Supervisors.

Clarify expectations regarding teaching responsibilities, in collaboration with the University Supervisor and the

handbooks; and,

Obtain confirmation about expectations of teachers (e.g., health and safety precautions; attire, arrival/departure time;

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

procedures).

General Policies and Procedures

Academic Honesty and Ethical Behavior

The search for truth and the dissemination of knowledge are the central missions of a university. Benedictine

University pursues these missions in an environment guided by our Roman Catholic tradition and our Benedictine

heritage. Integrity and honesty are therefore expected of all University students. Actions such as cheating, plagiarism,

collusion, fabrication, forgery, falsification, destruction, multiple submission, solicitation and misrepresentation are

violations of these expectations and constitute unacceptable behavior in the University community.


To access the complete Academic Honesty Policy, which includes student responsibility, responsibility and authority

of faculty, violations, reporting and communicating, responsibilities of the provost, appeals, composition of the

academic appeals board, procedures of the academic appeals board, and records, please visit www.ben.edu/ahp.

Preclinical experiences incorporate a wide range of objectives and activities. It is the expectation of the School of

Education that each preclinical teacher candidate:

• accepts that student learning is a priority and commit to this as the first goal of education;

• strives to attain the objectives and outcomes of each preclinical experience;

• fulfills required site visits;

• attends and fully participates in all Preclinical Experience seminars requested by this course;

• exhibits behavior and attitude in all situations that exemplifies the highest professional standards, in both conduct

and demeanor by meeting IPTS #9

• models professional behavior that reflects honesty, integrity, personal responsibility, confidentiality, altruism and

respect (ITPS 9I);

• participates in professional development, professional organizations, and learning communities, and engages in

peer coaching and mentoring activities to enhance personal growth and development (IPTS 9O);

• is aware of and complies with the mandatory reporter provisions of Section 4 of the Abused and Neglected Child

Reporting Act [325 ILCS 5/4] (IPTS 9R); and

• models digital etiquette and responsible social actions in the use of digital technology (IPTS 9S).

Students who compromise the integrity of the preclinical experience are subject to disciplinary action, on the part of

the School of Education and the University. Violations of integrity include, but are not limited to:

• Forgery, falsification, or alteration of any documents pertaining to academic records;

• Plagiarism or using the work of others as one’s own;

• Cheating in any form, whether in formal examinations or elsewhere; and,

• Disruptive behavior in a course of study or abusiveness toward faculty, fellow students, cooperating teachers,

or students at a school placement site.

Illinois Educator Code of Ethics (isbe.net/rules/archive/pdfs/22ARK.pdf) is in place for all candidates, university

supervisors and anyone else associated with students in the BU educational program. Please contact the university

supervisor if there are any concerns regarding any of these matters.

Professional Dispositions

All teacher candidates are evaluated on the dispositions after every course. Any candidate who receives a rating of

two or below, in any criteria may be placed on probation or provisional status relative to Admissions and

Advancement in their program. A plan for improvement will be developed and implemented by the designated School

of Education Committee. Failure of the candidate to meet the requirements of the plan for improvement within the

provided time line may result in dismissal from their program. Candidates are encouraged to work with their program

advisor to remediate any disposition concerns that have been filed. This assessment process is designed to document

both positive performance aligned demonstrating the Conceptual Framework and act upon a pattern of negative

performance. The Teacher Education Unit stipulates that candidates with four or more unresolved disposition

concerns will not be permitted to progress through the checkpoints for admission to professional studies, admission to

student teaching, and exit from student teaching. The chart below identifies the assessment of candidates’ dispositions

demonstrated, as described in the unit’s conceptual framework. This information is submitted electronically using

LiveText.


Benedictine University

Professional Behaviors (Dispositions) for Educator Preparation

Candidate’s Name: Semester/Year: Date:

Course:

Name of Instructor/Supervisor: Candidate Self-Assessment: Y N

Benedictine University educators are effective practitioners, committed to scholarship, lifelong inquiry, leadership and social responsibility. These qualities

or enduring outcomes are nurtured and enhanced throughout all education programs through many venues so that upon completion of their program, our graduates

possess the knowledge, skills and professional behaviors we expect of an effective practitioner.

Directions: In order to determine if the candidate is developing the professional dispositions of an effective practitioner, please indicate the rating for each criterion

below.


Scholarship

Benedictine University’s education program requires that candidates have a firm understanding of the subject matter and a solid foundation in pedagogical

principles that promote understanding of the content. Candidates acquire the knowledge that shapes and influences learning through critical thinking, research-


Criteria

1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary

Scholarship may be demonstrated by

the following behaviors:

Class/field

participation [Code of Ethics for

IL Educators

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

Dispositions

20.130 [a,b,e]

Inattentive in class. May

fall asleep, read off-task

material, work on

outside projects, text/use

cell phone or attend to

other materials not

related to class/field

experience. Rarely

participates in class

discussions. May

distract others in the

class with behaviors

(e.g., talking; creating

noise; etc.)

Attention is

inconsistently focused

on class/field related

materials and activities.

Responds appropriately

when called on, but does

not volunteer. Does not


classroom.

Actively engaged and

interested in class/field

experience activities.

Volunteers to respond to

questions. Participates in

discussions. Typically

stays focused and on-

task. Sometimes refers

to previous course/field

materials during current

discussion and

coursework.

Shows initiative in class

activities and field

experiences. Is attentive

and on-task. Actively

participates in class/field


Applies knowledge to

new situations and

makes connections with

previous learning. Seeks

to extend understanding

to higher-level thinking.

Asks questions showing

intellectual interest.

Asking questions related to course/field

materials.

Showing initiative and remaining attentive

and on-task.

Actively seeking out and incorporating

ideas of others, as well as sharing

information and ideas with others.

Accurately referring to previous course/field

materials during current discussion and

coursework.

Gathering and assessing relevant

information to develop a well-reasoned

conclusion/solution, and effectively

communicating findings orally and/or in

writing.


Class/field

preparation [Code of Ethics for

IL Educators

22.20: b.1, b.4]

Dispositions

20.130 [a,b,e]

Work completed with

little attention to quality

and may contain errors.

Places emphasis on

getting work done, rather

than learning.

Assignments are

sometimes late, missing,

or lacking key elements.

Uses current knowledge,

rather than additional

resources to complete

work. Procrastinates.

Assignments completed

correctly and with

accuracy, meeting

minimum requirements

and expectations. Work

shows basic grasp of the

assignment's intent. Meets

assignment deadlines

adequately. Makes use of

resources provided to

complete work.

Work is completed with

attention to detail and is

sequential and logical.

Demonstrates evidence of

thoughtful analysis of the

assignment. Work shows

that adequate time and

planning were allocated.

Consistently submits

work on time. Seeks

new resources and

additional information to

complete work.

Work is of exceptional

quality. Shows a desire to

pursue the intended

learning at a deep level.

Work shows evidence of

personal reflection and

revision. Consistently

submits work on time.

Uses an array of available

and self-identified quality

resources to add to the

scope and depth of

project.

Making necessary revisions to assignments,

as per feedback provided.

Using an array of resources (e.g., journal

articles; books; online sources; etc.)

Completing assignments accurately, by

following the directions and rubrics

provided.

Completing and submitting assignments on

time.

Seeking new resources and additional

information to complete work.

Lifelong Inquiry Candidates regularly engage in learning through self-reflection by questioning and critically reflecting upon their current understandings. They seek out

information, both individually and collaboratively, to formulate an in-depth knowledge base, grounded in research that informs their thinking and decision-making.

Candidates incorporate information learned from professional development opportunities and are actively involved in professional groups and organizations.

Criteria 1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary

Lifelong Inquiry may be

demonstrated by the following

behaviors:

Self-Reflection

and growth [Code of Ethics for

IL Educators

22.20: b.1, b.4]

Dispositions

20.130 [c,d,e]

Rarely seeks suggestions

and constructive

criticism or practices

critical thinking. Does

not engage in learning

through self-reflection

Rarely or never makes

changes to improve

future performance

based on

recommendations from

others.

Inconsistently accepts

suggestions and

constructive criticism.

Sometimes practices

critical thinking.

Infrequently engages in

learning through self-

reflection. Sometimes

makes changes to

improve future

performance, based on


others.

Accepts suggestions and


Frequently practices

critical thinking.

Engages in learning

through self-reflection.

Frequently makes

changes to improve

future performance,

based on


others.

Actively seeks

suggestions and


Regularly practices

critical thinking.

Regularly engages in


reflection. Consistently

makes changes to

improve future



instructors and

supervisors.

Consistently seeking suggestions and input

from others to improve work.

Routinely engaging in critical thinking and

self-reflection.

Making necessary changes and improving

work, when given feedback from instructors

and supervisors.


Commitment

to Ongoing

Learning/

Professional

Development [Code of Ethics for

IL Educators

22.20: b.1, c.3]

Dispositions

20.130 [c,d,e]


use of information from

professional

organizations,

publications, and

educational resources.

Shows little interest in

growing professionally.

Does not engage in

professional growth and

development, unless

required to do so.

Occasionally makes use

of information from

professional

organizations,

publications, and


Recognizes the

importance of

professional growth.

Demonstrates some

interest in professional

growth and

development, beyond

class and field

requirements.

Often makes use of

information from

professional

organizations,

publications, and


Values professional

growth. Seeks out

opportunities for


development, beyond

class and field

requirements.

Consistently makes use

of information from

professional

organizations,

publications, and


Makes professional

growth a high priority.

Actively seeks out

opportunities for


development.

Incorporating information learned from

professional organizations, publications, and

educational resources into class and/or field

experience discussion, assignments, and

decision making.

Seeking out and engaging in professional

development opportunities (e.g., online

reading and research beyond class and field

requirements; professional subscriptions;

participation in professional meetings and

conferences; etc.).

Demonstrating a commitment to making

professional growth a high professional

priority.

Leadership Candidates are prepared to assume leadership roles that enable them to affect change and improve professional practice through the application of educational

theory and ethical principles. Candidates learn how to be flexible, supportive, ethical and responsible and they use their knowledge to promote effective

educational initiatives that influence learning environments. Through the development of interpersonal and communication skills, candidates pursue opportunities

to collaborate with others to positively impact students, the community, and the professional field.

Criteria 1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary

Leadership may be demonstrated by


Professional

Responsibility

and Initiative [Code of Ethics for

IL Educators 22.20:

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

Is largely a passive

observer during class

and/or field activities,

often relying upon

direction from others. Is

generally unaware of

professional

organizations,

professional publications

and/or other sources of

current information in the

field. Shows little or no


activities or events.

Participates in class and

field activities, to the

degree required of the

group as a whole.

Demonstrates a basic

awareness of

professional

organizations and their

publications.

Occasionally

participates in

professional activities

or events.

Actively participates in

class and field activities,

contributing novel ideas

and suggestions. Makes

reference to and uses

professional


publications. Willingly

participates in

professional activities or

events. Belongs to at

least one professional

organization, group, or

club.

Assumes a leadership

role and supports others,

during class and field

activities. Participates in

activities of one or more

professional or BU

organizations, groups, or

clubs. Seeks

opportunities to be

involved in professional

activities or events at BU

and/or in the field of

Education. Takes a

leadership role in a

professional group or

organization.

Assuming responsibility for key elements of

class and field activities, beyond that which

is required of the group as a whole.

Demonstrating an awareness of professional

organizations, professional publications

and/or other sources of current information

in the field of Education.

Being an active member in a professional

and/or BU organization

Assuming a leadership role in an on- or off-

campus group or organization.

Engaging in professional service (e.g.,

offering assistance for class and/or field

activities and events; volunteering at

schools; tutoring children at schools and

agencies; offering support to professional

organizations; etc.).


Collaboration [Code of Ethics for

IL Educators

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

c.1, c.4]

Puts forth minimal effort

during group activities

and fails to do a fair

share of work. Attends

group meetings

inconsistently or is

absent. Shows little

regard for other people

or their ideas. May

actually be a roadblock

for the completion of a

task. Does not relate well

with others.

Communication is often

not professional,

appropriate, and/or

respectful toward others.

Completes their part of

group work. Accepts

responsibility. Attends

planned group meetings.

Accepts ideas of others.

Adequately relates with

others and performs

basic group

responsibilities.

Communication is

inconsistently

professional,

appropriate, and/or

respectful toward

others.

Contributes ideas and

effort to group activities.

Comes to meetings

prepared and on time.

Incorporates ideas of

others into the group's

activities. Relates well to

others and promotes group

success. Communication

is professional,

appropriate, and


Promotes group goals by

contributing above and

beyond expectations to

both in-class group

activities and assigned

group projects. Comes

early and well prepared to

help facilitate group

meetings. Encourages the

use of ideas from all.

Does everything possible

to ensure success for the

group as a whole.

Communication is

consistently professional,

appropriate, and


Treating differing opinions as a way to

understand underlying beliefs and

assumptions.

Actively and respectively listening to the

ideas and opinions of others.

Demonstrating the ability to compromise in

respect for others’ opinions

Seeking out and incorporating the ideas of

others during group work (e.g., cooperative

learning and partner activities; group

projects; etc.), class discussion, and field

experiences.

Using conventional, professional, and

respectful language in assignments, class

discussion, and interactions with others in

class and in the field.

Social Responsibility Candidates are dedicated to creating fair and equitable environments that support and enhance the learning of all students. They seek diversity of thought and

practice from students and other professionals. Candidates demonstrate honesty and integrity in their actions and communication with others.

Criteria 1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary

Social Responsibility may be


behaviors:

Value of

Diversity [Code of Ethics

for IL Educators:

22.20: a.2, a.4,

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

Usually works only with

those of similar ability,

race, gender, or

ethnicity. Rarely

interacts with others,

especially those different

than self. Main concern

appears to be for self,

with little concern for

others. Does not listen

well. Exhibits low

expectations for the

accomplishments of

varied groups of

students.

Accepts others, despite

differences in ability,

race, gender, or

ethnicity. Interacts with

others in a polite,

courteous, and

professional manner,.

Shows awareness of

others’ needs. Listens

to others and strives to

understand them.

Inconsistently exhibits

high expectations for

diverse groups of

students.

Willingly works with

others from different

ability, race, gender, or

ethnic groups. Welcomes

feedback from and

interaction with others.

Shows genuine concern

for others and their

needs. Listens carefully

to others and

demonstrates respect for

their values and

viewpoints. Generally

exhibits high

expectations for all

students.

Actively seeks

opportunities to work

with those of different


ethnicity. Openly seeks

interaction and feedback

from diverse people.

Demonstrates concern

for others, often putting

their needs ahead of

his/her own. Actively

listens to and values the

opinions of others.

Consistently exhibits

high expectations for all

students.

Courteously interacting with peers and

others, regardless of ability, race, gender or

ethnicity, during class activities and field

experiences.

Openly sharing and incorporating ideas of

others, during class activities and field

experiences.

Seeking diversity of thought and practice

from others, during class activities and field

experiences.

Using inclusive practices and demonstrating

a belief that all students are capable of

learning and attaining outcomes of

significance.

Treating all adults and students equally.


Ethical

Practice and

Academic

Integrity [Code of Ethics for

IL Educators

22.20: b.4]

Reveals personal and

professional confidences.

Engages in actions such

as cheating, plagiarism,

fabrication, falsification,

and/or misrepresentation

in courses, field

experiences, and/or in

interactions with others.

Inconsistently keeps

personal and

professional

confidences. Unevenly

follows mandates of the

BU student Academic

Honesty Policy and the

Code of Ethics for IL

Educators in courses,

field experiences,

and/or in interactions

with others.

Can be counted on to

keep personal and


Follows most mandates

of the BU student

Academic Honesty

Policy and the Code of

Ethics for IL Educators

in courses, field

experiences, and in


Can be counted on in all

circumstances to keep

personal and


Follows all mandates of

the BU student

Academic Honesty



in courses, field

experiences, and in


Maintaining confidentiality in the field and

in the classroom.

Including appropriate reference citations

and copyright information in assignments.

Following the BU student Academic

Honesty Policy and demonstrating

truthfulness in word and deed within

courses, field experiences, and in


Professional Conduct

Candidates recognize the value of their participation in scheduled meetings, and show their respect by arriving on time and remaining attentive throughout the

duration of each event. They strive to provide their students with consistent and effective learning experiences and are accountable for any absence they may

experience from that instruction. They are conscientious in their use of respectful and grammatically correct conventional language within and across all situations

and environments. Their appearance and demeanor are consistently professional and appropriate for the settings in which they work.

Criteria 1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary

Professional Conduct may be


behaviors:

Attendance and

Punctuality

[Code of Ethics for

IL Educators 22.20:

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

Exhibits a pattern of

unpunctuality or

absence. Fails to

contact instructor,

supervisor, and/or

cooperating teacher (as

appropriate) in advance

of absences and/or to

make arrangements for

missed work. Gives no

reason for absences.

Sometimes disrupts

class or field setting by

arriving late.

Occasionally misses

class and/or field

experiences. Makes an

attempt to notify

instructor, supervisor,

and/or cooperating

teacher (as appropriate),

in advance of absences.

Inconsistently contacts

instructor following a

missed class. Sometimes

gives a reason for

absence.

Consistently attends class

and field experiences and

arrives on time. Usually

notifies instructor, supervisor, and/or


appropriate), in advance

of absence. Arranges to

meet instructor, following

a missed class, to make

arrangements for missed

work. Usually gives a

valid reason for absence.

Arrives at class and field

experiences early. When

possible, makes prior

arrangements, if an

absence is necessary.

May submit assignments

prior to scheduled

absences. Follows up to

complete missed class/field

work. Arranges with

classmates, instructor, or

supervisor to secure

handouts or materials

presented in class,

seminars, and/or scheduled

meetings.

Consistently attending scheduled classes,

seminars, and field experiences, as per

syllabus guidelines.

Dependably contacting instructor, supervisor, and/or cooperating teacher (as

appropriate), in advance of any absences. Making arrangements with instructor or

supervisor to make up missed work.

Arriving at classes and field experiences

early, prior to the commencement of

activities.

Consistently providing a valid reason for

unpunctuality and absences.


Oral and

Written

Communication

Skills [Code of Ethics for IL

Educators 22.20: b.4]

Frequently uses

incorrect grammar in

oral and/or written

communications.

Typically has spelling

and punctuation errors

in written work. May

use slang, profanity,

inappropriate

vocabulary, or offensive

language. Does not

express ideas clearly.

May display distracting

language habits (e.g.,

repetition of words or

phrases, such as “yah,”

"okay" or "like").

Inconsistently uses

correct grammar in oral

and/or written

communication.

Frequently has spelling

and punctuation errors in

written work. Generally

uses language that is

appropriate and

respectful. Can convey

ideas accurately.

Typically uses correct

grammar in oral and

written communication.

Uses correct spelling and

punctuation in most written

work. Communication is

free of offensive or

inappropriate language.

Uses oral and written

language to effectively and

respectfully express ideas

and opinions

Speaking and writing is

consistently

grammatically correct.


punctuation in all written

work. Language usage is

conventional and

respectful. Is articulate

and persuasive when

expressing ideas.

