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PC Level 1 Appendix 01/14/15

–

College of Education and Health Services

School of Education

Preclinical Handbook Appendix for

Preclinical Experience Level I

Benedictine University educators are Effective Practitioners, committed to

Scholarship, Lifelong Inquiry, Leadership and Social Responsibility

Spring 2015

Benedictine University 5700 College Road Lisle, IL 60532-0900


Table of Contents

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

Grade Distribution ....................................................................................................................................... 4

Teacher Candidate Information for Using Rubrics and LiveText................................................................. 4

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

Schedule, Site Visit, and Performance Activities ....................................................................................... 12


Outcome Alignment for Preclinical Level 1

Outcome

Illinois Professional Teaching Standard Course(s) Questions for Consideration

1. Understand the

School System

(1) Teaching Diverse Students – The competent teacher

understands the diverse characteristics and abilities of each

student and how individuals develop and learn within the

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

academic experiences. The teacher uses these experiences to

create instructional opportunities that maximize student

learning.

EDUC 205

EDUC 207

EDUC 260

1. What is the role of the teacher?

2. What is the role of the student?

3. What is the role of the administrators?

4. What is the role of the school support

personnel?

5. What are the grade levels and why are they

important?

6. What role does the school district play in the

school system?

2. Identify the

Importance of

Planning

(3) Planning for Differentiated Instruction – The competent

teacher plans and designs instruction based on content area

knowledge, diverse student characteristics, student

performance data, curriculum goals, and the community

context. The teacher plans for ongoing student growth and

achievement.

EDUC 210

1. What are the components of a basic lesson

plan?

2. Why is lesson planning important for student

learning?

3. Understand the

Learning

Environment

(4) Learning Environment – The competent teacher structures

a safe and healthy learning environment that facilitates cultural

and linguistic responsiveness, emotional well-being, self-

efficacy, positive social interaction, mutual respect, active

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

personal goal-setting.

EDUC 210

1. Why is the physical layout of a classroom

important?

2. How do classroom behavior management

rules effect student learning?

4. Understand and

Exhibit

Professionalism

(9) Professionalism, Leadership, and Advocacy The

competent teacher is an ethical and reflective practitioner who

exhibits professionalism; provides leadership in the learning

community; and advocates for students, parents or guardians,

and the profession.

EDUC 205

EDUC 207

EDUC 210

EDUC 260

1. How is professionalism defined in education?

2. What are the various aspects of

professionalism to consider?


GRADING DISTRIBUTION

Assignment Points Percentage

Analyses of Observations 20 per analysis 10

Analyses of Interviews 20 per analysis 5

Analyses of Student Interactions 20 per analysis 5

Final Evaluation of Growth - Cooperating Teacher 36 15

Final Evaluation of Growth - University Supervisor 36 15

Comprehensive Analysis Paper 40 10

Final Observation of Teacher Candidate Classroom

Performance – Cooperating Teacher 12 10

Final Observation of Teacher Candidate Classroom

Performance – University Supervisor 12 10

Site Visit Notes (4, 8, 12, 16, 20) 28 per Site Visit Notes 10

Site Visit Notes (Submission) 20 5

Final Product 20 5

TEACHER CANDIDATES INFORMATION FOR USING RUBRICS AND LIVETEXT

Assignments to be submitted to the University

Supervisor

LiveText Entry

Site Visit Notes entries must be emailed to the university

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

submit one Site Visit Notes entry.

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

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

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

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

Completed BU School of Education Professional Behaviors

(Dispositions) for Teacher Preparation

Completed BU School of Education Professional Behaviors

(Dispositions) for Teacher Preparation

Comprehensive Analysis Paper Submit the Comprehensive Analysis Paper.

Midterm Evaluation of Growth Preclinical Level II (Self)

Final Evaluation of Growth Preclinical Level II (Self)

Final Product

All final grades will be submitted electronically in Peoplesoft.


ILLINOIS PROFESSIONAL TEACHING STANDARDS-PERFORMANCE ACTIVITIES CROSSWALK (IPAC)

Course Title: Preclinical Level I Course Number: EDUC 200

This chart is designed to assist candidate understanding of the direct correlation between the experience outcomes (as outlined on page 3 of the appendix),

courses, and performance activities.

Conceptual Framework: This refers to the Benedictine University’s School of Education Conceptual Framework. For a more detailed listing the BU’s SOE’s

Conceptual Framework, download the Teacher Education Handbook: http://www.ben.edu/coehs/education/index.cfm/.

