Page 1 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
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PC Handbook 08/16/2016
Page 1
–
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
PC Handbook 08/16/2016
Page 2
College of Education and Health Services
School of Education
Preclinical Handbook
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
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
Procedures for Initial School Site Meeting ................................................................................................. 16
General Policies and Procedures ................................................................................................................. 16
Academic Honesty and Ethical Behavior ........................................................................................... 16
Professional Dispositions ............................................................................................................................ 17
Termination of Placement ........................................................................................................................... 25
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 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
PC Handbook 08/16/2016
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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
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
PC Handbook 08/16/2016
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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]
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?
PC Handbook 08/16/2016
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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
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?
PC Handbook 08/16/2016
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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.
PC Handbook 08/16/2016
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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.
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;
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;
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).
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.
PC Handbook 08/16/2016
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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.
PC Handbook 08/16/2016
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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.
PC Handbook 08/16/2016
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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.
PC Handbook 08/16/2016
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Benedictine University
Professional Behaviors (Dispositions) for Educator Preparation
Candidate’s Name: Semester/Year: Date:
Course:
Name of Instructor/Supervisor: Candidate Self-Assessment: Y N
Benedictine University educators are effective practitioners, committed to scholarship, lifelong inquiry, leadership and social responsibility. These qualities
or enduring outcomes are nurtured and enhanced throughout all education programs through many venues so that upon completion of their program, our graduates
possess the knowledge, skills and professional behaviors we expect of an effective practitioner.
Directions: In order to determine if the candidate is developing the professional dispositions of an effective practitioner, please indicate the rating for each criterion
below.
Professional Dispositions
Scholarship
Benedictine University’s education program requires that candidates have a firm understanding of the subject matter and a solid foundation in pedagogical
principles that promote understanding of the content. Candidates acquire the knowledge that shapes and influences learning through critical thinking, research-
based decisions, and best practices utilizing technological advances and innovative strategies.
Criteria
1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Scholarship may be demonstrated by
the following behaviors:
Class/field
participation [Code of Ethics for
IL Educators
22.20: b.1, b.4, c.1]
Dispositions
20.130 [a,b,e]
Inattentive in class. May
fall asleep, read off-task
material, work on
outside projects, text/use
cell phone or attend to
other materials not
related to class/field
experience. Rarely
participates in class
discussions. May
distract others in the
class with behaviors
(e.g., talking; creating
noise; etc.)
Attention is
inconsistently focused
on class/field related
materials and activities.
Responds appropriately
when called on, but does
not volunteer. Does not
distract others in the
classroom.
Actively engaged and
interested in class/field
experience activities.
Volunteers to respond to
questions. Participates in
discussions. Typically
stays focused and on-
task. Sometimes refers
to previous course/field
materials during current
discussion and
coursework.
Shows initiative in class
activities and field
experiences. Is attentive
and on-task. Actively
participates in class/field
experience activities.
Applies knowledge to
new situations and
makes connections with
previous learning. Seeks
to extend understanding
to higher-level thinking.
Asks questions showing
intellectual interest.
Asking questions related to course/field
materials.
Showing initiative and remaining attentive
and on-task.
Actively seeking out and incorporating
ideas of others, as well as sharing
information and ideas with others.
Accurately referring to previous course/field
materials during current discussion and
coursework.
Gathering and assessing relevant
information to develop a well-reasoned
conclusion/solution, and effectively
communicating findings orally and/or in
writing.
PC Handbook 08/16/2016
Page 19
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
recommendations from
others.
Accepts suggestions and
constructive criticism.
Frequently practices
critical thinking.
Engages in learning
through self-reflection.
Frequently makes
changes to improve
future performance,
based on
recommendations from
others.
Actively seeks
suggestions and
constructive criticism.
Regularly practices
critical thinking.
Regularly engages in
learning through self-
reflection. Consistently
makes changes to
improve future
performance, based on
recommendations from
instructors and
supervisors.
Consistently seeking suggestions and input
from others to improve work.
