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 2016
Benedictine University
5700 College Road
Lisle, IL 60532-0900
PC Level 1
Page 1
Table of Contents
Outcome Alignment for Preclinical Level 1 ................................................................................................. 3
Grade Distribution ....................................................................................................................................... 4
Teacher Candidate Information for Using Rubrics and LiveText................................................................. 4
Preclinical Seminars...................................................................................................................................... 5
IPTS Performance Activities Crosswalk (IPAC) .......................................................................................... 6
Schedule, Site Visit, and Performance Activities ....................................................................................... 13
PC Level 1 Appendix 12/09/15
Page 2
Outcome Alignment for Preclinical Level 1
Outcome
1. Understand the
School System
2. Identify the
Importance of
Planning
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.
(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.
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, selfefficacy, positive social interaction, mutual respect, active
engagement, academic risk-taking, self-motivation, and
personal goal-setting.
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.
PC Level 1
Page 3
Course(s)
EDUC 205
EDUC 207
EDUC 260
EDUC 210
EDUC 210
EDUC 205
EDUC 207
EDUC 210
EDUC 260
Questions for Consideration
1.
2.
3.
4.
What is the role of the teacher?
What is the role of the student?
What is the role of the administrators?
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?
1. What are the components of a basic lesson
plan?
2. Why is lesson planning important for student
learning?
1. Why is the physical layout of a classroom
important?
2. How do classroom behavior management
rules effect student learning?
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
5
Analyses of Interviews
20 per analysis
5
Analyses of Student Interactions
20 per analysis
5
1 Observed Formal Lesson Plans
80
10
Final Evaluation of Growth - University Supervisor
36
20
Final Evaluation of Growth – Cooperating Teacher
36
20
Comprehensive Analysis Paper
40
10
Site Visit Notes (4, 8, 12, 16, 20)
28 per Site Visit Notes
5
Site Visit Notes (Submission)
20
5
Final Product
20
5
Preclinical Seminar Attendance & Participation
36
10
TEACHER CANDIDATES INFORMATION FOR USING RUBRICS AND LIVETEXT
Assignments to be submitted to the University
Supervisor
BU Dress Code
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.
Analyses of Observation (multiple)
LiveText Entry
Analyses of Interview (multiple)
Submit each analysis; be sure to label each appropriately.
Analyses of Student Interaction (multiple)
Submit each analysis; be sure to label each appropriately.
1 Observed Formal Lesson Plans
Submit each formal lesson plan; be sure to label each
appropriately.
Submit the Comprehensive Analysis Paper.
BU Dress Code Form (signed and dated)
Site Visit Notes from Site Visits 4, 8, 12, 16, and 20
Submit each analysis; be sure to label each appropriately.
Comprehensive Analysis Paper
Midterm Evaluation of Growth Preclinical Level II (Self)
Final Evaluation of Growth Preclinical Level II (Self)
Final Product
End-of-Experience Survey
Use the link in the assignment to complete the survey.
All final grades will be submitted electronically in Peoplesoft.
PC Level 1
Page 4
PRECLINICAL SEMINARS
Attendance
Attendance at the preclinical seminars is mandatory. They are a vital part of your preclinical experience.
Failure to attend the preclinical seminars will affect your grade and overall performance.
Topics to be Addressed (tentative)
 Introductory meeting with your cooperating teacher
 Communicating with your supervisor and cooperating teacher
 Impacting student learning
 Writing an analysis paper
 Writing a site visit note
 Writing your comprehensive analysis paper
 Connecting to the Illinois Professional Teaching Standards
Preclinical Level 1 Important Dates – Spring 2016
Date
Time
Event
January 19
12:20pm – 1:20pm
Preclinical Seminar
January 26
12:20pm – 1:20pm
Preclinical Seminar
February 1
Varies
First day of Preclinical Visits
February 2
12:20pm – 1:20pm
Preclinical Seminar
February 9
12:20pm – 1:20pm
Preclinical Seminar
February 16
12:20pm – 1:20pm
Preclinical Seminar
March 1
12:20pm – 1:20pm
Preclinical Seminar
March 8
12:20pm – 1:20pm
Preclinical Seminar
March 7- March 18
Varies
Midterm Evaluations
March 15
12:20pm – 1:20pm
Preclinical Seminar
April 5
12:20pm – 1:20pm
Preclinical Seminar
April 12
12:20pm – 1:20pm
Preclinical Seminar
April 19
12:20pm – 1:20pm
Preclinical Seminar
Week of April 25
Varies
Final Evaluations
April 29
Varies
Final day of Preclinical Visits
May 3
12:20pm – 1:20pm
Final Preclinical Seminar
*All seminar dates are subject to change.