Using correct grammar in personal oral and

written communication, in class and field

activities and in assignments.

Utilizing correct spelling and punctuation in

written class and field assignments and

lessons.

Using conventional, respectful, and

persuasive oral and written language, when

communicating with others.

Appropriate

Professional

Appearance [Code of Ethics for IL


Appearance and dress

typically do not follow

generally accepted

standards for the

classroom and/or field

setting. Often exhibits

a lack of cleanliness

and hygiene in his/her

person and actions.


inconsistently follow

generally accepted

standards for the


setting. Inconsistently

exhibits cleanliness and

hygiene in his/her

person and actions.


usually follow generally

accepted standards for

the classroom and/or

field setting. Usually


hygiene in his/her person

and actions.


consistently follow

generally accepted

standards for the

classroom and field

setting. Always exhibits

cleanliness and hygiene

in his/her person and

actions

Consistently exhibiting appearance and

dress appropriate for classroom and field

situations and settings.

Displaying cleanliness and hygienic

practices in his/her person (e.g., body;

clothing; etc.) and actions.

Emotional

Responsibility [Code of Ethics for IL


Demonstrates

unpredictable display

of emotions. May lose

temper and display

outbursts of anger or

cry easily. Acts

disrespectfully toward

others and/or their

opinions. Does not

take responsibility for

personal emotions and

behavior. Blames

others or outside

circumstances for

behavior and loss of

emotional control.

May lose emotional

control in some

situations, but generally

has emotions under

control. Is not

responsive to the

perspectives of others.

Does not consistently

accept responsibility for

personal actions and

behavior.

Maintains basic control

of emotions across

settings and situations.

May show an emotional

reaction to a situation,

but does not lose temper

or emotional control.

Demonstrates a respect

for the perspectives of

others. Takes

responsibility for


behavior.

Displays a steady

emotional temperament,

even in potentially

volatile or highly

emotional situations. Is

receptive to the

viewpoints and

suggestions of others.

Holds self accountable

for personal emotions

and behavior. Displays a

sense of humor and a

willingness to get along

with others.

Consistently maintaining composure,

regardless of the circumstances.

Respecting the viewpoints of others and

treating all persons with dignity, even when

not in agreement with them.

Being accountable and responsible for

personal emotions and behavior.

Maintaining an even temperament and sense

of humor.


II. Comments

Please comment on any items rated at 1 or 2.

Please Note:

Any candidate who receives a rating of 2 or below in any criteria may be placed on probation or provisional status relative to Admissions and Advancement in

their program. A plan for improvement will be developed and implemented by the designated School of Education Committee. Failure of the candidate to meet the

requirements of the plan for improvement within the provided time line may result in dismissal from their program.

Signature of individual completing the assessment is required:

Evaluator’s Signature:___________________________ Title:____________________ Date:_____________

Candidate’s Signature:_____________________________ Date:_____________

Faculty Advisor:________________________________ Date:_____________


Preclinical Candidate Dress Code

The professional status of a candidate as a teacher is, in part, determined and reinforced by appropriate dress and

appearance. Your students will learn from the example you set. We further believe that there is a direct correlation

between appropriate dress and how others perceive the individual, as well as the organization represented by the

individual. Always remember that everything you do during your student teaching experience reflects not only on you, but

also on this University.

Inappropriate clothing, paraphernalia, jewelry, accessories, bodily adornments, grooming, or personal hygiene habits that

are in any way disruptive or potentially distracting to students and/or others in the learning environment are discouraged.

Some examples of these include, but are not limited to:

Visible tattoos and/or body piercings (except earrings);

See-through clothing or fishnet fabrics, halter-tops, spaghetti strap tops, off the shoulder or low-cut tops, bare

midriff tops, and low cut/hip hugger pants;

Tight or form-fitting clothing, such as leggings and spandex tops and pants;

T-shirts, sports jerseys, and sweatshirts;

Jeans and denim pants;

Sandals, flip flops, and sports shoes, as well as sneakers (which may only be worn by PE majors)

Excessive jewelry that may be disruptive to students and the learning environment; and

Fingernails that are distracting in appearance due to length or decoration.

The overall guidepost for preclinical candidate dress and appearance is to come to school each day dressed as though you

were having a job interview. Your appearance and demeanor may well be your first step to an interview and can be

influential in your being hired in the future.

Termination of Placement

In the event that a preclinical candidate does not complete his or her preclinical experience, either by a decision of the

cooperating school, the University, or the individual candidate, the candidate must arrange a meeting with the School of

Education Chair and Preclinical Coordinator, to determine the appropriate steps to be taken regarding the situation.

The following list includes, but is not limited to, possible reasons for termination of a preclinical placement:

Unprofessional behavior;

Frequent absences;

Frequency of arriving late and/or leaving early;

Insubordination to school and/or University personnel;

Failure to comply with directives of the Cooperating Teacher(s) and/or the University Supervisor;

Failure to conform to school policies;

Ineffective teaching performance;

Failure to complete assignments in a timely manner; and/or

Failure to adhere to the BU code of conduct for sudents, as detailed in the BU Student Handbook

(http://www.ben.edu/student-life/upload/Student-Handbook.pdf). ).

If a candidate’s experience is terminated for any reason (voluntary or involuntary), the candidate must withdraw from the

course, as required by University policy. A second placement will subsequently not be sought for that student, during the

term in which the termination occurs.

As noted in the BU Undergraduate and Graduate Course Catalogs, a student can withdraw from the student teaching

course with a grade of “W” up to the end of the 12th week of classes for a 15-week course (or the end of the seventh week

for an 8-week class). A student who wishes to withdraw from the University during the semester must contact the Student

Success Center (http://www.ben.edu/student-life/student-success-center/index.cfm) and follow the prescribed steps

through completion. Withdrawals must subsequently be done using MyBenU or in person at Enrollment Services (Ben

http://www.ben.edu/student-life/upload/Student-Handbook.pdf

http://www.ben.edu/student-life/student-success-center/index.cfm


Central). A student who plans to return within two full academic years to complete their student teaching experience must

file a Leave of Absence Request Form with the Registrar’s Office (http://www.ben.edu/registrar/).

Candidates who elect to terminate their placement due to circumstances beyond their control (e.g., a severe illness; death

of a close relative) will be granted a second placement during a subsequent semester. Candidates who are terminated by

their placement school will not be provided a second placement, until such time as they successfully complete an

individually prescribed remediation program.

Governing Policies

Preclinical Experience Assignment

The following two policies govern all student teaching instructional situations and assignments. It is imperative that all

participating parties observe them scrupulously:

The candidate may not receive remuneration for the student teaching experience.

The candidate may not serve as a substitute for the regular teacher or be left alone in the classroom with students.

Liability and Health Policies

Professional Liability Coverage

All BU preclinical and student teaching candidates working in the schools as part of their professional preparation are

protected by a personal injury liability policy by the university. Should a personal injury occur during your placement

experience, please report the information immediately to the School of Education Office Assistant (630-829-6280).

Liability for Loss or Repair of School Equipment

Candidates should be aware that they are responsible for the security of university owned materials and equipment

during their preclinical and student teaching experiences. These items may include electronic and audiovisual equipment,

software, books, and videos. Candidate liability for the security of these items may extend any time the student has

responsibility for these items. If the materials or equipment are not returned you may be charged for their replacement.

Temporary Work Stoppage Policy During Preclinical and Student Teaching Experiences

When a work stoppage occurs in a district in which candidates have been assigned for preclinical, student teaching

experiences, it is the policy of the School of Education that the candidates be declared non-participants in the job action.

As non-participants in the work stoppage (e.g., strike), candidates shall not report to their placement schools during a job

action, even if requested to do so by cooperating teachers, principals, or university supervisors. Students should not be

penalized in any way for being a non-participant. Differing requirements across programs may result in extending the

experience or making up missed hours in other ways so that course requirements can be met. As a result, students should

check with respective experience coordinator (i.e., Director of Student Placement or Preclinical Coordinator) about

specific requirements related to absences associated with job actions.

Candidate Grievance Procedures

Should you have a grievance or concern regarding any aspect of your experience, report the information to your university

supervisor. If you subsequently believe that the concern has not been resolved, contact your respective experience

coordinator (i.e., Director of Student Placement or Preclinical Coordinator).

Internet Use and Digital Etiquette

Privacy and free speech rights permit you to maintain and submit information on the Internet, including postings on

Facebook.com, and other similar websites; however, you must consider how the information you post may be interpreted

and used by professional colleagues, teachers, students’ parents, school administrators and, above all, the students. When

you decide to post personal and private information on the web, you run the risk that the information will be used

publicly, and its use may not be to your benefit.

Professional Guidelines:

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


Maintain separate sites for professional and personal use.

You must follow the school district guidelines for using social media online and other electronic communication

(e.g., e-mail, Youtube, etc.)

Do not share your username or personal web-addresses with students.

Voicemail or Cell phone messages

Please be sure that your communications and messages are professional. Your message or voice mail message may be

your first introduction to your supervisor, mentor teacher or a potential employer.

Candidate Expectations and Responsibilities

Preclinical experiences incorporate a wide range of objectives and activities. It is the expectation of the School of

Education that each teacher candidate will:

Attend all scheduled preclinical seminars;

Comply with the Illinois Educator Code of Ethics (http://www.isbe.net/rules/proposed/pdfs/22wf.pdf);

Maintain the dignity necessary to gain the respect of pupils;

Show high regard and respect for each pupil and enthusiasm for teaching;

Maintain confidentiality of information about pupils and their families;

Be a good example for pupils: physically, mentally, ethically, and humanely;

Exhibit professional courtesy when relating to or about others;

Assume no authority other than delegated by the cooperative teacher; and

Be resourceful, display initiative, be responsible, and be responsive to constructive criticism.

Academic Accommodations for Religious Obligations

A student whose religious obligation conflicts with a course requirement may request an academic accommodation

from the instructor. Students must make such requests in writing by the end of the first week of the class. Upon

receiving such a request, the instructor will offer reasonable academic accommodations, whenever feasible, and

communicate this to the student. However, the course requirements listed in the syllabus remain in effect if

accommodations cannot be offered.

Withdrawal from Preclinical Experience

Once a Preclinical Application has been filed with the School of Education, the search for appropriate placements for

the teacher candidate will commence. Candidates must therefore inform the Preclinical Specialist immediately, should

they decide to withdraw from the preclinical experience (i.e., withdraw from the preclinical experience course). Please

be advised that withdrawing from the preclinical course does not automatically cancel placement. Please notify your

cooperating teacher, university supervisor and the Preclinical Specialist at 630-829-6298.

REQUIREMENTS FOR THE PRECLINICAL EXPERIENCE

Benedictine University teacher candidates will be able and ready to teach at the initial level upon graduation. Preclinical

Experience provides teacher candidates with varied experiences in a school by offering direct involvement with students

and teachers, understanding the school’s culture, observing implementation of the IPTS while noting teaching methods,

approaches, and classroom management styles. Teacher candidates will have opportunities for interaction with staff

members, students, classroom activities, and to learn about lesson plans. Site Visit Notes will be required throughout the

preclinical and will be shared during some of the preclinical seminars.

This experience helps prepare quality teachers by connecting BU course content with the Illinois Professional

Teaching Standards, the Illinois Content Area Standards, and the Illinois Learning Standards. These requirements

immerse teacher education candidates in on-going questioning and reflection as they acquire practical experience

prior to student teaching.

http://www.isbe.net/rules/proposed/pdfs/22wf.pdf


BU is grateful to the host schools and understands and respects the constraints that exist in a school building including

aspects of security, parking, and changes in a school day schedule or a teacher’s schedule. If modifications are

needed, it is the responsibility of the candidate to notify the preclinical supervisor as soon as these modifications

occur.

Teacher Candidates will:

1. Use resources provided by the cooperating teacher and the university supervisor.

2. Complete the required schedule of observation and participation in classroom activities at an assigned elementary,

middle, or high school. Hours in attendance must be documented on the log sheet and signed by the cooperating

teacher, the candidate and the university supervisor. All other schedules and informational documents must also

be completed, dated, and signed by the cooperating teacher, the candidate and the university supervisor.

3. Attend all Preclinical Experience seminars requested by this course

4. Submit all assignments on or before the designated due date. Late work will not be accepted or evaluated after

one week past the due date. Candidates will only receive half credit for any late assignment.

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

Notes and Analysis Papers.

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

rubrics found in the appendix of the handbook.

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

8. Contact your cooperating teacher and university supervisor immediately upon receiving your placement;

introduce yourself and inquire about school policies regarding health/safety precautions, school hours, school

calendar, parking, and schedule your first visits within one week after receiving your placement.

9. PREPARATION MEETING Email your cooperating teacher to request a time within two weeks of receiving

your placement to make a brief visit. Be sure to CC your university supervisor on ALL emails sent to your

cooperating teacher. Once at the host school, take your time to learn where to sign in, where to park your car,

what documents you need for being in the host school, to meet the personnel (including your cooperating teacher),

and try to meet the principal. Have a printed academic calendar of the host school for your reference at this

meeting. Confirm Site Visit required blocks of time (see chart in the appendix). You may be given a student

handbook or teacher handbook to read over before your first Site Visit. Be prepared to provide cooperating

teacher with the following documents: Cooperating Teacher and Host School Expectation and

Responsibilities Preclinical Experience, PC Schedule: Seminar, Site Visit & Performance Activities.

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

Present the cooperating teacher with these necessary materials and forms for the appropriate preclinical

experience level (Note: some may have been presented during the Preparation meeting):

1. Cooperating Teacher and Host School Expectation and Responsibilities Preclinical Experience

2. PC Schedule: Seminar, Site Visit & Performance Activities

3. PC Observation Analysis for Teacher Candidate Classroom Performance

4. Evaluation of Growth Preclinical Experience for completion as both a midterm and final

5. Recommendation for continuance in the BU Education Program;

Confirm Site Visit required blocks of time;

Review the University’s preclinical materials with the cooperating teacher (e.g., Understanding the School

Culture, PC Schedule: Seminar, Site Visit & Performance Activities, etc.);

Obtain confirmation about expectations of teachers (e.g. health and safety precautions; attire, arrival/departure

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

emergency procedures); and


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

first visit.

11. Obtain from the Illinois State Board of Education (ISBE) website (www.isbe.net) and read:

Applicable to Teacher Candidates:

a. Illinois Professional Teaching Standards including Knowledge and Performance Indicators

http://www.isbe.state.il.us/peac/pdf/IL_prof_teaching_stds.pdf

b. Illinois Content Area Standards including Knowledge and Performance Indicators

c. Illinois Educator Code of Ethics http://www.isbe.net/rules/proposed/pdfs/22wf.pdf

Applicable to school-aged children and youth:

a. Illinois Learning Standards for your content area http://www.isbe.net/ils/Default.htm

b. Common Core Standards for Math and English/Language Arts

http://www.isbe.net/common_core/default.htm

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

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

13. Be sure to read the rubrics for each type of assignment. These will be used many times by your university

supervisor as you progress through this Preclinical Experience. You should be aware of what the expectations are

for each type of assignment.

14. Become aware of the school’s culture by completing the “Understanding the School Environment” document

using the host school’s website, the Illinois K-12 Public Schools Rankings based on the Report Card at

http://www.illinoisreportcard.com provided by the Illinois State Board of Education at http://www.isbe.net/ and

by engaging in discussions with school personnel.

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

review. The remainder should be kept in your notebook to be used when you write the analyses papers. This

should be available for the university supervisor to review as needed; always bring this notebook to the seminars.

The template is in the appendix. There is also a rubric for the Site Visit Notes. While the notes are not graded,

this rubric will be used by you and your university supervisor to assure the quality of your Site Visit Notes.

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

peers and your BU instructor at preclinical seminars. Site Visit Notes are due by 11:59 p.m. on the Sunday

following the week of Site Visits. This will be before your next week’s Site Visits begin. Therefore, Site Visit

Notes for Site Visits 1 and 2 are due that Sunday before you begin Site Visits 3 & 4.

17. Performance Activities: Accomplish assigned Performance Activities as listed per Site Visit found in the PC

Schedule: Seminar, Site Visit & Performance Activities. As the activity is completed, refer to PC Schedule:

Seminar, Site Visit & Performance Activities for verification by obtaining the cooperating teacher’s signature in

the last column. Performance Activities will be the assessed through your analysis papers for specific Indicators.

These Performance Activities include the words observe, interview or interact with students.

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

Indicator as stated in the PC Schedule: Seminar, Site Visit & Performance Activities and the Illinois Professional

Teaching Standards-Performance Activities Crosswalk (IPAC). See instructions below, take notes about these

during the seminars, read the rubric and sample in the Appendix to assist with your writing of each analysis paper

and submit each analysis in LiveText by 11:59 p.m. on the Sunday following the week of Site Visits that

indicate the completion of the Performance Activities assigned the indicator. This would be before your next

week’s Site Visits begin.

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

this assignment.



http://www.isbe.net/rules/proposed/pdfs/22wf.pdf

http://www.isbe.net/ils/Default.htm

http://www.isbe.net/common_core/default.htm

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

http://www.illinoisreportcard.com/




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

below.

21. All documents must be word processed and follow APA formatting guidelines. Refer to the BenU Library

website for help with formatting: http://researchguides.ben.edu/apa.

22. PC Final Product format for submission to University Supervisor. See the appendix for specifics regarding this

assignment.

SITE VISIT POLICIES for the PC EXPERIENCE

Upon completion of three Benedictine University Preclinical Experiences teacher education candidates will have a

deeper understanding and application of the Illinois Professional Teaching Standards. Performance Activities

designate a range of opportunities for the teacher candidate to observe and interview the cooperating teacher to gain

perspectives and knowledge about assigned IPTS indicators. Other Performance Activities will ask the teacher

candidate to interact with students to practice the experiential essence of assigned indicators.

With permission of the cooperating teacher and university supervisor, the sequence of these activities and Site

Visits may be changed due to the cooperating teacher’s schedule. In addition, any of these activities may be

performed more than the schedule indicates. For example, grading papers, assisting students, doing a visual display,

etc. can be done numerous times.

Performance Activities should be completed per the Site Visit schedule. However some Performance Activities need

to be addressed as they occur in the school and meet the needs of the cooperating teacher. These Performance

Activities include but are not limited to: attend team/department/faculty meeting, lunchroom supervision, hallway

supervision, recess supervision, study hall assistance, and visual display.

Note for Special Classes and unique situations: If evidence does not exist of the teacher meeting the assigned

standard on a particular day, write what could have been done to support this standard. For example, the teacher could

have made a chart, multimedia presentation, written rules for organization or directions, etc. to address the standard.

This may pertain to PE, Music, Art, etc.

http://researchguides.ben.edu/apa


Benedictine University School of Education

Preclinical Experience Dress Code

Dress for Success

Dress as a Role Model

Dress for Decency

Dress for Safety

Dress for Respect

The professional status of a preclinical teacher is, in part, determined and reinforced by appropriate dress and

appearance. We believe that there is a direct correlation between appropriate dress and how others perceive the

individual, as well as the organization represented by the individual.