Routinely engaging in critical thinking and
self-reflection.
Making necessary changes and improving
work, when given feedback from instructors
and supervisors.
PC Handbook 08/16/2016
Page 20
Commitment
to Ongoing
Learning/
Professional
Development [Code of Ethics for
IL Educators
22.20: b.1, c.3]
Dispositions
20.130 [c,d,e]
Rarely or never makes
use of information from
professional
organizations,
publications, and
educational resources.
Shows little interest in
growing professionally.
Does not engage in
professional growth and
development, unless
required to do so.
Occasionally makes use
of information from
professional
organizations,
publications, and
educational resources.
Recognizes the
importance of
professional growth.
Demonstrates some
interest in professional
growth and
development, beyond
class and field
requirements.
Often makes use of
information from
professional
organizations,
publications, and
educational resources.
Values professional
growth. Seeks out
opportunities for
professional growth and
development, beyond
class and field
requirements.
Consistently makes use
of information from
professional
organizations,
publications, and
educational resources.
Makes professional
growth a high priority.
Actively seeks out
opportunities for
professional growth and
development.
Incorporating information learned from
professional organizations, publications, and
educational resources into class and/or field
experience discussion, assignments, and
decision making.
Seeking out and engaging in professional
development opportunities (e.g., online
reading and research beyond class and field
requirements; professional subscriptions;
participation in professional meetings and
conferences; etc.).
Demonstrating a commitment to making
professional growth a high professional
priority.
Leadership Candidates are prepared to assume leadership roles that enable them to affect change and improve professional practice through the application of educational
theory and ethical principles. Candidates learn how to be flexible, supportive, ethical and responsible and they use their knowledge to promote effective
educational initiatives that influence learning environments. Through the development of interpersonal and communication skills, candidates pursue opportunities
to collaborate with others to positively impact students, the community, and the professional field.
Criteria 1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Leadership may be demonstrated by
the following behaviors:
Professional
Responsibility
and Initiative [Code of Ethics for
IL Educators 22.20:
b.1, b.4, c.1, c.3]
Is largely a passive
observer during class
and/or field activities,
often relying upon
direction from others. Is
generally unaware of
professional
organizations,
professional publications
and/or other sources of
current information in the
field. Shows little or no
interest in professional
activities or events.
Participates in class and
field activities, to the
degree required of the
group as a whole.
Demonstrates a basic
awareness of
professional
organizations and their
publications.
Occasionally
participates in
professional activities
or events.
Actively participates in
class and field activities,
contributing novel ideas
and suggestions. Makes
reference to and uses
professional
organizations and their
publications. Willingly
participates in
professional activities or
events. Belongs to at
least one professional
organization, group, or
club.
Assumes a leadership
role and supports others,
during class and field
activities. Participates in
activities of one or more
professional or BU
organizations, groups, or
clubs. Seeks
opportunities to be
involved in professional
activities or events at BU
and/or in the field of
Education. Takes a
leadership role in a
professional group or
organization.
Assuming responsibility for key elements of
class and field activities, beyond that which
is required of the group as a whole.
Demonstrating an awareness of professional
organizations, professional publications
and/or other sources of current information
in the field of Education.
Being an active member in a professional
and/or BU organization
Assuming a leadership role in an on- or off-
campus group or organization.
Engaging in professional service (e.g.,
offering assistance for class and/or field
activities and events; volunteering at
schools; tutoring children at schools and
agencies; offering support to professional
organizations; etc.).
PC Handbook 08/16/2016
Page 21
Collaboration [Code of Ethics for
IL Educators
22.20: b.1, b.2, b.4,
c.1, c.4]
Puts forth minimal effort
during group activities
and fails to do a fair
share of work. Attends
group meetings
inconsistently or is
absent. Shows little
regard for other people
or their ideas. May
actually be a roadblock
for the completion of a
task. Does not relate well
with others.
Communication is often
not professional,
appropriate, and/or
respectful toward others.