PC Level 1 Appendix 12/09/15
Page 5
ILLINOIS PROFESSIONAL TEACHING STANDARDS-PERFORMANCE ACTIVITIES CROSSWALK (IPAC)
Course Title: Preclinical Level I
Course Number: EDUC 200
This chart is designed to assist candidate understanding of the direct correlation between the experience outcomes (as outlined on page 3 of the appendix),
courses, and performance activities.
Conceptual Framework: This refers to the Benedictine University’s School of Education Conceptual Framework. For a more detailed listing the BU’s SOE’s
Conceptual Framework, download the Teacher Education Handbook: http://www.ben.edu/coehs/education/index.cfm/.
Outcomes: This column identifies the experience outcomes directly linked to the IPTS listed as well as the corresponding performance activities.
Courses: This column identifies the courses during which the candidate will also address aspects of this IPTS.
IPTS Performance Indicator (InTASC Standard[s]): The specific IPTS performance indicator being addressed is identified in this column. InTASC
standards that apply are provided in parenthesis after the IPTS performance indicator. For a complete list of the IPTS indicators (knowledge and
performance), please see Standards at: http://www.isbe.net/licensure/html/higher-education.htm. For a detailed explanation of the InTASC, download the
InTASC Model Core Teaching Standards:
http://www.ccsso.org/Resources/Publications/InTASC_Model_Core_Teaching_Standards_A_Resource_for_State_Dialogue_%28April_2011%29.html.
Task/Performance Activity: In this column, candidates will find the overall task(s) for this IPTS indicator as well as the specific performance activities
designed to provide experience directly related to the identified IPTS indicator. Clicking on the hyperlink will take a candidate directly to the site visit detailed
on the Seminar, Site Visit, and Performance Activity Schedule located in the appendix.
What to Submit: Check this column to confirm what assignments to submit as evidence of completing the performance activities and the corresponding
analysis of the experience.
Rubric(s): This column identifies the rubrics that will be used for each assignment listed.
PC Level 1
Page 6
Illinois Professional Teaching Standard 1 Teaching Diverse Students – The competent teacher understands the diverse characteristics and abilities of each
student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses
these experiences to create instructional opportunities that maximize student learning.
Conceptual
Framework
Outcome(s)
Course(s)
CF
Scholarship
#3 –
Learning
Environment
EDUC
205 210
260
Performance Activities
What to
Submit –
Supervisor &
Faculty
Rubric(s)
1K facilitates a learning community in
Task: Observe and document
which individual differences are respected ways in which the cooperating
Analysis of
Observation(s)
Analysis of
Observation
Analysis of
Interview(s)
Analysis of
Interview
Analysis of
Student
Interaction(s)
Analysis of
Student
Interaction
IPTS Performance Indicator
(InTASC Standard[s])
(InTASC: 1c, 2f, 2l, 2n, 3d, 3f, 3q, 3r)
teacher facilitates a learning
community.
SV11-Performance Activity #21
Task: Interview cooperating
teacher, and document ways in
which the cooperating teacher
facilitates a learning community.
SV8-Performance Activity # 15
SV8-Performance Activity # 16
SV9-Performance Activity #17
Task: Interact with students in a
helpful, positive and respectful
manner to promote a positive
learning community in which
individual differences are
respected.