Students will learn from the example you set. Your professional dress should promote a working and learning

environment. Inappropriate clothing, paraphernalia, grooming, jewelry, accessories or bodily adornments that

are in any way disruptive or potentially disruptive to the learning environment are discouraged. Some

examples of these include:

1. Visible tattoos and/or body piercings (except earrings);

2. See-through clothing or fishnet fabrics, halter-tops, spaghetti strap tops, off the shoulder or low-cut tops,

and bare midriff;

3. Tight or form-fitting clothing, such as leggings and spandex slacks;

4. T-shirts, unless containing your host school’s insignia or the insignia of another school deemed appropriate

by your host school and worn in conjunction with school sponsored events. These must be worn on days

designated as appropriate by the school administration;

5. Jeans and shorts;

6. Excessive jewelry which may become distractive to students in the learning environment; and

7. Fingernails that are disruptive in appearance due to length or decoration.

Field experience marks the beginning of your professional career. Benedictine University School of Education

recognizes this and thus sets standards, which both benefit and prepare you to enter the classroom.

Your Preclinical Experience may well be your first step to an unofficial interview and can be influential in your

being hired in the future. Everything you do during your Preclinical Experience reflects not only on you but also

on this University.

I agree to abide by the Benedictine University Preclinical Dress Code.

Name ___________________________________________ Semester __________

Student’s Signature ________________________________ Date ______________


Remediation Process

The purpose of a remediation plan is to provide the Teacher Candidate with an opportunity to modify actions that do not

meet with the expectations of the experience. These actions may include, but are not limited to:

Arriving late or leaving early from site visits

Failure to meet with the host school policies

Submitting assignments late

Missing preclinical seminars

Lack of communication with cooperating teacher and/or university supervisor

Poor quality assignments

If a remediation plan is warranted, the University Supervisor will initiate a meeting with the Teacher Candidate and

Cooperating Teacher to work through the identified issue(s) and complete the formal Remediation Plan (see below). Any

attendee at the meeting may invite another (e.g., if the Cooperating Teacher would like the Department Chair present,

he/she may invite him/her). Copies of the plan will be provided to the Cooperating Teacher, Teacher Candidate,

University Supervisor, and Preclinical Coordinator. The Preclinical Coordinator will place a copy in the candidate’s

university file.

For the agreed upon “check-in” date, the University Supervisor will initiate communication with the Teacher Candidate

and Cooperating Teacher. If additional remediation is necessary, another plan may be put into place. If the Teacher

Candidate has not met the conditions of the Remediation Plan, the University Supervisor will schedule a meeting with the

Teacher Candidate and the Preclinical Coordinator. The School of Education Department Chair will be invited as needed.

Failure to meet the terms of a Remediation Plan can result in termination of the experience.


REMEDIATION PLAN Benedictine University - School of Education

Candidate Remediation Plan

Preclinical/Student Teaching Experience Semester: ___________________ Year: ________ Today’s Date: ______________________________

Candidate: _____________________________________ Candidate ID: _______________________________

Cooperating Teacher: ____________________________ University Supervisor: ________________________

Cooperating School: _____________________________ Subject/Grade/Level: ________________________

Candidate Major: ________________________________ Experience Level (circle1): PC1 PC2 PC3 ST

The remediation plan should be completed collaboratively via three way conference between the teacher education candidate,

university supervisor, and cooperating teacher. Additional concerned parties may attend the conference at the invitation of

any participant. This conference will be led by the university supervisor.

State the purpose for meeting: _______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

Specific Area(s) for Remediation

IPTS 1*: Teaching Diverse Students

Analyzes and uses student information to design instruction that meets the diverse needs of students and leads to ongoing

growth and achievement

EdTPA Tasks (Numbers refer to specific rubrics)

Pl2 – Planning to Support Varied Student Learning Needs

Pl3 – Using Knowledge of Students to Inform Teaching and Learning

Pl4 – Identifying and Supporting Language Demands

In10 – Analyzing Teaching Effectiveness

As15 – Using Assessment to Inform Instruction

Stimulates prior knowledge and links new ideas to already familiar ideas and experiences


Pl1 – Planning for Content Understandings

In7 – Engaging Students in Learning

Differentiates strategies, materials, pace, levels of complexity, and language to introduce concepts and principles so that they

are meaningful to students at varying levels of development and to students with diverse learning needs



Pl3 - Using Knowledge of Students to Inform Teaching and Learning

Pl4 - Identifying and Supporting Language Demands

Facilitates a learning community in which individual differences are respected


In6 – Learning Environment

Uses information about students’ individual experiences, families, cultures, and communities to create meaningful learning

opportunities and enrich instruction for all students



Other: ______________________________________________________________________________

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

Steps for Remediation Date Successful

Completion Required 1.

2.

3.

4.


IPTS 2*: Content Area and Pedagogical Knowledge

Evaluates teaching resources and materials for appropriateness as related to curricular content and each student’s needs



Pl2 - Planning to Support Varied Student Learning Needs

Pl3 - Using Knowledge of Students to Inform Teaching and Learning

Uses differing viewpoints, theories, and methods of inquiry in teaching subject matter concepts


In9 – Subject-Specific Pedagogy

Engages students in the processes of critical thinking and inquiry and addresses standards of evidence of the disciplines



In8 – Deepening Student Learning


Demonstrates fluency in technology systems, uses technology to support instruction and enhance student learning, and

designs learning experiences to develop student skills in the application of technology appropriate to the disciplines

Uses a variety of explanations and multiple representations of concepts that capture key ideas to help each student develop

conceptual understanding and address common misunderstandings




In9 Subject-Specific Pedagogy

As14 – Analyzing Students’ Language Use and Literacy Learning

Facilitates learning experiences that make connections to other content areas and to life experiences



Designs learning experiences and utilizes assistive technology and digital tools to provide access to general curricular content

to individuals with disabilities



Adjusts practice to meet the needs of each student in the content areas



Pl3 – Using Knowledge of Students to Inform Teaching and Learning Pl4 – Identifying and Supporting Language

Demands



Applies and adapts an array of content area literacy strategies to make all subject matter accessible to each student




Other: ___________________________________________________________________________________________________




2.

3.

4.

IPTS 3*: Planning for Differentiated Instruction

Establishes high expectations for each student’s learning and behavior




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


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





Incorporates experiences into instructional practices that relate to a student’s current life experiences and to future life

experiences



Creates approaches to learning that are interdisciplinary and that integrate multiple content areas

Develops plans based on student responses and provides for different pathways based on student needs




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

achievement

When planning instruction, addresses goals and objectives contained in plans developed under Section 504 of the

Rehabilitation Act of 1973 (29 USC 794), individualized education programs (IEP) (see 23 Ill. Adm. Code 226 (Special

Education)) or individual family service plans (IFSP) (see 23 Ill. Adm. Code 226 and 34 CFR 300.24; 2006)



Pl5 – Planning Assessment to Monitor and Support Student Learning

Works with others to adapt and modify instruction to meet individual student needs

Develops or selects relevant instructional content, materials, resources, and strategies (e.g., project-based learning) for

differentiating instruction






Other: _______________________________________________________________________________




2.

3.

4.

IPTS 4*: Learning Environment

Creates a safe and healthy environment that maximizes student learning



Creates clear expectations and procedures for communication and behavior and a physical setting conducive to achieving

classroom goals



Uses strategies to create a smoothly functioning learning community in which students assume responsibility for themselves

and one another, participate in decision-making, work collaboratively and independently, use appropriate technology, and

engage in purposeful learning activities



Analyzes the classroom environment and makes decisions to enhance cultural and linguistic responsiveness, mutual respect,

positive social relationships, student motivation, and classroom engagement




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

engagement of students in productive learning activities

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



As13 – Student Use of Feedback

Uses a variety of effective behavioral management techniques appropriate to the needs of all students that include positive

behavior interventions and supports



Modifies the learning environment (including the schedule and physical arrangement) to facilitate appropriate behaviors and

learning for students with diverse learning characteristics

Analyzes student behavior data to develop and support positive behavior.

Other: ___________________________________________________________________________________________________




2.

3.

4.

IPTS 5*: Instructional Delivery

Uses multiple teaching strategies, including adjusted pacing and flexible grouping, to engage students in active learning

opportunities that promote the development of critical and creative thinking, problem-solving, and performance capabilities



Monitors and adjusts strategies in response to feedback from the student




Varies his or her role in the instructional process as instructor, facilitator, coach, or audience in relation to the content and

purposes of instruction and the needs of students

Develops a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist

students’ understanding and presenting diverse perspectives to encourage critical and creative thinking





Uses strategies and techniques for facilitating meaningful inclusion of individuals with a range of abilities and experiences



Uses technology to accomplish differentiated instructional objectives that enhance learning for each student

Models and facilitates effective use of current and emerging digital tools to locate, analyze, evaluate, and use information

resources to support research and learning

Uses student data to adapt the curriculum and implement instructional strategies and materials according to the characteristics

of each student




Uses effective co-planning and co-teaching techniques to deliver instruction to all students

Maximizes instructional time (e.g., minimizes transitional time)

Implements appropriate evidence-based instructional strategies






Other: ___________________________________________________________________________________________________




2.

3.

4.

IPTS 6*: Reading, Writing, and Oral Communication

Knows and models standard conventions of written and oral communications

Selects, modifies, and uses a wide range of printed, visual, or auditory materials, and online resources appropriate to the

content areas and the reading needs and levels of each student (including ELLs, and struggling and advanced readers)



Uses assessment data, student work samples, and observations from continuous monitoring of student progress to plan and

evaluate effective content area reading, writing, and oral communication instruction




Facilitates the use of appropriate word identification and vocabulary strategies to develop each student’s understanding of

content




Teaches fluency strategies to facilitate comprehension of content



Uses modeling, explanation, practice, and feedback to teach students to monitor and apply comprehension strategies

independently, appropriate to the content learning




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

including electronic resources

Teaches students to develop written text appropriate to the content areas that utilizes organization (e.g., compare/contrast,

problem/solution), focus, elaboration, word choice, and standard conventions (e.g., punctuation, grammar)

Integrates reading, writing, and oral communication to engage students in content learning



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

and oral communication needs

Stimulates discussion in the content areas for varied instructional and conversational purposes



Other: ___________________________________________________________________________________________________





2.

3.

4.

IPTS 7*: Assessment

Uses assessment results to determine student performance levels, identify learning targets, select appropriate research-based

instructional strategies, and implement instruction to enhance learning outcomes



As11 – Analysis of Student Learning



Appropriately uses a variety of formal and informal assessments to evaluate the understanding, progress, and performance of

an individual student and the class as a whole



As11 – Analysis of Student Learning

Involves students in self-assessment activities to help them become aware of their strengths and needs and encourages them

to establish goals for learning


As12 – Providing Feedback to Guide Further Learning


Maintains useful and accurate records of student work and performance

Accurately interprets and clearly communicates aggregate student performance data to students, parents or guardians,

colleagues, and the community in a manner that complies with the requirements of the Illinois School Student Records Act

[105 ILCS 10], 23 Ill. Adm. Code 375 (Student Records), the Family Educational Rights and Privacy Act (FERPA) (20 USC

1232g) and its implementing regulations (34 CFR 99; December 9, 2008)

Effectively uses appropriate technologies to conduct assessments, monitor performance, and assess student progress

Collaborates with families and other professionals involved in the assessment of each student

Uses various types of assessment procedures appropriately, including making accommodations for individual students in

specific context



Uses assessment strategies and devices that are nondiscriminatory, and take into consideration the impact of disabilities,

methods of communication, cultural background, and primary language on measuring knowledge and performance of

students



Other: ___________________________________________________________________________________________________




2.

3.

4.

IPTS 8*: Collaborative Relationships

Works with all school personnel (e.g., support staff, teachers, paraprofessionals) to develop learning climates for the school

that encourage unity, support a sense of shared purpose, show trust in one another, and value individuals

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

for all students

Initiates collaboration with others to create opportunities that enhance student learning

Uses digital tools and resources to promote collaborative interactions


Uses effective co-planning and co-teaching techniques to deliver instruction to each student

Collaborates with school personnel in the implementation of appropriate assessment and instruction for designated students;

Develops professional relationships with parents and guardians that result in fair and equitable treatment of each student to

support growth and learning

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

promote student learning and well-being

Uses conflict resolution skills to enhance the effectiveness of collaboration and teamwork

Participates in the design and implementation of individualized instruction for students with special needs (i.e., IEPs, IFSP,

transition plans, Section 504 plans), ELLs, and students who are gifted


Pl2 - Planning to Support Varied Student Learning Needs

Pl3 - Using Knowledge of Students to Inform Teaching and Learning Pl4 – Identifying and Supporting Language

Demands

Pl5 – Planning Assessment to Monitor and Support Student Learning In10 – Analyzing Teaching Effectiveness




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

career opportunities

Other: ___________________________________________________________________________________________________




2.

3.

4.

IPTS 9*: Professionalism, Leadership, and Advocacy

Evaluates best practices and research-based materials against benchmarks within the disciplines

Knows laws and rules (e.g., mandatory reporting, sexual misconduct, corporal punishment) as a foundation for the fair and

just treatment of all students and their families in the classroom and school

Understands emergency response procedures as required under the School Safety Drill Act [105 ILCS 128/1], including

school safety and crisis intervention protocol, initial response actions (e.g., whether to stay in or evacuate a building), and

first response to medical emergencies (e.g., first aid and life-saving techniques)

Identifies paths for continuous professional growth and improvement, including the design of a professional growth plan

Is cognizant of his or her emerging and developed leadership skills and the applicability of those skills within a variety of

learning communities

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

practices affecting students

Understands local and global societal issues and responsibilities in an evolving digital culture

Understands the importance of modeling appropriate dispositions in the classroom

Models professional behavior that reflects honesty, integrity, personal responsibility, confidentiality, altruism, and respect

Maintains accurate records, manages data effectively, and protects the confidentiality of information pertaining to each

student and family

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

student performance, school goals, and professional growth




Communicates with families, responds to concerns, and contributes to enhanced family participation in student education

Communicates relevant information and ideas effectively to students, parents or guardians, and peers, using a variety of

technology and digital-age media and formats

Collaborates with other teachers, students, parents or guardians, specialists, administrators, and community partners to

enhance students’ learning and school improvement

Participates in professional development, professional organizations, and learning communities, and engages in peer

coaching and mentoring activities to enhance personal growth and development


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

advancement of knowledge in the teaching profession

Proactively serves all students and their families with equity and honor and advocates on their behalf, ensuring the learning

and well-being of each child in the classroom

Is aware of and complies with the mandatory reporter provisions of Section 4 of the Abused and Neglected Child Reporting

Act [325 ILCS 5/4]

Models digital etiquette and responsible social actions in the use of digital technology

Models and teaches safe, legal, and ethical use of digital information and technology, including respect for copyright,

intellectual property, and the appropriate documentation of sources

Other: ___________________________________________________________________________________________________




2.

3.

4.


University Supervisor Comments:_________________________________________________________________________

____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________

____________________________________________________________________________________________________ ____________________________________________________________________________________________________

Cooperating Teacher Comments:_________________________________________________________________________

____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________

____________________________________________________________________________________________________ ____________________________________________________________________________________________________

Additional Comments: Name: ________________________________ Role:

____________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________

____________________________________________________________________________________________________ ____________________________________________________________________________________________________

General Comments: ____________________________________________________________________________________

____________________________________________________________________________________________________ ____________________________________________________________________________________________________ ____________________________________________________________________________________________________

____________________________________________________________________________________________________ ____________________________________________________________________________________________________

The areas checked above jeopardize the candidate’s successful completion of this preclinical/student teaching experience and must be

remediated as outlined. Failure to successfully remediate as scheduled will result in removal from the preclinical/student teaching

experience.

___________________________________________ ___________________________________

University Supervisor – Date Candidate – Date

___________________________________________ ____________________________________

Cooperating Teacher – Date Other – Date

___________________________________________ ___________________________________________

Department Chair – Date Director of Student Teacher Placements – Date

(if applicable)

Copies to: Candidate, University Supervisor, Cooperating Teacher, Director of Student Teaching Placements (if applicable), and

Academic Advisor. Original to be placed in candidate’s advising file.


Candidate Remediation Plan Follow-Up Report

Benedictine University - School of Education

Candidate Remediation Plan Follow-Up Report

Semester: ___________________ Year: ________ Today’s Date: ______________________________

Candidate: _____________________________________ Candidate ID: _______________________________

Cooperating Teacher: ____________________________ University Supervisor: ________________________

Cooperating School: _____________________________ Subject/Grade/Level: ________________________

Candidate Major: ________________________________ Experience Level (circle1): PC1 PC2 PC3 ST

The Preclinical/Student Teacher Remediation Plan was completed on ______________________________.

The results of the remediation steps were:

________ The remediation steps are in progress.

________ The remediation steps were successfully completed.

________ The remediation steps were not successfully completed and the candidate:

________ withdrew from preclinical/student teaching experience with a grade of _________.

_______ was removed from preclinical/student teaching experience with a grade of ________.

Cooperating Teacher’s Comments:

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

University Supervisor’s Comments:

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

Additional Comments: Name: __________________________________ Role:

______________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________

___________________________________________ ___________________________________________

University Supervisor – Date Candidate – Date

___________________________________________ ___________________________________________

Cooperating Teacher – Date Other – Date

___________________________________________ ___________________________________________

Department Chair – Date Director of Student Teacher Placements – Date

(if applicable)

Copies to: Candidate, University Supervisor, Cooperating Teacher, Director of Student Teaching Placements (if applicable), and

Academic Advisor. Original to be placed in candidate’s advising file.


University supervisor expectations and responsibilities

The Illinois Professional Teaching Standards form the foundation for this program. Becoming fully informed of all

standards will enable the university supervisor to effectively understand communications, observations, rubric,

evaluation, and checklists. It is important that this information be incorporated into the supervisory behavior and

aspect of this position.

In support of Preclinical Experience student, the university supervisor is responsible for:

1. becoming familiar with the following: Illinois Professional Teaching Standards (IPTS)

http://www.isbe.state.il.us/peac/pdf/IL_prof_teaching_stds.pdf, the PC Schedule: Seminar, Site Visit &

Performance Activities, Site Visit Notes, Reflection Paper expectations, the Benedictine formal lesson plan

format, School Environment document, the PC Supervisor Observation of Teacher Candidate Classroom

Performance , Rubrics, 3 types of Analysis Papers, etc.. All of these are found in the appropriate appendix of the

BU Preclinical Handbook or will be explained during university supervisor meetings;

2. notify the School of Education Department Chair of any concerns or struggles observed from a teacher candidate,

especially within the first several weeks of the preclinical experience (e.g., attendance at site visits, attendance at

seminars, assignment submission or quality, dispositions);

3. attending university training sessions in preparation for this Preclinical Experience: Site Visit Notes format and

content, course content, LiveText, 3 types of Analysis Papers, communication and grading, email subject lines

(ex. S Miller sv1, , or S Miller lesson full 1), the timeline and teacher candidates observations and continual

guidance;

4. attending required teacher candidate seminars which should include the first and last seminars. Please note dates

in the PC Schedule: Seminar, Site Visit & Performance Activities. University supervisors will meet with their

teacher candidates to review placement information, schedules, and Final Product collection while leading small

group discussions. This will keep you up to date, and allow you to create a richer relationship with your teacher

candidates;

5. contacting the cooperating teacher before the teacher candidate arrives for the first Site Visit;

6. visiting the teacher candidate in the classroom at least four times during the term including once during the 1st two

weeks, twice in the middle to observe various classroom activities once at the end of the term to observe growth.