Completes their part of
group work. Accepts
responsibility. Attends
planned group meetings.
Accepts ideas of others.
Adequately relates with
others and performs
basic group
responsibilities.
Communication is
inconsistently
professional,
appropriate, and/or
respectful toward
others.
Contributes ideas and
effort to group activities.
Comes to meetings
prepared and on time.
Incorporates ideas of
others into the group's
activities. Relates well to
others and promotes group
success. Communication
is professional,
appropriate, and
respectful toward others.
Promotes group goals by
contributing above and
beyond expectations to
both in-class group
activities and assigned
group projects. Comes
early and well prepared to
help facilitate group
meetings. Encourages the
use of ideas from all.
Does everything possible
to ensure success for the
group as a whole.
Communication is
consistently professional,
appropriate, and
respectful toward others.
Treating differing opinions as a way to
understand underlying beliefs and
assumptions.
Actively and respectively listening to the
ideas and opinions of others.
Demonstrating the ability to compromise in
respect for others’ opinions
Seeking out and incorporating the ideas of
others during group work (e.g., cooperative
learning and partner activities; group
projects; etc.), class discussion, and field
experiences.
Using conventional, professional, and
respectful language in assignments, class
discussion, and interactions with others in
class and in the field.
Social Responsibility Candidates are dedicated to creating fair and equitable environments that support and enhance the learning of all students. They seek diversity of thought and
practice from students and other professionals. Candidates demonstrate honesty and integrity in their actions and communication with others.
Criteria 1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Social Responsibility may be
demonstrated by the following
behaviors:
Value of
Diversity [Code of Ethics
for IL Educators:
22.20: a.2, a.4,
b.4, c.2, d.1, d.2]
Usually works only with
those of similar ability,
race, gender, or
ethnicity. Rarely
interacts with others,
especially those different
than self. Main concern
appears to be for self,
with little concern for
others. Does not listen
well. Exhibits low
expectations for the
accomplishments of
varied groups of
students.
Accepts others, despite
differences in ability,
race, gender, or
ethnicity. Interacts with
others in a polite,
courteous, and
professional manner,.
Shows awareness of
others’ needs. Listens
to others and strives to
understand them.
Inconsistently exhibits
high expectations for
diverse groups of
students.
Willingly works with
others from different
ability, race, gender, or
ethnic groups. Welcomes
feedback from and
interaction with others.
Shows genuine concern
for others and their
needs. Listens carefully
to others and
demonstrates respect for
their values and
viewpoints. Generally
exhibits high
expectations for all
students.
Actively seeks
opportunities to work
with those of different
ability, race, gender, or
ethnicity. Openly seeks
interaction and feedback
from diverse people.
Demonstrates concern
for others, often putting
their needs ahead of
his/her own. Actively
listens to and values the
opinions of others.
Consistently exhibits
high expectations for all
students.
Courteously interacting with peers and
others, regardless of ability, race, gender or
ethnicity, during class activities and field
experiences.
Openly sharing and incorporating ideas of
others, during class activities and field
experiences.
Seeking diversity of thought and practice
from others, during class activities and field
experiences.
Using inclusive practices and demonstrating
a belief that all students are capable of
learning and attaining outcomes of
significance.
Treating all adults and students equally.
PC Handbook 08/16/2016
Page 22
Ethical
Practice and
Academic
Integrity [Code of Ethics for
IL Educators
22.20: b.4]
Reveals personal and
professional confidences.
Engages in actions such
as cheating, plagiarism,
fabrication, falsification,
and/or misrepresentation
in courses, field
experiences, and/or in
interactions with others.
Inconsistently keeps
personal and
professional
confidences. Unevenly
follows mandates of the
BU student Academic
Honesty Policy and the
Code of Ethics for IL
Educators in courses,
field experiences,
and/or in interactions
with others.
Can be counted on to
keep personal and
professional confidences.
Follows most mandates
of the BU student
Academic Honesty
Policy and the Code of
Ethics for IL Educators
in courses, field
experiences, and in
interactions with others.