SV6-Performance Activity #12
SV7-Performance Activity #14
PC Level 1 Appendix 12/09/15
Page 7
Illinois Professional Teaching Standard 3 Planning for Differentiated Instruction – The competent teacher plans and designs instruction based on content
area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student
growth and achievement.
Conceptual
Framework
CF
Scholarship
Outcome(s)
#2 –
Importance
of Planning
#3 –
Learning
Environment
Course(s)
EDUC 210
IPTS Performance Indicator
(InTASC Standard[s])
3Q develops or selects relevant
instructional content, materials,
resources, and strategies (e.g., projectbased learning) for differentiating
instruction
(InTASC: 1b, 1c, 1h, 1i, 1k, 2d, 2f, 2l,
3b, 3d, 7b, 7o, 7p)
Performance Activities
Task: Observe cooperating
teacher to identify components of
instructional planning to address
differentiated instruction.
SV10-Performance Activity #19
SV14-Performance Activity #27
SV17-Performance Activity #32
SV17-Performance Activity #33
Task: Interview cooperating
teacher to identify components of
instructional planning to address
differentiated instruction.
SV14-Performance Activity #28
PC Level 1 Appendix 12/09/15
Page 8
What to
Submit –
Supervisor &
Faculty
Rubric(s)
Analysis of
Observation(s)
Analysis of
Observation
Analysis of
Interview(s)
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
Framework
CF
Scholarship
Outcome(s)
#1 –
Understand
the School
System
#3 –
Learning
Environment
Course(s)
EDUC
210
IPTS Performance Indicator
(InTASC Standard[s])
4I creates a safe and healthy
environment that maximizes student
learning
(InTASC: 1c, 1k, 3a, 3f, 3n, 3q, 3r)
Performance Activities
Task: Interview cooperating
teacher and document the policies,
and cooperating teacher’s role
modeling that helps create a safe
and healthy environment that
maximizes student learning.
SV1-Performance Activity #1
Task: Interact with students in a
positive and professional manner
to create a safe and healthy
environment that maximizes
student learning.
SV1-Performance Activity #2
SV3-Performance Activity #5
PC Level 1 Appendix 12/09/15
Page 9
What to
Submit –
Supervisor &
Faculty
Rubric(s)
Analysis of
Interview(s)
Analysis of
Interview
Analysis of
Student
Interaction(s)
Analysis of
Student
Interaction
CF
Scholarship
#2 –
Importance
of Planning
EDUC
210
#3 –
Learning
Environment
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
Analysis of
Observation(s)
Analysis of
Observation
Analysis of
Student
Interaction(s)
Analysis of
Student
Interaction
SV4-Performance Activity #7
SV7-Performance Activity #13
SV9-Performance Activity #18
SV10-Performance Activity #20
SV11-Performance Activity #22
SV12-Performance Activity #24
SV13-Performance Activity #25
SV13-Performance Activity #26
SV15-Performance Activity #29
SV18-Performance Activity #34
SV20-Performance Activity #39
CF
Scholarship
#3 –
Learning
Environment
EDUC
210
4N engages students in and
monitors individual and grouplearning activities that help them
develop the motivation to learn
(InTASC: 1h, 1i, 3b, 3e, 3o, 3p)
Task: Observe and document how
the cooperating teacher motivates
student to learn.
SV12-Performance Activity #23
Task: Interact with an individual
student in order to motivate
him/her to learn.
SV4-Performance Activity #8
PC Level 1 Appendix 12/09/15
Page 10
Illinois Professional Teaching Standard 9 Professionalism, Leadership, and Advocacy – The competent teacher is an ethical and reflective practitioner who
exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
Conceptual
Framework
CF
Scholarship
Outcome(s)
Course(s)
#1 –
Understand the
School System
EDUC
205, 210
#4 –
Professionalism
IPTS Performance Indicator
(InTASC Standard[s])
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)
Performance Activities
Task: Locate the resources for
emergency response actions.