During each visit, please discuss the teacher candidate’s progress with the preclinical experience

assessments and rubrics. Below is a recommended schedule

a. 1st visit during the first 2 weeks of the Site Visit schedule to share with the cooperating teacher any forms,

clarify roles and the PC requirements and to ensure that the TC has a strong start. Complete an Informal Site

Visit document. This should be a 3-way conference between the University Supervisor, Teacher Candidate,

and Cooperating Teacher.

b. 2nd

visit should be during weeks 3 or 4. Talk to your teacher candidate about the classroom. Use this time to

point out good strategies used by the teacher and relate to the standards used to complete the next analysis.

Complete an Informal Site Visit document.

c. For the midterm visit (during weeks 9, 10, or 11), you, the cooperating teacher and teacher candidate need to

complete the Midterm Evaluation of Growth and Midterm Formal Observation of Teacher Candidate’s

Classroom Performance appropriate to the experience level. Within a week of the midterm observation that

results in the Evaluation of Growth and Formal Observation of Teacher Candidate’s Classroom Performance,

a three-way conference must occur between the preclinical candidate, university supervisor, and cooperating

teacher. It is the university supervisor’s responsibility to arrange this conference. During this conference,

please discuss the evaluations with the teacher candidate so that positive growth continues and set goals for

the remainder of the preclinical. They should be goals that can be reached by the end of this preclinical

experience.

d. 4th visit should be between the midterm and final observations. Talk to your teacher candidate about the

classroom, point out some strategies, and discuss progress towards the goals set at midterm.



e. For the final visit (during weeks 19 or 20), you, the cooperating teacher and teacher candidate need to

complete the Final Evaluation of Growth and Final Formal Observation of Teacher Candidate’s Classroom

Performance appropriate to the experience level. Within a week of the final observation that results in the

Evaluation of Growth and Formal Observation of Teacher Candidate’s Classroom Performance, a three-way

conference must occur between the preclinical candidate, university supervisor, and cooperating teacher. It is

the university supervisor’s responsibility to arrange this conference. During this conference, please discuss the

evaluations with the teacher candidate so that positive growth continues and discuss suggested goals for the

subsequent field experiences.

f. Other observations and visits should occur as needed, especially if the teacher candidate is in need of more

assistance;

7. identifying any need for remediation and completing the appropriate steps, including filing an “Early Warning

Notice” through People Soft and initiating a 3-way conference with the Teacher Candidate and Cooperating

Teacher to complete the Remediation Plan;

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

experience, either in the classroom or with assignments. This includes Early Warning Notifications, Remediation

Plan meetings, and any other instance during which the teacher candidate is not meeting his/her responsibilities;

9. giving teacher candidates information, feedback and guidance regarding the Site Visit Notes and Analysis Paper

expectations and respond to questions as you see fit. Informally, this includes content, formatting, spelling and

grammar. Teacher candidates will complete the analysis paper template (observation, interview, and/or student

interaction) for assigned IPTS Indicators as stated in the PC Seminar: Seminar, Site Visit & Performance

Activities, and the Performance Activities Crosswalk (IPAC). Teacher candidates are to use the information

written in their Site Visit Notes to write each analysis paper and submit it in LiveText by 11:59 p.m. on the

Sunday following the week of Site Visits that indicated the completion of the Performance Activities assigned to

the indicator.

10. using the edTPA-based analyses (observation, interview/discussion, and student interaction) as the main

components to the teacher candidates grade. Use the rubrics on LiveText to perform these assessments and return

all feedback, including rubric scores, within one week of candidate submission;

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

determine the teacher candidate’s grade and recommendation to continue in the BU Education program;

12. providing continuous assistance to the teacher candidates and serve as a mentor to ensure a quality experience;

13. serving as a liaison and resource person between the cooperating school and Benedictine. This includes providing

supportive assistance to school personnel and visiting appropriate school administrators as needed;

14. collecting, reviewing, and grading all preclinical paperwork within one week of candidate submission. See

expectations for final product in the handbook;

15. being familiar with the Abused and Neglected Child Reporting Act. The state of Illinois mandates reporting by

school person if they have reasonable cause to believe a child known to them in their professional or official

capacity may be an abused or neglected child. If the supervisor or teacher candidate believes a child is abused or

neglected, they should report this to the principal; and

16. collecting, reviewing, and giving evaluative feedback for the first three site visit notes which will be sent to you

the first two weeks. After that, analyses papers and site visit notes will be sent each week.

Candidates will only receive half credit for any late assignment. Assignments are due by 11:59pm on the

Sunday following the site visit if no other date is indicated on the Site Visit Schedule.


Cooperating Teacher and Host School Expectations and Responsibilities

Thank you for sharing your professional knowledge and valuable time with a Benedictine University teacher

education candidate. Your modeling and affording the candidate opportunity to participate in classroom activities

serve as a basis for this candidate to assess his/her interest and affinity for teaching. Teacher candidates have a great

responsibility to the host school, the cooperating teacher, and to the students as well as to themselves to gain from and

give back to this educational experience.

All preclinical experiences are completed under the active supervision of a cooperating teacher who is licensed and

qualified to teach in the area, has at least three years of teaching experience in a public school or nonpublic school

recognized pursuant to 23 Ill. Adm. Code 425 (Voluntary Registration and Recognition of Nonpublic Schools), has

received a proficient or above performance rating in his or her most recent evaluation and is directly engaged in

teaching subject matter or conducting learning activities in the area of student teaching.

To facilitate this preclinical experience, BU asks that the cooperating teacher:

introduce the BU PC teacher candidate to your class and colleagues so the teacher candidate feels welcome and

respected;

discuss with your teacher candidate the Preclinical Site Visit schedule of performance activities and the Illinois

Professional Teaching Standards that accompany each Site Visit which can be found in the Handbook. The

website for the IPTS is http://www.isbe.state.il.us/peac/pdf/IL_prof_teaching_stds.pdf;

work with the teacher candidate as the teacher candidate completes the required performance activities. During

the semester, the teacher candidate will be asked to perform specific activities. These are listed in the Syllabus and

Site Visit schedule in the Handbook. While these activities are scheduled, please feel free to change their

dates. BU realizes that your time is limited and that you are most important focus is your students. If an activity

does not fit into your schedule or does not benefit your students, please offer another suggestion and the teacher

candidate and university supervisor will be happy to work with you and your students. While many of these are

only required once, you are welcome to have the teacher candidate do them more frequently as well as to be

engaged in other activities that would benefit you and your students. You are also welcome to use the teacher

candidate as your assistant. This should benefit you and your students as well as the teaching candidate;

allow the teacher candidate to assist you in lessons. Help arrange observation opportunities for the preclinical

candidate in a grade level older than your students and, if possible, younger than yours. For example, a third grade

teaching candidate would observe in a second and fourth grade classroom. A freshman biology student would

observe in a sophomore science class. Please assist your teacher candidate with these class observations by

recommending which class or teacher to observe and when;

use and initial the PC Schedule: Seminar, Site Visit & Performance Activities when the activity is completed. Do

this as often as you can, so that these performance activities can be accounted for. If you are not sure whether an

activity has been completed or not, put an X in place of your initials. Ask the university supervisor about any

concerns with the activities, their completion;

use the Formal Observation of Teacher Candidate’s Classroom Performance to analyze lessons taught by teacher

candidates;

complete the Evaluation of Growth and Formal Observation of Teacher Candidate’s Classroom Performance at

both midterm and at the end of the term;

participate in a 3-way conference at the beginning of the semester with the University Supervisor and Teacher

Candidate to go over the Preclinical handbook, discuss performance activities, and policies;

participate in a 3-way conference at the middle of the semester with the University Supervisor and Teacher

Candidate to review the Evaluation of Growth and Formal Observation of Teacher Candidate’s Classroom

Performance;

participate in a 3-way conference at the end of the semester with the University Supervisor and Teacher Candidate

to review the Evaluation of Growth and Formal Observation of Teacher Candidate’s Classroom Performance;

provide direct supervision and advisement to the preclinical teacher candidate. Please give them both positive

and support for improvement. Notify the university supervisor if this candidate needs additional support from the

university or is not conforming to expectations; and



sign the Attendance Log sheet indicating that all Site Visit hours were completed.

The Preclinical Handbook was emailed to you. Most immediately important to you are the following sections:

Preclinical Site Visit Log

PC Schedule: Seminar, Site Visit & Performance Activities

during which he/she formally assists you in a lesson

Formal Observation of Teacher Candidate’s Classroom Performance

Evaluation of Growth for both midterm assessment and final grades

Recommendation for continuance in the BU Education Program with signatures

The university supervisor will visit at least four times during the term: once during the 1st two weeks, twice in the

middle to observe various classroom activities, and once at the end of the term to observe growth. . If your schedule

allows, it is in the best interest of the teacher candidate for the midterm and final evaluations be completed during the

same lesson and then discussed with the teacher candidate.

The university supervisor and cooperating teacher are responsible for the assessment of candidate performance during

the Preclinical Experience. We rely on the cooperating teachers to assist in this role for assessing candidate progress,

performance, and promise. Please notify the university supervisor if you have concerns about a candidate’s aptitude,

desire, motivation, personality and/or organizational skills that would impede their ability to be in the teacher

education program. Our goal is to prepare candidates to be prepared to teach at the initial level upon graduation.

NOTE: Preclinical students may not teach a formal lesson or assume supervisory tasks in the absence of a

Cooperating Teacher or other certified school personnel.

The host school and you, the cooperating teacher, can expect BU Teacher Candidate’s to consistently exhibit the

following behaviors as designated in the IPTS 9 and Benedictine Policies as listed below. If the teacher candidate

violates any of these, please speak with the teacher candidate and notify the university supervisor. The teacher

candidate:

• models professional behavior that reflects honesty, integrity, personal responsibility, confidentiality, altruism

and respect (IPTS 9I);

• participates in professional development, professional organizations, and learning communities, and engages in

peer coaching and mentoring activities to enhance personal growth and development (IPTS 9O);

• is aware of and complies with the mandatory reporter provisions of Section 4 of the Abused and Neglected

Child Reporting Act [325 ILCS 5/4] (IPTS 9R);

• models digital etiquette and responsible social actions in the use of digital technology (IPTS 9S);

• exhibits behavior, attitude and dress (BU dress code) in all situations that exemplifies the highest professional

standards, in both conduct and demeanor;

• fulfills the appropriate number of Site Visit hours. If a Site Visit is missed for medical or emergency reasons

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

immediately; and

• attends and participates in preclinical campus seminars.

Finally, by taking on this special role you too are showing fulfillment of the IPTS: Professionalism, Leadership and

Advocacy. Benedictine University and its students have always depended upon the expertise and support of the

schools and teachers who give so generously to our programs and students. A copy of the completed Student Time

Log will give you the evidence needed to qualify for CPDUs. And please know that we thank very much for your time

and effort with this teacher candidate’s experience.


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


File naming conventions

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

convention below:

FirstInitialLastName_AssignmentName_PCLevel[Enter your level here]_Date

TIME COMMITMENT CHART

PC Level Days per Week Hours per Day

Field Experience¹

1

2 days per week 2 hours per day

Seminar²

1 day every week 1 hour per day

Field Experience¹

2


Seminar²

1 day every other week 1 hour per day

Field Experience¹

3


Seminar²

1 day every other week 1 hour per day

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

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

Crosswalk (IPAC) chart.

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

will be addressed.


Preclinical Teacher Candidate Placement Information

Preclinical Teacher Candidate Placement Information

For University Supervisor

SEMESTER___________ EDUC______________

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

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

Name ____________________________________________ 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.

Assignment and Rubrics

LIVETEXT LOGIN INFORMATION

Website: www.livetext.com

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

[email protected]

(630) 829-6401

For your records:

Login Name: ________________________________________

Password: __________________________________________

http://www.livetext.com/



Preclinical Site Visit Log PRECLINICAL SITE VISIT LOG

BENEDICTINE UNIVERSITY

STUDENT _______________________________________________ Semester ______________________

SCHOOL _______________________________________________ PC Experience Level ________

DATE TIME

IN OUT HOURS Performance Activity/Activities Completed

Cooperating

Teacher’s Initials

I, ___________________, understand that all hours logged for the preclinical experience include classroom

observation and participation hours only. I understand that travel time and activities unrelated to curricula and

instruction (e.g., lunch period; study hall) are not included as preclinical hours. By signing this form, I am verifying

that the hours further understand that falsifying this information is cause for disciplinary action, as guided by

University rules governing academic honesty.

Total hours completed ____________

Student Signature______________________________________ Date_______________

Cooperating Teacher___________________________________ Date_______________

University Supervisor__________________________________ Date_______________


Site Visit Notes SITE VISIT NOTES

Candidate Name: Date/Site Visit Number:

School: Grade Level/Subject:

Using the space provided below, briefly summarize today’s classroom experience.

Identify the Illinois

Professional Teaching

Standards/Indicators

targeted in today’s

experience.

Identify the

performance activities

that occurred today

which addressed the

teaching standards

identified above. Then

describe what you

learned by performing

each performance

activity.

Describe the impact of

the performance

activities on student

learning.

Describe additional

activities of “note” that

occurred today.

General comments and

observations including

at least one emerging

question.


Site Visit Notes

Use this rubric to determine if all elements of your site visit notes are meeting expectations.

0

Missing

1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary

Identify the IPTS

targeted in today’s

experience.

No IPTS were identified

Some IPTS indicators were

identified, but only by

number.

Some IPTS indicators were

identified or all IPTS

indicators were identified,

but only by number.

Most IPTS indicators were

identified in detail.

All IPTS indicators were

identified in detail.

Identify the

performance

activities that

occurred today

which addressed

the teaching

standards identified

above. Then

describe what you

learned by

performing each

performance

activity.

No performance activities

were identified.

Performance activities were

identified, but no

description of what was

learned was included.

Performance activities

were identified, but

description of what was

learned was very brief and

included few details.

All performance activities

were identified.

Description of what was

learned was detailed, but

did not include specific

examples from the site visit

to support ideas.


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

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




General education teacher proximity and praise seemed to have the most positive impact on student learning. In the

math class, when the special education teacher approached the individual student, the student became more engaged

by asking questions. (PA8) Some students continued asking questions of the general education teacher after the

special education teacher had assisted them. (PA23) For example, in the first row of six students, 3 students continued

asking questions of the general education teacher after the special education teacher had provided assistance. These

questions did not require the general education teacher to repeat information previously stated.


The students in the lower level reading group seemed to have more questions about the activity when the general

education teacher closed the lesson. For example, a student in the lower level reading group asked about which

assignment needed to be turned in right after the general education teacher said what needed to be turned in. (PA33)

Analysis of Observation(s)

**Please use the example of an Analysis of Observation provided as a template for all analysis papers.**

Step 1: Summarize what was observed. 1A. Background Details:

Develop a chart that identifies:

a. Site Visit Number(s)

b. Day(s) of the week

c. Date(s)

d. Grade level(s)

e. Subject(s)

1B. Students

On average, how many students were present during the observation(s)? Based on the observation(s),

describe the diversity of the students. Refer to IPTS 1A for details regarding diversity.

1C. Adults

How many other adults were in the room? Describe their roles (e.g., parent, co-teacher, teacher’s aide,

student teacher, special education teacher).

1D. Summary of Observation(s)

Using your Site Visit Notes and focusing on the appropriate Performance Activity/ies, provide 3-4 sentences

summarizing what was observed in each Site Visit. Using the performance activities, provide clear examples

which support the given IPTS.

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

analysis should be part of your summary.

Step 2: Analyze observation(s) and the connection(s) to the standard/indicator. In this analysis, closely

examine the observation(s) to understand the parts and ways they work together. Focus on the connection(s) between

the observation(s) and the explicit standard/indicator the observation(s) addressed. Be sure to support all claims with

specific examples from the observation(s).

Step 3: Analyze what was observed and its impact on student learning. Using classroom data and anecdotal

data from the observation(s), analyze the way in which what was observed impacts student learning. Consider the

way specific characteristics of students in the observed class(es) (e.g., developmental characteristics, previously

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

make-up, special needs and language) impact decisions regarding instruction and assessments, especially in terms of

the explicit standard on which the observation(s) focused. Provide specific numbers whenever possible. Be sure to

support all claims with specific examples from the observation(s).


Observation Analysis Paper Template

Observation Analysis Paper Template

Host School: Teacher Candidate Name: Cooperating Teacher: Date of this Analysis submission:

Subject(s):

Standard

Step 1: Focus on Summarizing the Observation(s)


Step 1A:

Site Visit/s (SV)

and Performance

Activity/ies (PA)


Step 1B:

Step 1C:

Step 1D:










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)


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).


Interview Analysis Paper Template Interview Analysis Paper Template


Subject(s):

Standard

Step 1: Focus on Summarizing the Interview(s)


Step 1A:

Site Visit/s (SV)

and Performance

Activity/ies (PA)


Step 1B:


Be sure to use all performance activities for a given indicator when analyzing the interview(s) and the connection(s)

to the indicator. Review all the performance activities aligned with the specific indicator. Compare and contrast this

information from your Site Visit Notes.


Be sure to use all performance activities for a given indicator when analyzing the interview(s) and the connection(s)




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







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



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 DISCUSSION(s)

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




c. Date(s)

d. Grade level(s)

e. Subject(s)

1B. Summary of Discussion(s)

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

summarizing each discussion. Be sure to identify, specifically, who participated in the discussion

and focus on the specific Performance Activity that supports the given IPTS.

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

opinion or analysis should be part of your summary.

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

focus of the discussion, including inquiry and responses received. Consider how the discussion began,

developed, and ended. Focus on the connection between the discussion(s) and the explicit IPT

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

from the discussion(s).

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

way in which what you learned through the discussion(s) impacts student learning. Consider the way

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

characteristics, previously demonstrated academic performance/ability and special needs, socio-economic

profile, ethnicity/cultural/gender make-up, special needs and language) impact decisions regarding

instruction and assessments made by the teacher, especially in terms of the explicit IPT standard/indicator

on which the discussion(s) focused. Provide quotes whenever possible. Be sure to support claims with

specific examples from the discussion(s).