Can be counted on in all
circumstances to keep
personal and
professional confidences.
Follows all mandates of
the BU student
Academic Honesty
Policy and the Code of
Ethics for IL Educators
in courses, field
experiences, and in
interactions with others.
Maintaining confidentiality in the field and
in the classroom.
Including appropriate reference citations
and copyright information in assignments.
Following the BU student Academic
Honesty Policy and demonstrating
truthfulness in word and deed within
courses, field experiences, and in
interactions with others.
Professional Conduct
Candidates recognize the value of their participation in scheduled meetings, and show their respect by arriving on time and remaining attentive throughout the
duration of each event. They strive to provide their students with consistent and effective learning experiences and are accountable for any absence they may
experience from that instruction. They are conscientious in their use of respectful and grammatically correct conventional language within and across all situations
and environments. Their appearance and demeanor are consistently professional and appropriate for the settings in which they work.
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.
PC Handbook 08/16/2016
Page 23
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.
Uses correct spelling and
punctuation in all written
work. Language usage is
conventional and
respectful. Is articulate
and persuasive when
expressing ideas.
Using correct grammar in personal oral and
written communication, in class and field
activities and in assignments.
Utilizing correct spelling and punctuation in
written class and field assignments and
lessons.
Using conventional, respectful, and
persuasive oral and written language, when
communicating with others.
Appropriate
Professional
Appearance [Code of Ethics for IL
Educators 22.20: b.4]
Appearance and dress
typically do not follow
generally accepted
standards for the
classroom and/or field
setting. Often exhibits
a lack of cleanliness
and hygiene in his/her
person and actions.
Appearance and dress
inconsistently follow
generally accepted
standards for the
classroom and/or field
setting. Inconsistently
exhibits cleanliness and
hygiene in his/her
person and actions.
Appearance and dress
usually follow generally
accepted standards for
the classroom and/or
field setting. Usually
exhibits cleanliness and
hygiene in his/her person
and actions.
Appearance and dress
consistently follow
generally accepted
standards for the
classroom and field
setting. Always exhibits
cleanliness and hygiene
in his/her person and
actions
Consistently exhibiting appearance and
dress appropriate for classroom and field
situations and settings.
Displaying cleanliness and hygienic
practices in his/her person (e.g., body;
clothing; etc.) and actions.
Emotional
Responsibility [Code of Ethics for IL
Educators 22.20: b.4]
Demonstrates
unpredictable display
of emotions. May lose
temper and display
outbursts of anger or
cry easily. Acts
disrespectfully toward
others and/or their
opinions. Does not
take responsibility for
personal emotions and
behavior. Blames
others or outside
circumstances for
behavior and loss of
emotional control.
May lose emotional
control in some
situations, but generally
has emotions under
control. Is not
responsive to the
perspectives of others.
Does not consistently
accept responsibility for
personal actions and
behavior.
Maintains basic control
of emotions across
settings and situations.
May show an emotional
reaction to a situation,
but does not lose temper
or emotional control.
Demonstrates a respect
for the perspectives of
others. Takes
responsibility for
personal emotions and
behavior.
Displays a steady
emotional temperament,
even in potentially
volatile or highly
emotional situations. Is
receptive to the
viewpoints and
suggestions of others.
Holds self accountable
for personal emotions
and behavior. Displays a
sense of humor and a
willingness to get along
with others.
Consistently maintaining composure,
regardless of the circumstances.
Respecting the viewpoints of others and
treating all persons with dignity, even when
not in agreement with them.
Being accountable and responsible for
personal emotions and behavior.
Maintaining an even temperament and sense
of humor.
PC Handbook 08/16/2016
Page 24
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:
The following elements identify various types of assistance available to students and faculty.
Identifying and understanding the various types of assistance available to students and to the teachers provides a
teacher with a greater sense of community.