Outcomes: This column identifies the experience outcomes directly linked to the IPTS listed as well as the corresponding performance activities.

Courses: This column identifies the courses during which the candidate will also address aspects of this IPTS.

IPTS Performance Indicator (InTASC Standard[s]): The specific IPTS performance indicator being addressed is identified in this column. InTASC

standards that apply are provided in parenthesis after the IPTS performance indicator. For a complete list of the IPTS indicators (knowledge and

performance), please see Standards at: http://www.isbe.net/licensure/html/higher-education.htm. For a detailed explanation of the InTASC, download the

InTASC Model Core Teaching Standards:

http://www.ccsso.org/Resources/Publications/InTASC_Model_Core_Teaching_Standards_A_Resource_for_State_Dialogue_%28April_2011%29.html.

Task/Performance Activity: In this column, candidates will find the overall task(s) for this IPTS indicator as well as the specific performance activities

designed to provide experience directly related to the identified IPTS indicator. Clicking on the hyperlink will take a candidate directly to the site visit detailed

on the Seminar, Site Visit, and Performance Activity Schedule located in the appendix.

What to Submit: Check this column to confirm what assignments to submit as evidence of completing the performance activities and the corresponding

analysis of the experience.

Rubric(s): This column identifies the rubrics that will be used for each assignment listed.

http://www.ben.edu/coehs/education/index.cfm/

http://www.isbe.net/licensure/html/higher-education.htm

http://www.ccsso.org/Resources/Publications/InTASC_Model_Core_Teaching_Standards_A_Resource_for_State_Dialogue_%28April_2011%29.html


Illinois Professional Teaching Standard 1 Teaching Diverse Students – The competent teacher understands the diverse characteristics and abilities of each

student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses

these experiences to create instructional opportunities that maximize student learning.

Conceptual

Framework Outcome(s) Course(s)

IPTS Performance Indicator

(InTASC Standard[s]) Performance Activities

What to

Submit –

Supervisor &

Faculty

Rubric(s)

CF

Scholarship

#3 –

Learning

Environment

EDUC

205 210

260

1K facilitates a learning community in

which individual differences are respected

(InTASC: 1c, 2f, 2l, 2n, 3d, 3f, 3q, 3r)

Task: Observe and document

ways in which the cooperating

teacher facilitates a learning

community.

SV11-Performance Activity #21

Task: Interview cooperating

teacher, and document ways in

which the cooperating teacher

facilitates a learning community.

SV8-Performance Activity # 15

SV8-Performance Activity # 16


Task: Interact with students in a

helpful, positive and respectful

manner to promote a positive

learning community in which

individual differences are

respected.



Analysis of

Observation(s)

Analysis of

Interview(s)

Analysis of

Student

Interaction(s)

Analysis of

Observation

Analysis of

Interview

Analysis of

Student

Interaction


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

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

growth and achievement.

Conceptual




What to

Submit –

Supervisor &

Faculty

Rubric(s)

CF

Scholarship

#2 –

Importance

of Planning

#3 –

Learning

Environment

EDUC 210 3Q develops or selects relevant

instructional content, materials,

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

based learning) for differentiating

instruction

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

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

Task: Observe cooperating

teacher to identify components of

instructional planning to address

differentiated instruction.






teacher to identify components of

instructional planning to address

differentiated instruction.


Analysis of

Observation(s)

Analysis of

Interview(s)

Analysis of

Observation

Analysis of

Interview


Illinois Professional Teaching Standard 4 Learning Environment – The competent teacher structures a safe and healthy learning environment that facilitates

cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking,

self-motivation, and personal goal-setting.

Conceptual




What to

Submit –

Supervisor &

Faculty

Rubric(s)

CF

Scholarship

#1 –

Understand

the School

System

#3 –

Learning

Environment

EDUC

210

4I creates a safe and healthy

environment that maximizes student

learning

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


teacher and document the policies,

and cooperating teacher’s role

modeling that helps create a safe

and healthy environment that

maximizes student learning.


Task: Interact with students in a

positive and professional manner

to create a safe and healthy

environment that maximizes

student learning.



Analysis of

Interview(s)

Analysis of

Student

Interaction(s)

Analysis of

Interview

Analysis of

Student

Interaction


CF

Scholarship

#2 –

Importance

of Planning

#3 –

Learning

Environment

EDUC

210

4J creates clear expectations and

procedures for communication and

behavior and a physical setting

conducive to achieving classroom

goals

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

Task: Observe and document how

the cooperating teacher

communicates the expectations and

procedures supporting behaviors

conducive to achieving classroom

goals.