Discussion Analysis Paper Template Discussion Analysis Paper Template


Subject(s):

Standard

Step 1: Focus on Summarizing the Discussion(s)


Step 1A:

Site Visit/s (SV)

and Performance

Activity/ies (PA)


Step 1B:


Be sure to use all performance activities for a given indicator when analyzing the discussion(s) and the connection(s)




Be sure to use all performance activities for a given indicator when analyzing the discussion(s) and the connection(s)




ANALYSIS OF DISCUSSION(S)

Step 1: Summarize the discussion(s).

0

Missing

1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary

Summary

Elements

No summary was

provided.

Summary addressed one or

none of the key events related

to the target topic of the

discussion(s). No examples

were included to support key

ideas. Summary includes


reflections; the writing lacks

unity and coherence.




the discussion(s). One


support key ideas.





coherent.


four of the key events related

to the target topic of the

discussion(s). At least two

clear examples are presented



reflections may be added; the

progression of ideas and

information is, for the most

part, logical.

Summary addressed all the key

steps related to the target topic

of the discussion(s). Three or


presented to support key ideas.

No opinions or reflections are

added; the writing is unified

and coherent throughout.

Step 2: Analyze Discussion & Connection to the Standard

Analysis

Elements

No analysis was

provided.

Makes little or no connection

between the focus of the

discussion(s) and the standard.

No acknowledgement of how

the discussion began,

developed, or ended is

provided. No examples were

included to support key ideas.


somewhat vague


focus of the discussion(s)

and the standard/indicator.

Little acknowledgement of

how the discussion began,

developed, and ended is

provided. One example is


ideas.

Makes appropriate


focus of the discussion(s) and

the standard/indicator.

Acknowledgement of how

the discussion began,

developed, and ended is

provided, though details are

vague. At least two clear


support key ideas.

Makes appropriate, powerful

and original connections

between the performance

activities and the

standard/indicator. Detailed

analysis of how the discussion

began, developed, and ended is

provided. Three or more clear


support key ideas.


Analysis

Elements

No analysis was

provided.

Makes little or no connection

between the topic of the

discussion and the impact on

student learning. No examples

were included to support key

ideas.


somewhat vague


topic of the discussion(s)

and the impact on student



ideas.

Makes appropriate


topic of the discussion(s) and


learning. At least two clear


support key ideas.

Makes appropriate, powerful

and original connections

between the performance

activities, the discussion, and

the impact on student learning.

Three or more clear examples

are presented to support key

ideas.



0

Missing

1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary

Academic

Language

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


concepts discussed.

Academic language was used

in some areas of the analysis.

Usage was correct and shows

understanding of the concepts

discussed.


throughout the analysis; usage

was correct and shows


discussed.

Writing Style (grammar,

spelling,

mechanics,

usage)

No analysis was

provided.

The writing shows partial or

little control of grammar and

conventions. Minor and major

errors occur and may be

distracting. Some control of

basic sentence structure is

evident; usage may be

imprecise.

The writing shows adequate


conventions. Minor and

perhaps a few major errors

occur and they may interfere

with meaning. Sentence



adequate.








precise.

The writing shows mastery of


Very few minor errors occur.

Sentence structure is varied and

effective. Usage is precise

throughout.


Analysis of Student Interaction(s)


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.


Student Interaction Analysis Paper Template

Student Interaction Analysis Paper Template


Subject(s):

Standard

Step 1: Focus on Summarizing the Student Interaction(s)


Step 1A:

Site Visit/s (SV)

and Performance

Activity/ies (PA)


Step 1B:

Step 1C:


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




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




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


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



What is/are the…

Answer

Resource for the Answer:

Person’s name and title,

document, or website

Types of communication between the

school, home, and community

Types of all-school or grade-level

assemblies

School colors and mascot

Student and faculty dress code

Assistance

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

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

teacher with a greater sense of community.

Student intervention plans such as the

Response to Intervention (RtI) plan

Provisions for students so that they can

participate in extracurricular activities e.g.

transportation

Types of technology available for teachers

Types of professional development

available to keep staff knowledgeable

about new technology or programs

Policies

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

Read and summarize the School’s digital

etiquette policy for students.

Staff credentials to sponsor extracurricular

activities

Philosophy of the school library, IMC, or

learning center

Study hall policies for students and for

teachers

Lunch room policies for students and for

teachers

Hallway policies: during class time and

between classes

School discipline policy

Emergency procedure plans (fire, tornado,

evacuation, and lockdown)


FORMAL Lesson Plan ASSIGNMENT

Use this format as your template for completing all formal lesson plans. Pay attention to the requirements for

your preclinical level. If you are a Special Education or Music Education candidate, please see the lesson plan

formats and templates following the General Education Lesson Plan format and template.


General Education Lesson Plan Format

Candidate: Date(s): Grade(s):

Subject: University Supervisor:

Lesson Title: Cooperating Teacher:

Instructional Locations: Number of Students:

Illinois Learning Standards

What are the specific Illinois Learning Standards (http://www.isbe.net/ils/) targeted by the lesson (e.g., 1.A.3b Analyze the meaning of words and phrases in their context; 19.C.4a Develop rules and safety procedures for physical activities; 26.B.2c Music: Sing or play

acoustic or electronic instruments demonstrating technical skill).

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

Prior Academic/ Content-Specific Learning

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

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

Requisite Skills Related to Central Focus

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

Measurable Lesson Objectives

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

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

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

Academic Language Demands

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

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

Language Function

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

language function(s) identified above

Additional Language Demands

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

Way(s) Students Will Use Language

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

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

Instructional Materials & Teacher Resources

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

What materials do the students need for this lesson?

Instructional Procedures/ Learning Tasks

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

you use when forming groups?

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

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

Teacher Modeling/ Direct Teaching

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

http://www.isbe.net/ils/


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

Independent Work/ Activity

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

contexts?

Assessment/Evaluation

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

Formative (Informal) Assessment

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

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

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

Summative (Formal) Assessment

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

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

Description of Assessment

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

Assessment Accommodations & Modifications

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

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

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

lesson provide?

Lesson Closure/ Assessment of Students’ Voice

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

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

Differentiation & Planned Support

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

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

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

successful in this lesson?

Rationale/Theoretical Principles

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

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

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

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

Reflections/ Future Modifications

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

changes improve student learning? What research supports these changes?


General Education Lesson Plan Template


General Education Lesson Plan Template





Learning Standards

PC 1, 2, 3 & ST

Central Focus PC 1, 2, 3 & ST


PC 2, 3 & ST


PC 2, 3 & ST


PC 1, 2, 3 & ST


PC 1 - Identify PC 2, 3 & ST

Language Function

PC 2 - Identify PC 3 & ST






PC 1, 2, 3 & ST



Set/Motivator



1 - Identify PC 2, 3 & ST


Practice Activities

PC 1 – Identify PC 2, 3 & ST



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








PC 1 – Identify PC 2, 3, & ST

Evaluation Criteria

PC 3 & ST


PC 1, 2, 3 & ST


PC 1, 2, 3 & ST


PC 1 & 2 - Identify PC 3 & ST


PC 1, 2, 3 & ST


GENERAL EDUCATION LESSON PLAN RUBRIC

ITEM & IPTS 0

Missing

1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary


No learning or

common core

standards

were included

in the plan.

The learning or common

core standards identified

do not link to the lesson

being taught.

The learning or common core

standards are identified, but some

do not link to the lesson being

taught.

The learning or

common core

standards are

identified and

appropriate to the

lesson, subject, and

grade level. Letters

and number of

appropriate

benchmarks are

missing.

The learning or common core standards

are identified and appropriate to the

lesson, subject, and grade level.

Letters and numbers of appropriate

benchmarks for each standard are

included.

Central Focus

No central

focus Is

identified.

The central focus is

vaguely identified by one

or two words.

The central focus is identified for

part of the learning segment.


identified for most of

the content in the

learning segment.

The central focus is clearly identified

for the content in the learning segment.

Measurable Lesson

Objectives

No

measurable

lesson

objectives are

identified.

Measurable lesson

objectives are included

that identified only one

of the following: the

purpose of the lesson,

what the students will

know and be able to do

as a result of the lesson,

and how the knowledge

and skills will be applied

in the future by the

students.

Measurable lesson objectives are

included that identified at least two

of the following: the purpose of the

lesson, what the students will know

and be able to do as a result of the

lesson, how the knowledge and

skills will be applied in the future

by the students.

Measurable lesson

objectives are included

that generally

identified the purpose

of the lesson, what the

students will know and

be able to do as a

result of the lesson,

and how the

knowledge and skills

will be applied in the

future by the students.


included that specifically identified the

purpose of the lesson, what the students

will know and be able to do as a result

of the lesson, and how the knowledge

and skills will be applied in the future

by the students.

Academic Language

Demands

No academic

language

demands are

identified.

Academic language

demands are identified

that address fewer than

three of the following:

key vocabulary,

language function,

additional language

demands, and ways

students will use the

language.

Academic language demands are

identified that address at least three

of the following: key vocabulary,

language function, additional

language demands, and ways

students will use the language.

Academic language

demands that address

key vocabulary,

language function,

additional language

demands, and ways

students will use the

language is identified

but not defined.

Academic language demands that

address key vocabulary, language

function, additional language demands,

and ways students will use the language

is identified and defined.


ITEM & IPTS 0

Missing

1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary

Instructional Materials &

Teacher Resources

No resources

or materials

are identified.

More than two resources

missing and/or not cited

correctly or four or more

necessary materials

needed by the students

and teachers are missing

and requested chart

format is not divided into

2 columns.

Two resources not listed and/or not

cited correctly or two or three

necessary materials needed by the

students and teachers are missing

and/or requested chart format is not

divided into 2 columns.

One resource is not

listed and/or not cited

correctly or one

necessary material

needed by the students

and teachers is missing

or requested chart

format is not divided

into 2 columns.

Lists all resources used to create the

lesson. Where necessary, the

appropriate author is properly cited

within a proper bibliography and lists

all materials needed by the students and

the teacher by placing these into the

requested chart format with 2 columns.

Instructional

Procedures/Learning

Tasks

No

instructional

procedures or

learning tasks

were

identified.

Instructional procedures

and learning tasks

identified include only

one of the following:

set/motivator,

engagement strategies,

teacher modeling/direct

teaching strategies, and

the independent

work/activity.

Instructional procedures and

learning tasks identified include all

but two of the following:

set/motivator, engagement

strategies, teacher modeling/direct

teaching strategies, and the

independent work/activity.

Instructional

procedures and

learning tasks

identified include all

but one of the

following:

set/motivator,


teacher

modeling/direct

teaching strategies,

and the independent

work/activity.

Instructional procedures and learning

tasks identified include all of the

following: set/motivator, engagement


teaching strategies, and the independent

work/activity.


No

assessment/

evaluation

was included.

Assessment/evaluation

stays focused on the

central focus and includes

fewer than three of the

following: formative

assessment, summative

assessment, description

of assessment,

assessment

accommodations and

modifications, and

evaluation criteria.

Assessment/evaluation stays

focused on the central focus and

includes all but two of the

following: formative assessment,

summative assessment, description

of assessment, assessment

accommodations and

modifications, and evaluation

criteria.

Assessment/evaluation

stays focused on the

central focus and

includes all but one of

the following:

formative assessment,

summative

assessment,

description of

assessment,

assessment

accommodations and

modifications, and


Assessment/evaluation stays focused on

the central focus and includes all of the


summative assessment, description of

assessment, assessment

accommodations and modifications, and



ITEM & IPTS 0

Missing

1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary

Lesson Closure/Assessment

of Students’ Voice

No closure is

indicated.

Identifies the lesson

closure and fewer than

three of the following:

student self-assessment,

student reflection,

feedback strategies,

opportunities to extend

ideas, and restatement of

lesson focus.

Identifies the lesson closure and all

but two of the following: student

self-assessment, student reflection,

feedback strategies, opportunities

to extend ideas, and restatement of

lesson focus.

Identifies the lesson

closure and all but one

of the following:

student self-

assessment, student

reflection, feedback

strategies,

opportunities to extend

ideas, and restatement

of lesson focus.

Identifies the lesson closure and all of

the following: student self-assessment,

student reflection, feedback strategies,

opportunities to extend ideas, and

restatement of lesson focus.

Differentiation & Planned

Support

No

differentiation

or planned

support was

included.

Differentiation and

planned support was

identified and includes

fewer than of the

following: strategies

used to identified and

respond to diverse

learning needs, steps

taken to provide all

students access to

learning, curricular

adaptations, and

strategies for addressing

gaps in prior knowledge.

Differentiation and planned

support was identified and includes

all but two of the following:

strategies used to identified and

respond to diverse learning needs,

steps taken to provide all students

access to learning, curricular

adaptations, and strategies for

addressing gaps in prior

knowledge.

Differentiation and

planned support was

identified and includes

all but one of the

following: strategies

used to identified and

respond to diverse

learning needs, steps

taken to provide all

students access to

learning, curricular

adaptations, and

strategies for

addressing gaps in

prior knowledge.

Differentiation and planned support was

identified and includes all of the

following: strategies used to identified

and respond to diverse learning needs,

steps taken to provide all students

access to learning, curricular

adaptations, and strategies for

addressing gaps in prior knowledge.

Rationale/Theoretical

Principles

No rational or

theoretical

principles

were

included.

Rationale for planning

decisions, learning tasks,

and assessment

decisions includes

general research or

reference to learning

theories.

Rationale for planning decisions,

learning tasks, and assessment

decisions includes general research

and reference to learning theories.


decisions, learning

tasks, and assessment

decisions includes

detailed research or

specific learning

theories.


learning tasks, and assessment decisions

includes detailed research and specific

learning theories.


ITEM & IPTS 0

Missing

1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary

Reflection/Future

Modifications

No reflection

was included.

Reflection includes at

least one of the

following: the impact on

student learning,

identification of changes

to be made to the lesson

in the future, and research

that supports these

changes.

Reflection includes at least two of

the following without detail: the

impact on student learning,

identification of changes to be

made to the lesson in the future,

and research that supports these

changes.

Reflection includes at

least two of the

following with specific

details: the impact on

student learning,

identification of

changes to be made to

the lesson in the

future, and research

that supports these

changes.

Reflection includes all of the following

with details: the impact on student

learning, identification of changes to be

made to the lesson in the future, and

research that supports these changes.

Formatting 6E

Lesson plan

does not

follow the

specific

format

provided.

Lesson plan follows the

specific format provided

in few categories.

Lesson plan follows the specific

format provided in some

categories.

Lesson plan follows

the specific format

provided in most

categories.

Lesson plan follows the specific format

provided in all categories.


Special Education Lesson Plan


Special Education Lesson Plan Format




Instructional Locations: Focus Learner:

Learning Standards

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

Baseline Data Collection

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

Primary Learning Target

[If learning focus is not on academic content, this target must be related to an IEP goal.]

If the focus learner is working on academic content, an academic learning goal must be targeted, whether or not there is a related IEP goal.

IEP Goal/Benchmarks

[Indicate, as appropriate]

Measurable Objectives of Learning Segments

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

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

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

Requisite Skills Related to Baseline Data

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

Secondary Learning Target

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

IEP Goal/Benchmarks

[Indicate, as appropriate]


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




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




Language Function

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

the language function(s) identified above




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

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


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

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

fluency (written or oral)?





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

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

criteria will you use when forming groups?

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

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



Practice Activity

What opportunities for rehearsal and guided practice will be afforded the focus student?

How will students practice the strategies, skills, and concepts taught during the learning segment/lesson?


How will students independently apply knowledge and skills attained through the lesson?

What opportunities will students have for guided practice of knowledge and skills learned? What strategies will be used to teach students when and how to apply strategies in meaningful contexts?


[For at least one learning target, the student must be involved in monitoring his/her own progress in developmentally appropriate ways. Assessments for both learning targets should also reflect appropriate levels of challenge and support.]

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









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

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


students?


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

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

students?

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

does the lesson provide?


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

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


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

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

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

necessary to be successful in this lesson?


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

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

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

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

and independent performance?


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

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


Special Education Lesson Plan Template


Special Education Lesson Plan Template




Instructional Locations: Focus Learner:

Learning Standards

PC 1, 2, 3 & ST

Baseline Data Collection

PC 1, 2, 3 & ST


PC 1, 2, 3 & ST

IEP Goal/Benchmarks

PC 2, 3 & ST


PC 2, 3 & ST


PC 2, 3 & ST

Secondary Learning Target

PC 2, 3 & ST

IEP Goal/Benchmarks

PC 2, 3 & ST


PC 2, 3 & ST


PC 2, 3 & ST



Language Function








PC 1, 2, 3 & ST



Set/Motivator




Practice Activity













Evaluation Criteria PC 3 & ST


PC 1, 2, 3 & ST


PC 1, 2, 3 & ST




PC 1, 2, 3 & ST


SPECIAL EDUCATION LESSON PLAN RUBRIC

ITEM & IPTS 0

Missing

1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary


No learning or

common core

standards were

included in the

plan.


standards identified do not link to

the lesson being taught.


core standards are

identified, but some do not

link to the lesson being

taught.


core standards are identified

and appropriate to the

lesson, subject, and grade

level. Letters and number

of appropriate benchmarks

are missing.





level. Letters and numbers


for each standard are

included.

Baseline Data Collection No baseline data

is provided.

Baseline data for the focus student’s

knowledge and skills related to at

least one learning target after the

beginning of the learning segment.

Evidence is not provided to support

the baseline data.

Baseline data for the focus

student’s knowledge and

skills related to at least one

learning target after the

beginning of the learning

segment. Evidence is

provided to support the

baseline data.



skills related to at least one

learning target prior to the




baseline data.



skills related to both

learning targets prior to the




baseline data.


No primary

learning target is

identified.

The primary learning target includes

at least one of the following: IEP

goal/benchmarks, measurable

objectives of learning segments, and

requisite skills related to baseline

data without specific details.

The primary learning target

includes at least one of the

following: IEP

goal/benchmarks,

measurable objectives of

learning segments, and

requisite skills related to

baseline data with specific

details.


includes two of the

following: IEP

goal/benchmarks,





details.


includes all of the

following: IEP

goal/benchmarks,





data.

Secondary Learning

Target

No secondary

learning target is

identified.

The primary learning target includes

at least one of the following: IEP

goal/benchmarks, measurable

objectives of learning segments, and

requisite skills related to baseline

data without specific details.


includes at least one of the

following: IEP

goal/benchmarks,





details.


includes two of the

following: IEP

goal/benchmarks,





details.


includes all of the

following: IEP

goal/benchmarks,





data.


ITEM & IPTS 0

Missing

1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary

Academic Language

Demands

No academic

language

demands are

identified.


identified that address fewer than

three of the following: key

vocabulary, language function,

additional language demands, and

ways students will use the

language.

Academic language

demands are identified that

address at least three of the

following: key vocabulary,

language function,

additional language

demands, and ways students

will use the language.

Academic language

demands that address key

vocabulary, language

function, additional

language demands, and


language is identified but

not defined.

Academic language






language is identified and

defined.