Student intervention plans such as the
Response to Intervention (RtI) plan
Provisions for students so that they can
participate in extracurricular activities e.g.
transportation
Types of technology available for teachers
Types of professional development
available to keep staff knowledgeable
about new technology or programs
Policies
The following elements provide a greater understanding of the policies that exist in a school environment.
Read and summarize the School’s digital
etiquette policy for students.
Staff credentials to sponsor extracurricular
activities
Philosophy of the school library, IMC, or
learning center
Study hall policies for students and for
teachers
Lunch room policies for students and for
teachers
Hallway policies: during class time and
between classes
School discipline policy
Emergency procedure plans (fire, tornado,
evacuation, and lockdown)
PC Handbook 08/16/2016
Page 78
FORMAL Lesson Plan ASSIGNMENT
Use this format as your template for completing all formal lesson plans. Pay attention to the requirements for
your preclinical level. If you are a Special Education or Music Education candidate, please see the lesson plan
formats and templates following the General Education Lesson Plan format and template.
Benedictine University School of Education
General Education Lesson Plan Format
Candidate: Date(s): Grade(s):
Subject: University Supervisor:
Lesson Title: Cooperating Teacher:
Instructional Locations: Number of Students:
Illinois Learning Standards
What are the specific Illinois Learning Standards (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?
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?
PC Handbook 08/16/2016
Page 80
General Education Lesson Plan Template
Benedictine University School of Education
General Education Lesson Plan Template
Candidate: Date(s): Grade(s):
Subject: University Supervisor:
Lesson Title: Cooperating Teacher:
Instructional Locations: Number of Students:
Learning Standards
PC 1, 2, 3 & ST
Central Focus PC 1, 2, 3 & ST
Prior Academic/ Content-Specific Learning
PC 2, 3 & ST
Requisite Skills Related to Central Focus
PC 2, 3 & ST
Measurable Lesson Objectives
PC 1, 2, 3 & ST
Academic Language Demands
PC 1 - Identify PC 2, 3 & ST
Language Function
PC 2 - Identify PC 3 & ST
Additional Language Demands
PC 2 - Identify PC 3 & ST
Way(s) Students Will Use Language
PC 2 - Identify PC 3 & ST
Instructional Materials & Teacher Resources
PC 1, 2, 3 & ST
Instructional Procedures/ Learning Tasks
PC 1 - Identify PC 2, 3 & ST
Set/Motivator
PC 1 - Identify PC 2, 3 & ST
Teacher Modeling/ Direct Teaching
1 - Identify PC 2, 3 & ST
PC Handbook 08/16/2016
Page 81
Practice Activities
PC 1 – Identify PC 2, 3 & ST
Independent Work/ Activity
PC 1 - Identify PC 2, 3 & ST
Assessment/Evaluation PC 1 – Identify PC 2, 3 & ST
Formative (Informal) Assessment
PC 1 – Identify PC 2, 3 & ST
Summative (Formal) Assessment
PC 1 – Identify PC 2, 3 & ST
Description of Assessment
PC 1 – Identify PC 2, 3 & ST
Assessment Accommodations & Modifications
PC 1 – Identify PC 2, 3, & ST
Evaluation Criteria
PC 3 & ST
Lesson Closure/ Assessment of Students’ Voice
PC 1, 2, 3 & ST
Differentiation & Planned Support
PC 1, 2, 3 & ST
Rationale/Theoretical Principles
PC 1 & 2 - Identify PC 3 & ST
Reflections/ Future Modifications
PC 1, 2, 3 & ST
PC Handbook 08/16/2016
Page 82
GENERAL EDUCATION LESSON PLAN RUBRIC
ITEM & IPTS 0
Missing
1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Illinois Learning Standards
No learning or
common core
standards
were included
in the plan.
The learning or common
core standards identified
do not link to the lesson
being taught.
The learning or common core
standards are identified, but some
do not link to the lesson being
taught.
The learning or
common core
standards are
identified and
appropriate to the
lesson, subject, and
grade level. Letters
and number of
appropriate
benchmarks are
missing.