Analysis of

Observation(s)

Analysis of

Observation

CF

Scholarship

#3 –

Learning

Environment

EDUC

210

4N engages students in and

monitors individual and group-

learning activities that help them

develop the motivation to learn

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

Task: Observe and document how

the cooperating teacher motivates

student to learn.


Task: Interact with an individual

student in order to motivate

him/her to learn.


Analysis of

Observation(s)

Analysis of

Student

Interaction(s)

Analysis of

Observation

Analysis of

Student

Interaction


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

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

Conceptual




What to

Submit –

Supervisor &

Faculty

Rubric(s)

CF

Scholarship

#1 –

Understand the

School System

#4 –

Professionalism

EDUC

205, 210

9C locates and reads emergency

response procedures as required under

the School Safety Drill Act [105 ILCS

128/1], including school safety and

crisis intervention protocol, initial

response actions and first response to

medical emergencies (e.g., first aid

and life-saving techniques)

(InTASC: 9o)

Task: Locate the resources for

emergency response actions.



Analysis of

Observation(s)

Analysis of

Observation

CF

Scholarship

#4 -

Professionalism EDUC

205, 207

9I models professional behavior that

reflects honesty, integrity, personal

responsibility, confidentiality, altruism

and respect

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

Task: Reflect upon and then write

about your role in the classroom

during this PC Experience.




Complete BU

School of

Education

Professional

Behaviors

(Dispositions)

for Teacher

Preparation

CF

Scholarship

EDUC

207, 205

9Q uses leadership skills that

contribute to individual and collegial

growth and development, school

improvement, and the advancement of

knowledge in the teaching profession

(InTASC: 3a, 3n, 9b, 10f)

Task: Interview the teacher about

what organizations they are members

of and why they belong to the

organization.


Task: Research at least two

professional organizations within your

licensure area.


Analysis of

Interview(s)

Submit the

summary to

your university

supervisor via

email.

Analysis of

Interview


CF

Scholarship

#1 –

Understand the

School System

#4 -

Professionalism

EDUC

207, 205

9R is aware of and complies with

the mandatory reporter provisions of

Section 4 of the Abused and Neglected

Child Reporting Act [325 ILCS 5/4]

(InTASC: 9o)

Task: Summarize the laws and rules

for reporting sexual misconduct and

corporal punishment. These can be

found at

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

html


Submit the

summary to your

university

supervisor via

email.

CF

Scholarship

#4 -

Professionalism EDUC

215

207, 205

9S models digital etiquette and

responsible social actions in the use of

digital technology

(InTASC: 3f, 9f)

Task: Maintain email contact with

supervisor and cooperating teacher,

peers, and faculty.

Task: Use proper professional ethics

and language, writing skills

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

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


PC LEVEL I

SEMINAR, SITE VISIT and PERFORMANCE ACTIVITY SCHEDULE

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

Week of assigned

Site Visit and Seminar

dates

PA # PERFORMANCE ACTIVITY What to Submit Where to

Submit

Seminar #1

January 20, 2015*

12:20p.m. – 1:20p.m.

Seminar #1 **Be sure to be registered in LiveText before the next seminar**

Seminar #2

January 27, 2015*

12:20p.m. – 1:20p.m.

Seminar #2

Signed BU Dress

Code (PDF Form)

Send to

Preclinical

Specialist

Preparation Site Visit to

Host School and

Cooperating Teacher

PREPARATION VISIT to Host School and Cooperating Teacher Email

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

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

cooperating teacher.

Site Visit Notes

Email to

Supervisor

Seminar #3

February 3, 2015*

12:20p.m. – 1:20p.m.

Seminar #3

*Bring all Site Visit

Notes for review*

SV 1

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

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

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

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

School Environment” document. 4I

Site Visit Notes

IPTS 4I – Analysis of

Interview

Email to

Supervisor

LiveText

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

SV 2

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

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

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

extinguish various types of fires. 9C

Site Visit Notes

IPTS 9C – Analysis of

Observation

Email to

Supervisor

LiveText

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

9C


Seminar #4

February 10, 2015*

12:20p.m. – 1:20p.m.