Teacher Resources

No resources or

materials are

identified.

More than two resources missing

and/or not cited correctly or four or

more necessary materials needed by

the students and teachers are

missing and requested chart format

is not divided into 2 columns.

Two resources not listed

and/or not cited correctly or

two or three necessary

materials needed by the

students and teachers are

missing and/or requested

chart format is not divided

into 2 columns.

One resource is not listed


one necessary material

needed by the students and

teachers is missing or

requested chart format is not


Lists all resources used to

create the lesson. Where

necessary, the appropriate

author is properly cited

within a proper bibliography

and lists all materials


the teacher by placing these

into the requested chart

format with 2 columns.

Instructional

Procedures/Learning

Tasks

No instructional

procedures or

learning tasks

were identified.


learning tasks identified include

only one of the following:






learning tasks identified

include all but two of the

following: set/motivator,







include all but one of the








include all of the following:


strategies, teacher

modeling/direct teaching

strategies, and the



No assessment/

evaluation was

included.



includes fewer than three of the




accommodations and modifications,

and evaluation criteria.


focused on the central focus

and includes all but two of

the following: formative


assessment, description of


accommodations and

modifications, and




and includes all but one of





accommodations and

modifications, and




and includes all of the





accommodations and

modifications, and



ITEM & IPTS 0

Missing

1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary



No closure is

indicated.

Identifies the lesson closure and

fewer than three of the following:

student self-assessment, student

reflection, feedback strategies,



Identifies the lesson closure

and all but two of the

following: student self-

assessment, student


strategies, opportunities to

extend ideas, and



and all but one of the


assessment, student



extend ideas, and



and all of the following:


student reflection, feedback


extend ideas, and



Support

No

differentiation or

planned support

was included.

Differentiation and planned support

was identified and includes fewer

than of the following: strategies

used to identified and respond to

diverse learning needs, steps taken

to provide all students access to

learning, curricular adaptations,

and strategies for addressing gaps

in prior knowledge.


support was identified and


following: strategies used to

identified and respond to

diverse learning needs, steps

taken to provide all students

access to learning,

curricular adaptations, and





includes all but one of the





access to learning,






includes all of the





access to learning,





Principles

No rational or

theoretical

principles were

included.




or reference to learning theories.



and assessment decisions

includes general research

and reference to learning

theories.




includes detailed research or

specific learning theories.




includes detailed research

and specific learning

theories.

Reflection/Future

Modifications

No reflection

was included.

Reflection includes at least one of

the following: the impact on student

learning, identification of changes

to be made to the lesson in the

future, and research that supports

these changes.

Reflection includes at least

two of the following without

detail: the impact on student

learning, identification of

changes to be made to the

lesson in the future, and

research that supports these

changes.


two of the following with

specific details: the impact

on student learning,

identification of changes to

be made to the lesson in the

future, and research that

supports these changes.

Reflection includes all of

the following with details:






changes.

Formatting 6E

Lesson plan does

not follow the

specific format

provided.


format provided in few categories.


specific format provided in

some categories.



most categories.



all categories.


Music Education Lesson Plan Format


Music Education Lesson Plan Format






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

Central Focus

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

How do the standards and learning objectives within the learning segment address creating, performing, and/or responding to music by applying; o Knowledge/skills (e.g., instruments, technical proficiencies, process elements, etc.); o Contextual understandings (e.g., social, cultural, historical, global, reflection, etc.); and o Artistic expression (e.g., interpretation, creativity, exploration, improvisation, etc.)?

How do your plans build on each other to help students create, perform, and/or respond to music and to make connections to knowledge/skills, contextual understandings, and artistic expressions?


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

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


What do the students know, with respect to the central focus of the learning segment? What can the students already do? What are the students learning to do, related to the targeted academic content standards? What community assets relate to the central focus (e.g., students’ everyday experiences,

cultural and language backgrounds, practices, and interests)?


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



Support for Performing Arts Learning

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

and community assets guide your choice or adaptation of learning tasks and materials? Why are your instructional strategies and planned supports appropriate for the whole class,

individuals, and/or groups of students with specific learning needs? What are common student errors, weaknesses, or misunderstandings within your content

focus and how will you address them?




Language Function

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

essential for students to learn music knowledge within the segment’s central focus? Identify a key learning task from your plan (lesson/day number) that provides students with

opportunities to practice using the language function(s) identified above


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



Language Supports

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

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


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

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





What will you do to engage students in developing understanding of the lesson objective(s)?

How will learning tasks and materials guide one or more individual students in their personal development in Music?

How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?

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

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



Practice Activity

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

segment?


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

meaningful contexts?


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

creating, performing, and/or responding to music by applying knowledge/skills, contextual understandings, and artistic expression throughout the learning segment?

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









What tactics will you use to provide feedback to students regarding their assessment? How will you guide focus students to use feedback to evaluate their own strengths and

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

students?


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

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


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

does the lesson provide?


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

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


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

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

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

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

necessary to be successful in this lesson?


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

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

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

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


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

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


Music Education Lesson Plan Template


Music Education Lesson Plan Template





Learning Standards

PC 1, 2, 3 & ST

Central Focus PC 1, 2, 3 & ST


PC 2, 3 & ST


PC 2, 3 & ST


PC 1, 2, 3 & ST

Support for Performing Arts Learning

PC 1, 2, 3 & ST



Language Function




Language Supports





PC 1, 2, 3 & ST




Set/Motivator




Practice Activity













Evaluation Criteria

PC 3 & ST


PC 1, 2, 3 & ST


PC 1, 2, 3 & ST




PC 1, 2, 3 & ST

Sources

PC 1, 2, 3 & ST


MUSIC EDUCATION LESSON PLAN RUBRIC

ITEM & IPTS 0

Missing

1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary


No learning or

common core

standards were

included in the

plan.


standards identified do not link to

the lesson being taught.


core standards are

identified, but some do not

link to the lesson being

taught.





level. Letters and number


are missing.





level. Letters and numbers


for each standard are

included.

Central Focus

No central focus

Is identified.

The central focus is vaguely

identified by one or two words.


identified for part of the

learning segment.


identified for most of the

content in the learning

segment.

The central focus is clearly

identified for the content in

the learning segment.

Measurable Lesson

Objectives

No measurable

lesson objectives

are identified.


included that identified only one of

the following: the purpose of the

lesson, what the students will know

and be able to do as a result of the

lesson, and how the knowledge and

skills will be applied in the future

by the students.

Measurable lesson

objectives are included that

identified at least two of the

following: the purpose of

the lesson, what the students

will know and be able to do

as a result of the lesson,

how the knowledge and

skills will be applied in the

future by the students.

Measurable lesson


generally identified the

purpose of the lesson, what

the students will know and

be able to do as a result of

the lesson, and how the

knowledge and skills will be

applied in the future by the

students.

Measurable lesson


specifically identified the

purpose of the lesson, what

the students will know and

be able to do as a result of

the lesson, and how the

knowledge and skills will be

applied in the future by the

students.

Support for Performing

Arts Learning

No support for

performing arts

learning is

provided.

Principles from research or theory

are used to support justifications

for the learning segment in

connection to support for

performing arts learning but do or

planned supports.

Principles from research or

theory are used to support

justifications for the

learning segment in


performing arts learning and

include instructional

strategies or planned

supports.

Principles from research or



learning segment in




strategies and planned

supports.

Principles from research and



learning segment in




strategies and planned

supports.


ITEM & IPTS 0

Missing

1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary

Academic Language

Demands

No academic

language

demands are

identified.


identified that address fewer than

three of the following: key

vocabulary, language function,

additional language demands, and


language.

Academic language

demands are identified that

address at least three of the

following: key vocabulary,

language function,

additional language

demands, and ways students

will use the language.

Academic language






language is identified but

not defined.

Academic language






language is identified and

defined.


Teacher Resources

No resources or

materials are

identified.

More than two resources missing

and/or not cited correctly or four or

more necessary materials needed by

the students and teachers are

missing and requested chart format

is not divided into 2 columns.

Two resources not listed


two or three necessary

materials needed by the

students and teachers are

missing and/or requested

chart format is not divided

into 2 columns.

One resource is not listed


one necessary material


teachers is missing or

requested chart format is not


Lists all resources used to

create the lesson. Where

necessary, the appropriate

author is properly cited

within a proper bibliography

and lists all materials


the teacher by placing these

into the requested chart

format with 2 columns.

Instructional

Procedures/Learning

Tasks

No instructional

procedures or

learning tasks

were identified.


learning tasks identified include

only one of the following:







include all but two of the








include all but one of the








include all of the following:


strategies, teacher

modeling/direct teaching

strategies, and the



No assessment/

evaluation was

included.



includes fewer than three of the




accommodations and modifications,

and evaluation criteria.



and includes all but two of





accommodations and

modifications, and




and includes all but one of





accommodations and

modifications, and




and includes all of the





accommodations and

modifications, and



ITEM & IPTS 0

Missing

1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary



No closure is

indicated.

Identifies the lesson closure and

fewer than three of the following:

student self-assessment, student

reflection, feedback strategies,




and all but two of the


assessment, student



extend ideas, and



and all but one of the


assessment, student



extend ideas, and



and all of the following:


student reflection, feedback


extend ideas, and



Support

No

differentiation or

planned support

was included.

Differentiation and planned support

was identified and includes fewer

than of the following: strategies

used to identified and respond to

diverse learning needs, steps taken

to provide all students access to

learning, curricular adaptations,

and strategies for addressing gaps

in prior knowledge.








access to learning,






includes all but one of the





access to learning,






includes all of the





access to learning,





Principles

No rational or

theoretical

principles were

included.




or reference to learning theories.




includes general research

and reference to learning

theories.




includes detailed research or

specific learning theories.




includes detailed research

and specific learning

theories.

Reflection/Future

Modifications

No reflection

was included.

Reflection includes at least one of

the following: the impact on student

learning, identification of changes

to be made to the lesson in the

future, and research that supports

these changes.


two of the following without

detail: the impact on student





changes.


two of the following with

specific details: the impact

on student learning,

identification of changes to

be made to the lesson in the

future, and research that

supports these changes.

Reflection includes all of

the following with details:






changes.

Formatting 6E

Lesson plan does

not follow the

specific format

provided.


format provided in few categories.



some categories.



most categories.



all categories.


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.


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


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


major errors occur and may

be distracting. Some



may be imprecise.

The writing shows adequate



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.


Dispositions Benedictine University

Professional Behaviors (Dispositions) for Educator Preparation Candidate’s Name: Semester/Year: Date:

Course:






below.


Scholarship




Criteria

1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary



Class/field


IL Educators

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

Dispositions

20.130 [a,b,e]



material, work on



other materials not


experience. Rarely


discussions. May




noise; etc.)

Attention is








classroom.











discussion and

coursework.








new situations and








materials.


and on-task.






coursework.





writing.


Class/field


IL Educators

22.20: b.1, b.4]

Dispositions

20.130 [a,b,e]

Work completed with



Places emphasis on


than learning.

Assignments are








correctly and with

accuracy, meeting








complete work.










work on time. Seeks

new resources and


complete work.



pursue the intended









scope and depth of

project.







provided.


time.






Criteria 1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary



behaviors:

Self-Reflection


IL Educators

22.20: b.1, b.4]

Dispositions

20.130 [c,d,e]


and constructive






changes to improve

future performance

based on


others.


suggestions and


Sometimes practices

critical thinking.




makes changes to

improve future



others.




critical thinking.

Engages in learning


Frequently makes

changes to improve

future performance,

based on


others.

Actively seeks

suggestions and


Regularly practices

critical thinking.




makes changes to

improve future



instructors and

supervisors.




self-reflection.



and supervisors.


Commitment

to Ongoing

Learning/

Professional


IL Educators

22.20: b.1, c.3]

Dispositions

20.130 [c,d,e]



professional

organizations,

publications, and




Does not engage in


development, unless

required to do so.


of information from

professional

organizations,

publications, and


Recognizes the

importance of


Demonstrates some


growth and

development, beyond

class and field

requirements.

Often makes use of

information from

professional

organizations,

publications, and


Values professional

growth. Seeks out

opportunities for


development, beyond

class and field

requirements.


of information from

professional

organizations,

publications, and


Makes professional


Actively seeks out

opportunities for


development.





decision making.






conferences; etc.).



priority.





Criteria 1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary



Professional

Responsibility


IL Educators 22.20:

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




often relying upon



professional

organizations,










group as a whole.


awareness of

professional


publications.

Occasionally

participates in


or events.






professional



participates in





club.






professional or BU


clubs. Seeks

opportunities to be




Education. Takes a



organization.




















IL Educators

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

c.1, c.4]





group meetings




or their ideas. May




with others.


not professional,

appropriate, and/or



group work. Accepts





others and performs

basic group

responsibilities.

Communication is

inconsistently

professional,

appropriate, and/or

respectful toward

others.



Comes to meetings







is professional,

appropriate, and





both in-class group









group as a whole.

Communication is


appropriate, and




assumptions.









experiences.







Criteria 1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary



behaviors:

Value of


for IL Educators:

22.20: a.2, a.4,

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



race, gender, or

ethnicity. Rarely







well. Exhibits low


accomplishments of

varied groups of

students.



race, gender, or


others in a polite,

courteous, and


Shows awareness of



understand them.



diverse groups of

students.





feedback from and





to others and


their values and


exhibits high


students.

Actively seeks












opinions of others.



students.




experiences.



experiences.



experiences.




significance.



Ethical

Practice and

Academic


IL Educators

22.20: b.4]







in courses, field




personal and

professional



BU student Academic




field experiences,


with others.


keep personal and



of the BU student

Academic Honesty



in courses, field

experiences, and in




personal and



the BU student

Academic Honesty



in courses, field

experiences, and in



in the classroom.













Criteria 1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary



behaviors:

Attendance and

Punctuality

[Code of Ethics for

IL Educators 22.20:

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


unpunctuality or

absence. Fails to

contact instructor,

supervisor, and/or







Sometimes disrupts


arriving late.

Occasionally misses

class and/or field


attempt to notify


and/or cooperating






gives a reason for

absence.
















arrangements, if an



prior to scheduled



work. Arranges with




presented in class,


meetings.









activities.




Oral and

Written

Communication



Frequently uses


oral and/or written

communications.





inappropriate


language. Does not






"okay" or "like").

Inconsistently uses


and/or written

communication.





appropriate and


ideas accurately.


grammar in oral and










and opinions


consistently





conventional and


and persuasive when

expressing ideas.






lessons.




Appropriate

Professional





generally accepted

standards for the





person and actions.



generally accepted

standards for the




hygiene in his/her

person and actions.








and actions.


consistently follow

generally accepted

standards for the

classroom and field




actions







Emotional



Demonstrates



temper and display


cry easily. Acts


others and/or their

opinions. Does not



behavior. Blames

others or outside

circumstances for


emotional control.

May lose emotional

control in some


has emotions under

control. Is not

responsive to the





behavior.


of emotions across








others. Takes

responsibility for


behavior.

Displays a steady


even in potentially

volatile or highly


receptive to the

viewpoints and







with others.









of humor.


II. Comments


Please Note:







Faculty Advisor:________________________________ Date:_____________


PRECLINICAL EXPERIENCE FINAL PRODUCT ASSIGNMENT

1. Cover Page that includes:

a. your full name

b. course name and the current semester

c. host school’s name

d. cooperating teacher’s name

e. your university supervisor’s name

f. a digital picture of yourself in the classroom

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

3. Log sheet with signatures

4. Informal PC Site Visit Observation documents

5. Understanding the School Environment completed document

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

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

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

9. Teacher candidate’s midterm self-evaluation: Observation of Teacher Candidate Classroom

Performance w/ signatures

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

signatures

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

signatures

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

signatures

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

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

15. Cooperating teacher’s Evaluation of Growth

16. Cooperating teacher’s recommendation for continuance in the BU Education Program with signatures

(submitted in hard copy to university supervisor and scanned for submission to LiveText as part of the

final product)

17. Final Product Rubric for Preclinical Experience

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

by supervisor

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

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

be added by supervisor


FINAL PRODUCT RUBRIC for PRECLINICAL EXPERIENCES

Student _________________________ Term_________ Score________/20 points University Supervisor______________________

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:

20 Site Visits 9H, 9I

Attendance:

11 On Campus

seminars

9H, 9I

No site visits

completed

and no

seminars

attended.

Completes less than 20 site

visits and/or attends less

than 7 seminars from which

s/he is not excused.

Completes less than 20

site visits and/or attends

less than 9 seminars from

which s/he is not

excused.

Completes all 20 site

visits and attends a

minimum of 9

seminars or is excused

from any seminar

missed.

Completes all 20 site

visits and attends all

campus seminars.

SOE Dispositions

IPTS 9H, 9I

Illinois Code of Ethics

Dress 9H, 9I

No evidence

of dress code

presented.

Candidate continuously

violates appropriate dress

code and dispositions as

outlined by the ITPS,

Illinois Code of Ethics for

Teachers, and the SOE

dispositions.

Candidate is inconsistent

in following appropriate

dress code and

dispositions as outlined

by the ITPS, Illinois

Code of Ethics for

Teachers, and the SOE

dispositions.

Candidate follows

appropriate dress code

and most dispositions

as outlined by the

ITPS, Illinois Code of

Ethics for Teachers,

and the SOE

dispositions.

Candidate follows the

appropriate dress code

and dispositions as

outlined by the ITPS,

Illinois Code of Ethics

for Teachers and the

SOE dispositions.

Understanding the

School Environment

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

Document

was not

submitted.

More than 4 items are left

incomplete on the School

Environment Checklist.

2 or 3 items are left

incomplete on the School

Environment Checklist.

One item is left

incomplete on the

School Environment

Checklist.

Completes all items on

the School Environment

Checklist.

PC Level 1

Observation and

Growth Documents

9H. 9I

Documents

were not

submitted.

More than 4 items are NOT

complete with signatures

and/or dates.

2 or 3 items are NOT

complete with

signatures and/or dates.

1 item is NOT

complete, with

signatures and/or

dates.

Completes all items,

indicated by signatures

and dates of

completion.


Supervisor Site Visit Evaluations


INFORMAL PRECLINICAL EXPERIENCE SITE VISIT

INFORMAL PRECLINICAL SITE VISIT

Student ______________________________ Term____________________

University Supervisor_______________________ Date: _____________________

Cooperating Teacher _______________________ Host School________________

Discussion notes….. to be completed by university supervisor with copy given to teacher candidate.

To be signed by the student, and University Supervisor

Signature of Student:_________________________________________ Date:_________________

Signature of University Supervisor _____________________________ Date:_________________


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

Teacher Candidate Name______________________________

Semester _____________Date of Lesson _________________

University Supervisor ________________________________

Cooperating Teacher _________________________________

Host School ________________________________________

Grade Level (s) ____________ Subject __________________

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

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

Board of Education 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.