The learning or common core standards
are identified and appropriate to the
lesson, subject, and grade level.
Letters and numbers of appropriate
benchmarks for each standard are
included.
Central Focus
No central
focus Is
identified.
The central focus is
vaguely identified by one
or two words.
The central focus is identified for
part of the learning segment.
The central focus is
identified for most of
the content in the
learning segment.
The central focus is clearly identified
for the content in the learning segment.
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.
Measurable lesson objectives are
included that specifically identified the
purpose of the lesson, what the students
will know and be able to do as a result
of the lesson, and how the knowledge
and skills will be applied in the future
by the students.
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.
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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,
engagement strategies,
teacher
modeling/direct
teaching strategies,
and the independent
work/activity.
Instructional procedures and learning
tasks identified include all of the
following: set/motivator, engagement
strategies, teacher modeling/direct
teaching strategies, and the independent
work/activity.
Assessment/Evaluation
No
assessment/
evaluation
was included.
Assessment/evaluation
stays focused on the
central focus and includes
fewer than three of the
following: formative
assessment, summative
assessment, description
of assessment,
assessment
accommodations and
modifications, and
evaluation criteria.
Assessment/evaluation stays
focused on the central focus and
includes all but two of the
following: formative assessment,
summative assessment, description
of assessment, assessment
accommodations and
modifications, and evaluation
criteria.
Assessment/evaluation
stays focused on the
central focus and
includes all but one of
the following:
formative assessment,
summative
assessment,
description of
assessment,
assessment
accommodations and
modifications, and
evaluation criteria.
Assessment/evaluation stays focused on
the central focus and includes all of the
following: formative assessment,
summative assessment, description of
assessment, assessment
accommodations and modifications, and
evaluation criteria.
PC Handbook 08/16/2016
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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.
Rationale for planning
decisions, learning
tasks, and assessment
decisions includes
detailed research or
specific learning
theories.
Rationale for planning decisions,
learning tasks, and assessment decisions
includes detailed research and specific
learning theories.
PC Handbook 08/16/2016
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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.
PC Handbook 08/16/2016
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Special Education Lesson Plan
Benedictine University School of Education
Special Education Lesson Plan Format
Candidate: Date(s): Grade(s):
Subject: University Supervisor:
Lesson Title: Cooperating Teacher:
Instructional Locations: Focus Learner:
Learning Standards
What are the specific Illinois Learning Standards (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]
Measurable Objectives of Learning Segments
[Objectives must be sequenced to progress the student toward achieving the learning target.] What is the purpose of the lesson? What will students know and be able to do as a result of the lesson? What are the specific
skills, concepts and strategies that are targeted for students to learn via this lesson? How will knowledge and skills learned via the lesson be applied by students beyond the
lesson itself (e.g., next month, next year, in the future…in real world settings)?
Requisite Skills Related to Baseline Data
What prior learning, experiences, and requisite knowledge and skills does the focus student have related to the lesson objectives?
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
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
Way(s) Students Will Use Language
[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)?
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
[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)?
Teacher Modeling/ Direct Teaching
How will you develop students’ understanding through the use of strategies such as explicit modeling, explanations, demonstration of concepts, and linking prior academic learning to new instruction?
Practice Activity
What opportunities for rehearsal and guided practice will be afforded the focus student?
How will students practice the strategies, skills, and concepts taught during the learning segment/lesson?
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
[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.
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
[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
PC Handbook 08/16/2016
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students?
Assessment Accommodations & Modifications
[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?
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
[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?
Rationale/Theoretical Principles
[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?
Reflections/ Future Modifications
[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?