What to
Submit –
Supervisor &
Faculty
Rubric(s)
Analysis of
Observation(s)
Analysis of
Observation
SV2-Performance Activity #3
SV2-Performance Activity #4
(InTASC: 9o)
CF
Scholarship
#4 Professionalism
EDUC
205, 207
9I models professional behavior that
reflects honesty, integrity, personal
responsibility, confidentiality, altruism
and respect
Task: Reflect upon and then write
about your role in the classroom
during this PC Experience.
SV20-Performance Activity #40
(InTASC: 3q, 3r, 93, 10t)
SV21-Performance Activity #41
SV21-Performance Activity #42
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
Task: Interview the teacher about
what organizations they are members
of and why they belong to the
organization.
(InTASC: 3a, 3n, 9b, 10f)
SV19-Performance Activity #37
Task: Research at least two
professional organizations within your
licensure area.
SV19-Performance Activity #38
PC Level 1 Appendix 12/09/15
Page 11
Complete BU
School of
Education
Professional
Behaviors
(Dispositions)
for Teacher
Preparation
Analysis of
Interview(s)
Submit the
summary to
your university
supervisor via
email.
Analysis of
Interview
CF
Scholarship
#1 –
Understand the
School System
EDUC
207, 205
#4 Professionalism
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.
SV3-Performance Activity #6
CF
Scholarship
#4 Professionalism
EDUC
215
207, 205
9S models digital etiquette and
responsible social actions in the use of
digital technology
Task: Maintain email contact with
supervisor and cooperating teacher,
peers, and faculty.
(InTASC: 3f, 9f)
Task: Use proper professional ethics
and language, writing skills
PC Level 1 Appendix 12/09/15
Page 12
Submit the
summary to your
university
supervisor via
email.
PC LEVEL I
SEMINAR, SITE VISIT and PERFORMANCE ACTIVITY SCHEDULE
Teacher Candidate:____________________________ Host School:_______________________ Cooperating Teacher:_______________________________
Site Visits
PA #
PERFORMANCE ACTIVITY
What to Submit
Where to
Submit
Seminar #1
January 19, 2016*
12:20p.m. – 1:20p.m.
Seminar #1
Seminar #2
January 26, 2016*
12:20p.m. – 1:20p.m.
Seminar #2
Signed BU Dress
Code (PDF Form)
LiveText
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
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
Interact with students by introducing yourself to the class. 4I
Site Visit Notes
Email to
Supervisor
IPTS 4I – Analysis of
Interview
LiveText
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
Observe and document the directions for fire, tornado, and lockdown drills
9C
Site Visit Notes
Email to
Supervisor
IPTS 9C – Analysis of
Observation
LiveText
**Be sure to be registered in LiveText before the next seminar**
Preparation Site Visit to
Host School and
Cooperating Teacher
(Week of Jan. 25, 2016)
SV 1
1
2
SV 2
3
4
PC Level 1
Page 13
SV 3
5
6
SV 4
7
8
SV 5
9
10
11
SV 6
12
SV 7
13
14
Interact with students by distributing materials in classroom under
cooperating teacher’s direction. 4I
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
Site Visit Notes
Email to
Supervisor
IPTS 4I – Analysis of
Student Interaction
LiveText
IPTS 9S – Two
paragraph summary
of Mandated Reporter
Responsibilities
Email to
Supervisor
Observe how the teacher’s proximity (movement around room and
closeness to students) affects student learning. 4J
Under the direction of the cooperating teacher, interact with a student by
assisting an individual student. What did you do? 4N
Site Visit Notes
LiveText
IPTS 4N – Analysis of
Student Interaction
LiveText
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
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
Site Visit Notes
Email to
Supervisor
School Calendar
Assignment
LiveText
Conduct a short interview of your cooperating teacher to gain information
about how technology is used for instruction. 2L
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
Site Visit Notes
Email to
Supervisor
Understanding the
School Environment
LiveText
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
Interact with an individual student who needs additional assistance. 1K
Site Visit Notes
Email to
Supervisor
IPTS 1K – Analysis of
Student Interaction
LiveText
PC Level 1 Appendix 12/09/15
Page 14
SV 8
15
16
SV 9
17
18
SV 10
19
20
SV 11
21
22
SV 12
23
24
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
Interview your cooperating teacher or teacher assistant about how