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

Comments:

Teacher candidate works with small groups. IPTS 4 _____

Comments:

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

Comments:

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

Comments:

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

Comments:

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

Comments:

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

Comments:

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

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

Total Points (1 per check): __________ / 12

Please sign: Signature of Teacher Candidate:_________________________________________ Date:_________________

Signature of Cooperating Teacher: :______________________________________ Date:_________________

Signature of University Supervisor _______________________________________ Date:_________________


PC LEVEL I: EVALUATION of GROWTH

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

OF TERM. Both will be given to the supervisor for the final grade calculations. The intent of this final evaluation is to measure the growth of the teacher

candidate. If there has been little growth because a TC has always been “excellent” in an area, please check “expected or good growth observed”.

Teacher Candidate _________________________________ Term____________ Date________ Score________/ PCI = 36 points

Completed by (circle one): University Supervisor/ Cooperating Teacher/Teacher Candidate: _____________________________________________

Completed for (circle one): midterm evaluation final evaluation

IPTS or Behavior

Missing – 0

Points (No

growth

observed)

Unsatisfactory –

1 Point (Little

growth

observed)

Emerging – 2

Points (Some

growth

observed)

Proficient – 3

Points

(Expected or

good growth

observed)

Exemplary – 4

Points

(Distinguished

growth observed

that went

beyond

expectations)

IPTS 9I – Models professional behavior including dress,

integrity, and timeliness

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

criticism, and changes practice to improve

IPTS 1K – respects individual student differences

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

IPTS 4N - Engages students in and monitors individual and

group-learning activities that help them develop the

motivation to learn

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

inflection when teaching

IPTS 6E – Knows and models standard conventions of

written and oral communications

IPTS 9T – Uses proper digital etiquette

IPTS 8J – Builds and maintains collaborative relationships

with other teachers

Signature of Teacher Candidate:_________________________________________ Date:_________________



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





Host School ________________________________________






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.


Comments:


Comments:

Teacher candidate reminds students of classroom rules and procedures prior to the lesson

as directed by the cooperating teacher. IPTS 4 _____

Comments:

Teacher candidate verbally states learning objectives for the lesson. IPTS 5 _____

Comments:













Teacher candidate uses technology. IPTS 2 _____

Comments:

All students are engaged: paying attention, on task, in the lesson. IPTS 5 _____

Comments:

Teacher candidate calls on students who do not raise their hands. IPTS 5 _____

Comments:

Teacher candidate walks around the room to keep students engaged. IPTS 5 _____

Comments:


Comments:


Comments:


Comments:


Comments:



Comments:

Teacher candidate faces all students when teaching. IPTS 5 _____

Comments:


Comments:


Comments:


Comments:

Teacher candidate uses materials that support the content being taught. IPTS 2 _____

Comments:

Teacher candidate asks questions during the lesson to ensure student understanding. IPTS 7 _____

Comments:

Teacher candidate uses closure to end the lesson and review learning. IPTS 5 ______

Comments:


Teacher candidate is enthusiastic during the lesson. IPTS 9 _____

Comments:


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.





PC LEVEL II: EVALUATION of GROWTH

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

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

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

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

Teacher Candidate _________________________________ Term____________ Date________ Score________/ PCII = 80 points



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)

Shows interest in students’ background and emotional

and physical well-being. 1C

Changes strategies, pace, and language in lessons when

needed to enrich instruction for all children 1J

Respects individual student differences

1K

Understands the content needed to teach this course 2B

Is able and willing to use technology in the classroom

2L

Connects teaching to other content areas and to student

life experiences 2N

Follows Benedictine’s lesson plan design

3B

Plans with co-operative teacher for all lessons taught by

teacher candidate 3F


IPTS or Behavior

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)

Has lesson plan materials prepared in advance of the

lesson 3I

Knows and understands the need for behavior

management strategies 4A

Assists students to work productively and cooperatively

4N

Uses behavior management strategies that are

appropriate to the needs of the students 4O

Is able to keep students attentive and engaged

5F

Speaks clearly, audibly, and with adequate inflection

when teaching 5J

Knows and models standard conventions of written and

oral communications in the classroom 6E

Uses proper digital etiquette

6O

Uses assessment data, work samples, and observations

to plan and evaluate instruction 6K, 7K

Builds and maintains collaborative relationships with

other teachers 8

Models professional behavior including dress, integrity,

and timeliness 9I

Reflects on lessons, self-assesses, accepts criticism and

changes practice to improve 5I





Formal Observation PC Exp. Level III


Formal Observation of Teacher Candidate’s Classroom Performance PRECLINICAL EXPERIENCE LEVEL III


leadership, and social responsibility.

Cooperating Teacher Midterm* ______ Student Name:________________________________________ Student Self-Evaluation Midterm* ______

University Supervisor Visit/midterm* ______

Semester ________________Date of Assessment ___________ Cooperating Teacher Final** ______

Student Self-Evaluation Final** ______

University Supervisor ________________________________ University Supervisor Visit/Final** ______

Cooperating Teacher _________________________________ Grade Level(s)________________________

Host School _______________________________________ Subject(s) ____________________________

* Complete when approximately half of the required weeks are completed

** Complete when most of the preclinical experience is fulfilled

Directions: Some of the statements can be directly related to the mini lesson being observed, thus the wording, during the

lesson. Other statements refer to the teacher candidate’s overall participation, preparedness, interest, and professionalism

exhibited during this Preclinical Experience.

Please indicate the score of each descriptor listed below.

0 = not evident 1 = sometimes evident 2 = almost always evident

Scores should be supported with comments.


Content Area Standards for Teachers. For more information about these standards, visit the IL State Board of Education

http://www.isbe.net

IPTS 1. Teaching Diverse Students

0 1 2

Respects individual and group differences. Does not discriminate on the basis of gender, race, size,

culture, educational performance differences

Shows interest in students’ backgrounds

Shows respect for students’ needs, ideas and contributions

Positively respond to the needs of diverse learners (during the lesson)

Comments:



IPTS 2. Content Area and Pedagogical Knowledge 0 1 2

Displays understanding of subject matter (during the lesson)

Shows interest in learning about the state/local content area standards

Has lesson materials prepared in advance of the class (during the lesson)

Effectively uses materials to support the content (during the lesson)

Uses examples appropriate to content area (during the lesson)

Is able and willing to learn use technology if directed by classroom teacher

Comments:

IPTS 3. Planning for Differentiated Instruction 0 1 2

Is able to co-plan with other educators to design learning experiences

Demonstrates ability to develop lesson plans to achieve the expectations for student learning using the BU

Lesson Plan format and the mini lesson plan format

Uses motivational techniques to encourage student involvement in learning activities (during the lesson)

Comments:

IPTS 4. Learning Environment 0 1 2

Understands, supports and models classroom management rules

Encourages and motivates students to be responsible (during the lesson)

Assists students to work productively and cooperatively in groups

Instructional time is maximized because of the use of established routines and procedures (during the

lesson)

Comments:

IPTS 5. Instructional Delivery ALL below refers to the mini lesson being taught. 0 1 2

Assists in restoring the classroom order after an activity, project or lab without prompting

Assists coop teacher with the distribution of papers, and /or materials without prompting

Learning objectives for the mini lesson are clearly stated (during the lesson)

Gives clear and concise directions for activities (during the lesson)

Shows knowledge of content area while teaching (during the lesson)

Moves around the room assessing understanding and promoting students learning (during the lesson)

Relates purpose of mini lesson to students’ lives and/or background knowledge (during the lesson)

Faces all students when teaching (during the lesson)

Speaks clearly, audibly, and with adequate inflection when teaching (during the lesson)

Ensures that all students have opportunity to participate (during the lesson)

Provides closure to activity or transition to the next activity (during the lesson) Comments:


IPTS 6. Reading, Writing, and Oral Communication 0 1 2

Uses vocabulary that is correct and appropriate to grade level (during the lesson)

Makes written and oral statements which are free from grammar and spelling errors (during the lesson)

Works to develop positive rapport with students

Demonstrates an understanding of proper digital etiquette for students, colleagues, cooperating teacher

and university supervisor

Comments:

IPTS 7. Assessment 0 1 2

Demonstrates an understanding for the need of assessment

Demonstrates an understanding for the purpose of Formal Assessment (Summative or Of Learning) vs

Informal (Formative or For Learning)

Recognizes various types of assessment preformed during a lesson

Comments:

IPTS 8. Collaborative Relationships 0 1 2

Communicates with cooperating teacher.

Communicates with university supervisor.

Shows appreciation of teachers and students.

Develops a positive working relationship with co-workers

Participates in professional discussions with staff where and when appropriate.

Takes constructive criticism in a positive manner

Shows evidence of wanting to improve

Comments:

IPTS 9. Professionalism, Leadership, and Advocacy 0 1 2

Is punctual and responsible

Maintains personal records of experiences in the PC Experience including logs and Knowledge and

Performance Checklist completion

Uses self-assessment as a tool of reflection for personal professional growth

Dress in an appropriate manner

Follows school policy e.g. cell phone usage, parking lot, check in and out of the school

Demonstrates reliability and accepts responsibility

Demonstrates flexibility and adaptability.

Demonstrates energy, and enthusiasm for this career.

Demonstrates initiative

Comments:





EVALUATION of GROWTH Preclinical Experience Level III

To be completed by and discussed among the university supervisor, cooperating teacher and teacher candidate as a midterm and final assessment. All

assessments should be given to the supervisor for use in final grade calculations. The intent of this final evaluation is to measure the growth of the

teacher candidate. If there has been little growth because a TC has always been, “excellent” in an area, please check “expected or good growth

observed”. Experience + Reflection = Growth

Teacher Candidate _________________________________ Term____________ Date________ Score________/ PCIII = 80 points



IPT Standard 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

(Distinguishe

d growth

observed

that went

beyond

expectations) Models professional behavior including dress, integrity, and

timeliness 9I

Reflects on lessons, self-assesses, accepts criticism and changes

practice to improve 9K

Changes strategies, pace, and language in lessons when needed to

enrich instruction for all children 1J

Respects individual student differences 1K Shows interest in students’ background and emotional and physical

well-being. 1C

Understands the content needed to teach this course/subject 2 Connects teaching to other content areas and to student life

experiences 2N

Has lesson plan materials prepared in advance of the lesson

3I

Is able and willing to use technology in the classroom 2L

Follows Benedictine’s lesson plan design 3B


To be signed by the student, cooperating teacher, and university supervisor.

Signature of Teacher Candidate:_____________________________________ Date:______________

Signature of Cooperating Teacher:_____________________________________ Date:______________

Signature of University Supervisor:_____________________________________ Date:______________



Assists students to work productively and cooperatively 4N

Knows and understands the need for behavior management

strategies 4A

Uses behavior management strategies that are appropriate to

the needs of the students 4O


5F

Speaks clearly, audibly, and with adequate inflection when

teaching 5J

Knows and models standard conventions of written and oral

communications in the classroom 6F


6P

Uses assessment data, work samples, and observations to plan

and evaluate instruction 6P, 7K

Builds and maintains collaborative relationships with other

teachers 8

PCIII – Maximum Score = 80

Total Score _______________

Comments:


–


School of Education

Preclinical Handbook Appendix

University Supervisors &

Cooperating Teachers






University supervisor expectations and responsibilities

The Illinois Professional Teaching Standards form the foundation for this program. Becoming fully informed of all

standards will enable the university supervisor to effectively understand communications, observations, rubric,

evaluation, and checklists. It is important that this information be incorporated into the supervisory behavior and

aspect of this position.

In support of Preclinical Experience student, the university supervisor is responsible for:

7. becoming familiar with the following: Illinois Professional Teaching Standards (IPTS)

http://www.isbe.state.il.us/peac/pdf/IL_prof_teaching_stds.pdf, the PC Schedule: Seminar, Site Visit &

Performance Activities, Site Visit Notes, Reflection Paper expectations, the Benedictine formal lesson plan

format, School Environment document, the PC Supervisor Observation of Teacher Candidate Classroom

Performance , Rubrics, 3 types of Analysis Papers, etc.. All of these are found in the appropriate appendix of the

BU Preclinical Handbook or will be explained during university supervisor meetings;

8. notify the School of Education Department Chair of any concerns or struggles observed from a teacher candidate,

especially within the first several weeks of the preclinical experience (e.g., attendance at site visits, attendance at

seminars, assignment submission or quality, dispositions);

9. attending university training sessions in preparation for this Preclinical Experience: Site Visit Notes format and

content, course content, LiveText, 3 types of Analysis Papers, communication and grading, email subject lines

(ex. S Miller sv1, , or S Miller lesson full 1), the timeline and teacher candidates observations and continual

guidance;

10. attending required teacher candidate seminars which should include the first and last seminars. Please note dates

in the PC Schedule: Seminar, Site Visit & Performance Activities. University supervisors will meet with their

teacher candidates to review placement information, schedules, and Final Product collection while leading small

group discussions. This will keep you up to date, and allow you to create a richer relationship with your teacher

candidates;

11. contacting the cooperating teacher before the teacher candidate arrives for the first Site Visit;

12. visiting the teacher candidate in the classroom at least four times during the term including once during the 1st two

weeks, twice in the middle to observe various classroom activities once at the end of the term to observe growth.

During each visit, please discuss the teacher candidate’s progress with the preclinical experience

assessments and rubrics. Below is a recommended schedule

g. 1st visit during the first 2 weeks of the Site Visit schedule to share with the cooperating teacher any forms,

clarify roles and the PC requirements and to ensure that the TC has a strong start. Complete an Informal Site

Visit document. This should be a 3-way conference between the University Supervisor, Teacher Candidate,

and Cooperating Teacher.

h. 2nd

visit should be during weeks 3 or 4. Talk to your teacher candidate about the classroom. Use this time to

point out good strategies used by the teacher and relate to the standards used to complete the next analysis.

Complete an Informal Site Visit document.

i. For the midterm visit (during weeks 9, 10, or 11), you, the cooperating teacher and teacher candidate need to

complete the Midterm Evaluation of Growth and Midterm Formal Observation of Teacher Candidate’s

Classroom Performance appropriate to the experience level. Within a week of the midterm observation that

results in the Evaluation of Growth and Formal Observation of Teacher Candidate’s Classroom Performance,

a three-way conference must occur between the preclinical candidate, university supervisor, and cooperating

teacher. It is the university supervisor’s responsibility to arrange this conference. During this conference,

please discuss the evaluations with the teacher candidate so that positive growth continues and set goals for

the remainder of the preclinical. They should be goals that can be reached by the end of this preclinical

experience.

j. 4th visit should be between the midterm and final observations. Talk to your teacher candidate about the

classroom, point out some strategies, and discuss progress towards the goals set at midterm.



k. For the final visit (during weeks 19 or 20), you, the cooperating teacher and teacher candidate need to

complete the Final Evaluation of Growth and Final Formal Observation of Teacher Candidate’s Classroom

Performance appropriate to the experience level. Within a week of the final observation that results in the

Evaluation of Growth and Formal Observation of Teacher Candidate’s Classroom Performance, a three-way

conference must occur between the preclinical candidate, university supervisor, and cooperating teacher. It is

the university supervisor’s responsibility to arrange this conference. During this conference, please discuss the

evaluations with the teacher candidate so that positive growth continues and discuss suggested goals for the

subsequent field experiences.

l. Other observations and visits should occur as needed, especially if the teacher candidate is in need of more

assistance;

17. identifying any need for remediation and completing the appropriate steps, including filing an “Early Warning

Notice” through People Soft and initiating a 3-way conference with the Teacher Candidate and Cooperating

Teacher to complete the Remediation Plan;

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

experience, either in the classroom or with assignments. This includes Early Warning Notifications, Remediation

Plan meetings, and any other instance during which the teacher candidate is not meeting his/her responsibilities;

19. giving teacher candidates information, feedback and guidance regarding the Site Visit Notes and Analysis Paper

expectations and respond to questions as you see fit. Informally, this includes content, formatting, spelling and

grammar. Teacher candidates will complete the analysis paper template (observation, interview, and/or student

interaction) for assigned IPTS Indicators as stated in the PC Seminar: Seminar, Site Visit & Performance

Activities, and the Performance Activities Crosswalk (IPAC). Teacher candidates are to use the information

written in their Site Visit Notes to write each analysis paper and submit it in LiveText by 11:59 p.m. on the

Sunday following the week of Site Visits that indicated the completion of the Performance Activities assigned to

the indicator.

20. using the edTPA-based analyses (observation, interview/discussion, and student interaction) as the main

components to the teacher candidates grade. Use the rubrics on LiveText to perform these assessments and return

all feedback, including rubric scores, within one week of candidate submission;

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

determine the teacher candidate’s grade and recommendation to continue in the BU Education program;

22. providing continuous assistance to the teacher candidates and serve as a mentor to ensure a quality experience;

23. serving as a liaison and resource person between the cooperating school and Benedictine. This includes providing

supportive assistance to school personnel and visiting appropriate school administrators as needed;

24. collecting, reviewing, and grading all preclinical paperwork within one week of candidate submission. See

expectations for final product in the handbook;

25. being familiar with the Abused and Neglected Child Reporting Act. The state of Illinois mandates reporting by

school person if they have reasonable cause to believe a child known to them in their professional or official

capacity may be an abused or neglected child. If the supervisor or teacher candidate believes a child is abused or

neglected, they should report this to the principal; and

26. collecting, reviewing, and giving evaluative feedback for the first three site visit notes which will be sent to you

the first two weeks. After that, analyses papers and site visit notes will be sent each week.

Late work will not be accepted or evaluated after one week past the due date. Candidates will only receive half

credit for any late assignment.


Cooperating Teacher and Host School Expectations and Responsibilities

Thank you for sharing your professional knowledge and valuable time with a Benedictine University teacher

education candidate. Your modeling and affording the candidate opportunity to participate in classroom activities

serve as a basis for this candidate to assess his/her interest and affinity for teaching. Teacher candidates have a great

responsibility to the host school, the cooperating teacher, and to the students as well as to themselves to gain from and

give back to this educational experience.

All preclinical experiences are completed under the active supervision of a cooperating teacher who is licensed and

qualified to teach in the area, has at least three years of teaching experience in a public school or nonpublic school

recognized pursuant to 23 Ill. Adm. Code 425 (Voluntary Registration and Recognition of Nonpublic Schools), has

received a proficient or above performance rating in his or her most recent evaluation and is directly engaged in

teaching subject matter or conducting learning activities in the area of student teaching.