Seminar #4


Notes for review*

SV 3

5 Interact with students by distributing materials in classroom under

cooperating teacher’s direction. 4I

Site Visit Notes

IPTS 4I – Analysis of

Student Interaction

IPTS 9S – Summary

of Mandated Reporter

Responsibilities

Email to

Supervisor

LiveText

Email to

Supervisor

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

for reporting sexual misconduct and corporal punishment as a teacher

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

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

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

closeness to students) affects student learning. 4J

Site Visit Notes

IPTS 4N – Analysis of

Student Interaction

LiveText

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

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

Seminar #5

February 17, 2015*

12:20p.m. – 1:20p.m.

Seminar #5


Notes for review*

SV 5

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

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

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

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

Site Visit Notes

Email to

Supervisor

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

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

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

teacher with this throughout this preclinical. 2L

SV 6

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

about how technology is used for instruction. 2L

Site Visit Notes

Email to

Supervisor

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

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

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

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

opponents.” 1K

Seminar #6

March 3, 2015*

12:20p.m. – 1:20p.m.

Seminar #6


Notes for review*

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


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

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

motivated and engaged? 4J

Site Visit Notes

IPTS 1K – Analysis of

Student Interaction

Email to

Supervisor

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

SV 8

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

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

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

classroom and how these promote student learning. 1K

Site Visit Notes

Understanding the

School Environment

LiveText

Email to

Supervisor 16 Interview your cooperating teacher or teacher assistant about how

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

underachieving, ELL). 1K

Seminar #7

March 10, 2015*

12:20p.m. – 1:20p.m.

Seminar #7


Notes for review*

SV 9

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

assistive technology usage with students. 1K

Site Visit Notes


Interview

Email to

Supervisor

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

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

active and equitable engagement of students in productive learning

activities? 4J

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

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

cooperating teacher for information. (Schedule this according to your

teacher’s needs.) 3Q

Site Visit Notes

Email to

Supervisor

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

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

observe from the teacher in response? Was the supervision activity

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

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

consider aspects of diversity. 1K

Site Visit Notes


Observation

Email to

Supervisor

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

them know they’re successful. 4J


SV 12

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

number of different students called upon seem to affect the learning

environment? 4N

Site Visit Notes

IPTS 4N – Analysis of

Observation

LiveText

LiveText

24 Observe and document how students communicate with each other to

encourage learning. How does their behavior affect the learning

environment? 4J

Seminar #8

March 24, 2015*

12:20p.m. – 1:20p.m.

Seminar #8


Notes for review*

SV 13

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

Email to

Supervisor

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

SV 14

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

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

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

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

Site Visit Notes

IPTS 3Q – Analysis of

Interview

Email to

Supervisor

LiveText

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

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

SV 15

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

of the lesson (Learning Targets). 4J

Site Visit Notes

Email to

Supervisor

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

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

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

SV 16

31

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

collaborative process you observed during this meeting. 8J

Site Visit Notes

LiveText

Seminar #9

April 7, 2015*

12:20p.m. – 1:20p.m.

Seminar #9


Notes for review*

SV 17

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

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

possible. 3Q

Site Visit Notes


Observation

Email to

Supervisor

LiveText

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

presented. Consider opportunities students are given under the direct


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

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

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

SV 18 34 Observe and document how the teacher ends the lesson. What does the

strategy accomplish? 4J

Site Visit Notes

Email to

Supervisor

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

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

Seminar #10

April 14, 2015*

12:20p.m. – 1:20p.m.

Seminar #10


Notes for review*

SV 19

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

student activities and membership in any professional organizations such as

NEA or IEA. 9Q

Site Visit Notes


Interview

ITPS 9Q – Summary

of research

IPTS 4J – Analysis of

Observation

Email to

Supervisor

LiveText

Email to

Supervisor

LiveText

37 Research at least two professional organizations within your licensure area.

Summarize the content of this information; identify resources provided by

the organization, opportunities to participate in events, and the purpose of

the organization. Be sure to cite your use of outside sources using APA

formatting. 9Q

38

With the advice of your cooperating teacher, observe another

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

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

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

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

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

student behaviors. 4J

SV 20 39 Document how you demonstrated honesty, integrity, personal

responsibility, confidentiality, altruism, and respect throughout this

preclinical experience. 9I

Site Visit Notes

BU Dispositions –

Self-Analysis

LiveText

LiveText

40 Thank the teachers and students. 9I

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

during this PC experience. 9I


Seminar #11

April 21, 2015*

12:20p.m. – 1:20p.m.

Seminar #11

Final Product

PCI Comprehensive

Analysis Paper

Hand in to

Supervisor

LiveText

*All seminar dates are subject to change.

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