instruction is changed for an individual student (e.g., disabled, gifted,
underachieving, ELL). 1K
Site Visit Notes
LiveText
Understanding the
School Environment
LiveText
Interview a special education teacher and/or teacher assistant to learn about
assistive technology usage with students. 1K
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
Site Visit Notes
Email to
Supervisor
IPTS 1K – Analysis of
Interview
LiveText
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
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
Site Visit Notes
Email to
Supervisor
Observe and describe the diversity in the classroom. Use IPTS 1 to
consider aspects of diversity. 1K
Observe and record examples of how the teacher praises students or lets
them know they’re successful. 4J
Site Visit Notes
Email to
Supervisor
IPTS 1K – Analysis of
Observation
LiveText
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
LiveText
Observe and document how students communicate with each other to
encourage learning. How does their behavior affect the learning
environment? 4J
PC Level 1 Appendix 12/09/15
Page 15
LiveText
IPTS 4N – Analysis of
Observation
SV 13
25
26
Observe and describe how voice and presence affect student behavior. 4J
Observe and describe how the teacher relates content to student lives. 4J
Site Visit Notes
Email to
Supervisor
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
Interview your cooperating teacher to discuss resources used to develop a
lesson plan as well as materials used to teach it. 3Q
Site Visit Notes
Email to
Supervisor
IPTS 3Q – Analysis of
Interview
LiveText
Observe when and how the teacher presents or states the objectives or goals
of the lesson (Learning Targets). 4J
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
Site Visit Notes
Email to
Supervisor
Observe a team, department, or faculty meeting. Reflect and write about the
collaborative process you observed during this meeting. 8J
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
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
Site Visit Notes
LiveText
Site Visit Notes
Email to
Supervisor
IPTS 3Q – Analysis of
Observation
LiveText
Observe and document how the teacher ends the lesson. What does the
strategy accomplish? 4J
Write a formal lesson plan of a teacher’s lesson. Refer to specific
directions provided in the Documents & Assignments Appendix. Send to
university supervisor through LiveText for evaluation.
Interview the cooperating teacher to document how the teacher uses digital
tools to collaborate with students, parents, community, and colleagues. 8M
Site Visit Notes
Email to
Supervisor
Observed Formal
Lesson Plan
LiveText
28
SV 15
29
30
SV 16
31
SV 17
32
33
SV 18
34
35
36
PC Level 1 Appendix 12/09/15
Page 16
SV 19
37
38
39
SV 20
Your last day in the
schools must be
completed by Friday,
April 29, 2016.
Final Seminar
May 3, 2016*
12:20p.m. – 1:20p.m.
40
41
42
Interview your cooperating teacher about his/her involvement with any
student activities and membership in any professional organizations such as
NEA or IEA. 9Q
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
With the advice of your cooperating teacher, observe another
classroom/grade level. While there, pay particular attention to the way the
teacher begins and ends the lesson, manages student behaviors, and assesses
for student understanding. Try to identify 5 similarities and 5 differences
as compared to your assigned classroom. Aspects to note may include, but
are not limited to, classroom management, procedures, atmosphere, and
student behaviors. 4J
Site Visit Notes
Email to
Supervisor
IPTS 9Q – Analysis of
Interview
LiveText
IPTS 4J – Analysis of
Observation
Email to
Supervisor
LiveText
Document how you demonstrated honesty, integrity, personal
responsibility, confidentiality, altruism, and respect throughout this
preclinical experience. 9I
Site Visit Notes
LiveText
BU Dispositions –
Self-Analysis
LiveText
PCI Comprehensive
Analysis Paper
LiveText
Final Product
Hand in to
Supervisor
Thank the teachers and students. 9I
Reflect upon your role, how it has changed and caused changes in you
during this PC experience. 9I
Final Seminar – Comprehensive Analysis Paper due (to LiveText) and
Final Product due (to Supervisor)
*All seminar dates are subject to change.
PC Level 1 Appendix 12/09/15
Page 17
ITPS 9Q – Summary
of research