To facilitate this preclinical experience, BU asks that the cooperating teacher:

introduce the BU PC teacher candidate to your class and colleagues so the teacher candidate feels welcome and

respected;

discuss with your teacher candidate the Preclinical Site Visit schedule of performance activities and the Illinois

Professional Teaching Standards that accompany each Site Visit which can be found in the Handbook. The

website for the IPTS is http://www.isbe.state.il.us/peac/pdf/IL_prof_teaching_stds.pdf;

work with the teacher candidate as the teacher candidate completes the required performance activities. During

the semester, the teacher candidate will be asked to perform specific activities. These are listed in the Syllabus and

Site Visit schedule in the Handbook. While these activities are scheduled, please feel free to change their

dates. BU realizes that your time is limited and that you are most important focus is your students. If an activity

does not fit into your schedule or does not benefit your students, please offer another suggestion and the teacher

candidate and university supervisor will be happy to work with you and your students. While many of these are

only required once, you are welcome to have the teacher candidate do them more frequently as well as to be

engaged in other activities that would benefit you and your students. You are also welcome to use the teacher

candidate as your assistant. This should benefit you and your students as well as the teaching candidate;

allow the teacher candidate to assist you in lessons. Help arrange observation opportunities for the preclinical

candidate in a grade level older than your students and, if possible, younger than yours. For example, a third grade

teaching candidate would observe in a second and fourth grade classroom. A freshman biology student would

observe in a sophomore science class. Please assist your teacher candidate with these class observations by

recommending which class or teacher to observe and when;

use and initial the PC Schedule: Seminar, Site Visit & Performance Activities when the activity is completed. Do

this as often as you can, so that these performance activities can be accounted for. If you are not sure whether an

activity has been completed or not, put an X in place of your initials. Ask the university supervisor about any

concerns with the activities, their completion;

use the Formal Observation of Teacher Candidate’s Classroom Performance to analyze lessons taught by teacher

candidates;

complete the Evaluation of Growth and Formal Observation of Teacher Candidate’s Classroom Performance at

both midterm and at the end of the term;

participate in a 3-way conference at the beginning of the semester with the University Supervisor and Teacher

Candidate to go over the Preclinical handbook, discuss performance activities, and policies;

participate in a 3-way conference at the middle of the semester with the University Supervisor and Teacher

Candidate to review the Evaluation of Growth and Formal Observation of Teacher Candidate’s Classroom

Performance;

participate in a 3-way conference at the end of the semester with the University Supervisor and Teacher Candidate

to review the Evaluation of Growth and Formal Observation of Teacher Candidate’s Classroom Performance; and

provide direct supervision and advisement to the preclinical teacher candidate. Please give them both positive

and support for improvement. Notify the university supervisor if this candidate needs additional support from the

university or is not conforming to expectations.



INFORMAL PRECLINICAL EXPERIENCE SITE VISIT

INFORMAL PRECLINICAL SITE VISIT

Student ______________________________ Term____________________

University Supervisor_______________________ Date: _____________________

Cooperating Teacher _______________________ Host School________________

Discussion notes….. to be completed by university supervisor with copy given to teacher candidate.

To be signed by the student, and University Supervisor

Signature of Student:_________________________________________ Date:_________________

Signature of University Supervisor _____________________________ Date:_________________


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





Host School ________________________________________






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.


Comments:


Comments:

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

IPTS 5

Comments:


Comments:


Comments:














Comments:


Comments:


Comments:


Comments:


Comments:


Comments:


Comments:

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

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

Total Points (1 per check): __________ / 12





PC LEVEL I: EVALUATION of GROWTH

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

OF TERM. Both will be given to the supervisor for the final grade calculations. The intent of this final evaluation is to measure the growth of the teacher

candidate. If there has been little growth because a TC has always been “excellent” in an area, please check “expected or good growth observed”.

Teacher Candidate _________________________________ Term____________ Date________ Score________/ PCI = 36 points



IPTS or Behavior

Missing – 0

Points (No

growth

observed)

Unsatisfactory –

1 Point (Little

growth

observed)

Emerging – 2

Points (Some

growth

observed)

Proficient – 3

Points

(Expected or

good growth

observed)

Exemplary – 4

Points

(Distinguished

growth observed

that went

beyond

expectations)

IPTS 9I – Models professional behavior including dress,

integrity, and timeliness

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

criticism, and changes practice to improve

IPTS 1K – respects individual student differences

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

IPTS 4N - Engages students in and monitors individual and

group-learning activities that help them develop the

motivation to learn

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

inflection when teaching

IPTS 6E – Knows and models standard conventions of

written and oral communications

IPTS 9T – Uses proper digital etiquette

IPTS 8J – Builds and maintains collaborative relationships

with other teachers




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





Host School ________________________________________






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.


Comments:


Comments:

Teacher candidate reminds students of classroom rules and procedures prior to the lesson

as directed by the cooperating teacher. IPTS 4 _____

Comments:

Teacher candidate verbally states learning objectives for the lesson. IPTS 5 _____

Comments:













Teacher candidate uses technology. IPTS 2 _____

Comments:

All students are engaged: paying attention, on task, in the lesson. IPTS 5 _____

Comments:

Teacher candidate calls on students who do not raise their hands. IPTS 5 _____

Comments:

Teacher candidate walks around the room to keep students engaged. IPTS 5 _____

Comments:


Comments:

Teacher candidate initiates participation in the classroom (e.g., passing back papers). IPTS 5 _____

Comments:


Comments:


Comments:



Comments:

Teacher candidate faces all students when teaching. IPTS 5 _____

Comments:


Comments:


Comments:


Comments:

Teacher candidate uses materials that support the content being taught. IPTS 2 _____

Comments:

Teacher candidate asks questions during the lesson to ensure student understanding. IPTS 7 _____

Comments:

Teacher candidate uses closure to end the lesson and review learning. IPTS 5 ______

Comments:


Teacher candidate is enthusiastic during the lesson. IPTS 9 _____

Comments:


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.





PC LEVEL II: EVALUATION of GROWTH

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

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

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

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

Teacher Candidate _________________________________ Term____________ Date________ Score________/ PCII = 80 points



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)

Shows interest in students’ background and emotional

and physical well-being. 1C

Changes strategies, pace, and language in lessons when

needed to enrich instruction for all children 1J

Respects individual student differences

1K

Understands the content needed to teach this course 2B

Is able and willing to use technology in the classroom

2L

Connects teaching to other content areas and to student

life experiences 2N

Follows Benedictine’s lesson plan design

3B




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)

Has lesson plan materials prepared in advance of the

lesson 3I

Knows and understands the need for behavior

management strategies 4A

Assists students to work productively and cooperatively

4N

Uses behavior management strategies that are

appropriate to the needs of the students 4O


5F

Speaks clearly, audibly, and with adequate inflection

when teaching 6E

Knows and models standard conventions of written and

oral communications in the classroom 6E


6O

Uses assessment data, work samples, and observations

to plan and evaluate instruction 6K, 7K

Builds and maintains collaborative relationships with

other teachers 8

Models professional behavior including dress, integrity,

and timeliness 9I

Reflects on lessons, self-assesses, accepts criticism and

changes practice to improve 5I





Formal Observation PC Exp. Level III


Formal Observation of Teacher Candidate’s Classroom Performance PRECLINICAL EXPERIENCE LEVEL III


leadership, and social responsibility.

Cooperating Teacher Midterm* ______ Student Name:________________________________________ Student Self-Evaluation Midterm* ______

University Supervisor Visit/midterm* ______

Semester ________________Date of Assessment ___________ Cooperating Teacher Final** ______

Student Self-Evaluation Final** ______

University Supervisor ________________________________ University Supervisor Visit/Final** ______

Cooperating Teacher _________________________________ Grade Level(s)________________________

Host School _______________________________________ Subject(s) ____________________________

* Complete when approximately half of the required weeks are completed

** Complete when most of the preclinical experience is fulfilled

Directions: Some of the statements can be directly related to the mini lesson being observed, thus the wording, during the

lesson. Other statements refer to the teacher candidate’s overall participation, preparedness, interest, and professionalism

exhibited during this Preclinical Experience.

Please indicate the score of each descriptor listed below.

0 = not evident 1 = sometimes evident 2 = almost always evident

Scores should be supported with comments.


Content Area Standards for Teachers. For more information about these standards, visit the IL State Board of Education

http://www.isbe.net

IPTS 1. Teaching Diverse Students

0 1 2

Respects individual and group differences. Does not discriminate on the basis of gender, race, size,

culture, educational performance differences

Shows interest in students’ backgrounds

Shows respect for students’ needs, ideas and contributions

Positively respond to the needs of diverse learners (during the lesson)



Comments:

IPTS 2. Content Area and Pedagogical Knowledge 0 1 2

Displays understanding of subject matter (during the lesson)

Shows interest in learning about the state/local content area standards

Has lesson materials prepared in advance of the class (during the lesson)

Effectively uses materials to support the content (during the lesson)

Uses examples appropriate to content area (during the lesson)

Is able and willing to learn use technology if directed by classroom teacher

Comments:

IPTS 3. Planning for Differentiated Instruction 0 1 2

Is able to co-plan with other educators to design learning experiences

Demonstrates ability to develop lesson plans to achieve the expectations for student learning using the BU

Lesson Plan format .

Uses motivational techniques to encourage student involvement in learning activities (during the lesson)

Total Points

Comments:

IPTS 4. Learning Environment 0 1 2

Understands, supports and models classroom management rules

Encourages and motivates students to be responsible (during the lesson)

Assists students to work productively and cooperatively in groups

Instructional time is maximized because of the use of established routines and procedures (during the

lesson)


Comments:

IPTS 5. Instructional Delivery ALL below refers to the mini lesson being taught. 0 1 2

Assists in restoring the classroom order after an activity, project or lab without prompting

Assists coop teacher with the distribution of papers, and /or materials without prompting

Learning objectives for the mini lesson are clearly stated (during the lesson)

Gives clear and concise directions for activities (during the lesson)

Shows knowledge of content area while teaching (during the lesson)

Moves around the room assessing understanding and promoting students learning (during the lesson)

Relates purpose of mini lesson to students’ lives and/or background knowledge (during the lesson)

Faces all students when teaching (during the lesson)

Speaks clearly, audibly, and with adequate inflection when teaching (during the lesson)

Ensures that all students have opportunity to participate (during the lesson)

Provides closure to activity or transition to the next activity (during the lesson)

Comments:

IPTS 6. Reading, Writing, and Oral Communication 0 1 2

Uses vocabulary that is correct and appropriate to grade level (during the lesson)

Makes written and oral statements which are free from grammar and spelling errors (during the lesson)

Works to develop positive rapport with students

Demonstrates an understanding of proper digital etiquette for students, colleagues, cooperating teacher

and university supervisor

Comments:

IPTS 7. Assessment 0 1 2

Demonstrates an understanding for the need of assessment


Demonstrates an understanding for the purpose of Formal Assessment (Summative or Of Learning) vs

Informal (Formative or For Learning)

Recognizes various types of assessment preformed during a lesson

Comments:

IPTS 8. Collaborative Relationships 0 1 2

Communicates with cooperating teacher.

Communicates with university supervisor.

Shows appreciation of teachers and students.

Develops a positive working relationship with co-workers

Participates in professional discussions with staff where and when appropriate.

Takes constructive criticism in a positive manner

Shows evidence of wanting to improve

Comments:

IPTS 9. Professionalism, Leadership, and Advocacy 0 1 2

Is punctual and responsible

Maintains personal records of experiences in the PC Experience including logs, analysis papers, and site

visit notes.

Uses self-assessment as a tool of reflection for personal professional growth

Dresses in an appropriate manner

Follows school policy e.g. cell phone usage, parking lot, check in and out of the school

Demonstrates reliability and accepts responsibility

Demonstrates flexibility and adaptability.

Demonstrates energy, and enthusiasm for this career.

Demonstrates initiative

Comments:



EVALUATION of GROWTH Preclinical Experience Level III

To be completed by and discussed among the university supervisor, cooperating teacher and teacher candidate as a midterm and final assessment. All

assessments should be given to the supervisor for use in final grade calculations. The intent of this final evaluation is to measure the growth of the

teacher candidate. If there has been little growth because a TC has always been, “excellent” in an area, please check “expected or good growth

observed”. Experience + Reflection = Growth

Teacher Candidate _________________________________ Term____________ Date________ Score________/ PCIII = 80 points



IPT Standard 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

(Distinguishe

d growth

observed

that went

beyond

expectations) Models professional behavior including dress, integrity, and

timeliness 9I

Reflects on lessons, self-assesses, accepts criticism and changes

practice to improve 9K

Changes strategies, pace, and language in lessons when needed to

enrich instruction for all children 1J

Respects individual student differences 1K Shows interest in students’ background and emotional and physical

well-being. 1C

Understands the content needed to teach this course/subject 2 Connects teaching to other content areas and to student life

experiences 2N

Has lesson plan materials prepared in advance of the lesson

3I

Is able and willing to use technology in the classroom 2L

Follows Benedictine’s lesson plan design 3B



To be signed by the student, cooperating teacher, and university supervisor.

Signature of Teacher Candidate:_____________________________________ Date:______________

Signature of Cooperating Teacher:_____________________________________ Date:______________

Signature of University Supervisor:_____________________________________ Date:______________


Assists students to work productively and cooperatively 4N

Knows and understands the need for behavior management

strategies 4A

Uses behavior management strategies that are appropriate to

the needs of the students 4O


5F

Speaks clearly, audibly, and with adequate inflection when

teaching 5J

Knows and models standard conventions of written and oral

communications in the classroom 6F


6P

Uses assessment data, work samples, and observations to plan

and evaluate instruction 6P, 7K

Builds and maintains collaborative relationships with other

teachers 8

PCIII – Maximum Score = 80

Total Score _______________

Comments:


Dispositions Benedictine University

Professional Behaviors (Dispositions) for Educator Preparation Candidate’s Name: Semester/Year: Date:

Course:






below.


Scholarship




Criteria

1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary



Class/field


IL Educators

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

Dispositions

20.130 [a,b,e]



material, work on



other materials not


experience. Rarely


discussions. May




noise; etc.)

Attention is








classroom.











discussion and

coursework.








new situations and








materials.


and on-task.






coursework.





writing.


Class/field


IL Educators

22.20: b.1, b.4]

Dispositions

20.130 [a,b,e]

Work completed with



Places emphasis on


than learning.

Assignments are








correctly and with

accuracy, meeting








complete work.










work on time. Seeks

new resources and


complete work.



pursue the intended









scope and depth of

project.







provided.


time.






Criteria 1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary



behaviors:

Self-Reflection


IL Educators

22.20: b.1, b.4]

Dispositions

20.130 [c,d,e]


and constructive






changes to improve

future performance

based on


others.


suggestions and


Sometimes practices

critical thinking.




makes changes to

improve future



others.




critical thinking.

Engages in learning


Frequently makes

changes to improve

future performance,

based on


others.

Actively seeks

suggestions and


Regularly practices

critical thinking.




makes changes to

improve future



instructors and

supervisors.




self-reflection.



and supervisors.


Commitment

to Ongoing

Learning/

Professional


IL Educators

22.20: b.1, c.3]

Dispositions

20.130 [c,d,e]



professional

organizations,

publications, and




Does not engage in


development, unless

required to do so.


of information from

professional

organizations,

publications, and


Recognizes the

importance of


Demonstrates some


growth and

development, beyond

class and field

requirements.

Often makes use of

information from

professional

organizations,

publications, and


Values professional

growth. Seeks out

opportunities for


development, beyond

class and field

requirements.


of information from

professional

organizations,

publications, and


Makes professional


Actively seeks out

opportunities for


development.





decision making.






conferences; etc.).



priority.





Criteria 1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary



Professional

Responsibility


IL Educators 22.20:

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




often relying upon



professional

organizations,










group as a whole.


awareness of

professional


publications.

Occasionally

participates in


or events.






professional



participates in





club.






professional or BU


clubs. Seeks

opportunities to be




Education. Takes a



organization.




















IL Educators

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

c.1, c.4]





group meetings




or their ideas. May




with others.


not professional,

appropriate, and/or



group work. Accepts





others and performs

basic group

responsibilities.

Communication is

inconsistently

professional,

appropriate, and/or

respectful toward

others.



Comes to meetings







is professional,

appropriate, and





both in-class group









group as a whole.

Communication is


appropriate, and




assumptions.









experiences.







Criteria 1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary



behaviors:

Value of


for IL Educators:

22.20: a.2, a.4,

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



race, gender, or

ethnicity. Rarely







well. Exhibits low


accomplishments of

varied groups of

students.



race, gender, or


others in a polite,

courteous, and


Shows awareness of



understand them.



diverse groups of

students.





feedback from and





to others and


their values and


exhibits high


students.

Actively seeks












opinions of others.



students.




experiences.



experiences.



experiences.




significance.



Ethical

Practice and

Academic


IL Educators

22.20: b.4]







in courses, field




personal and

professional



BU student Academic




field experiences,


with others.


keep personal and



of the BU student

Academic Honesty



in courses, field

experiences, and in




personal and



the BU student

Academic Honesty



in courses, field

experiences, and in



in the classroom.













Criteria 1

Unsatisfactory

2

Emerging

3

Proficient

4

Exemplary



behaviors:

Attendance and

Punctuality

[Code of Ethics for

IL Educators 22.20:

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


unpunctuality or

absence. Fails to

contact instructor,

supervisor, and/or







Sometimes disrupts


arriving late.

Occasionally misses

class and/or field


attempt to notify


and/or cooperating






gives a reason for

absence.
















arrangements, if an



prior to scheduled



work. Arranges with




presented in class,


meetings.









activities.




Oral and

Written

Communication



Frequently uses


oral and/or written

communications.





inappropriate


language. Does not






"okay" or "like").

Inconsistently uses


and/or written

communication.





appropriate and


ideas accurately.


grammar in oral and










and opinions


consistently





conventional and


and persuasive when

expressing ideas.






lessons.




Appropriate

Professional





generally accepted

standards for the





person and actions.



generally accepted

standards for the




hygiene in his/her

person and actions.








and actions.


consistently follow

generally accepted

standards for the

classroom and field




actions







Emotional



Demonstrates



temper and display


cry easily. Acts


others and/or their

opinions. Does not



behavior. Blames

others or outside

circumstances for


emotional control.

May lose emotional

control in some


has emotions under

control. Is not

responsive to the





behavior.


of emotions across








others. Takes

responsibility for


behavior.

Displays a steady


even in potentially

volatile or highly


receptive to the

viewpoints and







with others.









of humor.


II. Comments


Please Note:







Faculty Advisor:________________________________ Date:___________


UNIVERSITY SUPERVISOR RECOMMENDATION FOR TEACHER CANDIDATE

TO CONTINUE IN THE BU ED PROGRAM

FINAL RECOMMENDATION TO BE COMPLETED BY THE

UNIVERSITY SUPERVISOR

PRECLINICAL LEVEL _____

Teacher Candidate _________________________________ Term____________ Date__________

Composite Rating __________% = _____________Final Letter Grade

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

________ That the teacher candidate continue in Teacher Education Program

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

subsequent evaluation recommendation will be made.

Area/s to Emphasize:______________________________________________

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

Rationale:____________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

_______________________________________________________________________________

University Supervisor

Print Name__________________________ Signature______________________________


COOPERATING TEACHER RECOMMENDATION

FOR TEACHER CANDIDATE TO CONTINUE IN THE BU ED PROGRAM

FINAL RECOMMENDATION TO BE COMPLETED BY THE

COOPERATING TEACHER

PRECLINICAL LEVEL _____

Teacher Candidate _________________________________ Term____________ Date__________

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

________ 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