PC Handbook 08/16/2016
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Special Education Lesson Plan Template
Benedictine University School of Education
Special Education Lesson Plan Template
Candidate: Date(s): Grade(s):
Subject: University Supervisor:
Lesson Title: Cooperating Teacher:
Instructional Locations: Focus Learner:
Learning Standards
PC 1, 2, 3 & ST
Baseline Data Collection
PC 1, 2, 3 & ST
Primary Learning Target
PC 1, 2, 3 & ST
IEP Goal/Benchmarks
PC 2, 3 & ST
Measurable Objectives of Learning Segments
PC 2, 3 & ST
Requisite Skills Related to Baseline Data
PC 2, 3 & ST
Secondary Learning Target
PC 2, 3 & ST
IEP Goal/Benchmarks
PC 2, 3 & ST
Measurable Objectives of Learning Segments
PC 2, 3 & ST
Requisite Skills Related to Baseline Data
PC 2, 3 & ST
Academic Language Demands
PC 1 - Identify PC 2, 3 & ST
Language Function
PC 2 - Identify PC 3 & ST
Additional Language Demands
PC 2 - Identify PC 3 & ST
Way(s) Students Will Use Language
PC 2 - Identify PC 3 & ST
PC Handbook 08/16/2016
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Instructional Materials & Teacher Resources
PC 1, 2, 3 & ST
Instructional Procedures/ Learning Tasks
PC 1 - Identify PC 2, 3 & ST
Set/Motivator
PC 1 - Identify PC 2, 3 & ST
Teacher Modeling/ Direct Teaching
1 - Identify PC 2, 3 & ST
Practice Activity
PC 1 – Identify PC 2, 3 & ST
Independent Work/ Activity
PC 1 - Identify PC 2, 3 & ST
Assessment/Evaluation PC 1 – Identify PC 2, 3 & ST
Formative (Informal) Assessment
PC 1 – Identify PC 2, 3 & ST
Summative (Formal) Assessment
PC 1 – Identify PC 2, 3 & ST
Description of Assessment
PC 1 – Identify PC 2, 3 & ST
Assessment Accommodations & Modifications
PC 1 – Identify PC 2, 3, & ST
Evaluation Criteria PC 3 & ST
Lesson Closure/ Assessment of Students’ Voice
PC 1, 2, 3 & ST
Differentiation & Planned Support
PC 1, 2, 3 & ST
Rationale/Theoretical Principles
PC 1 & 2 - Identify PC 3 & ST
Reflections/ Future Modifications
PC 1, 2, 3 & ST
PC Handbook 08/16/2016
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SPECIAL EDUCATION LESSON PLAN RUBRIC
ITEM & IPTS 0
Missing
1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Illinois Learning Standards
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.
Baseline Data Collection No baseline data
is provided.
Baseline data for the focus student’s
knowledge and skills related to at
least one learning target after the
beginning of the learning segment.
Evidence is not provided to support
the baseline data.
Baseline data for the focus
student’s knowledge and
skills related to at least one
learning target after the
beginning of the learning
segment. Evidence is
provided to support the
baseline data.
Baseline data for the focus
student’s knowledge and
skills related to at least one
learning target prior to the
beginning of the learning
segment. Evidence is
provided to support the
baseline data.
Baseline data for the focus
student’s knowledge and
skills related to both
learning targets prior to the
beginning of the learning
segment. Evidence is
provided to support the
baseline data.
Primary Learning Target
No primary
learning target is
identified.
The primary learning target includes
at least one of the following: IEP
goal/benchmarks, measurable
objectives of learning segments, and
requisite skills related to baseline
data without specific details.
The primary learning target
includes at least one of the
following: IEP
goal/benchmarks,
measurable objectives of
learning segments, and
requisite skills related to
baseline data with specific
details.
The primary learning target
includes two of the
following: IEP
goal/benchmarks,
measurable objectives of
learning segments, and
requisite skills related to
baseline data with specific
details.
The primary learning target
includes all of the
following: IEP
goal/benchmarks,
measurable objectives of
learning segments, and
requisite skills related to
baseline data with specific
data.
Secondary Learning
Target
No secondary
learning target is
identified.
The primary learning target includes
at least one of the following: IEP
goal/benchmarks, measurable
objectives of learning segments, and
requisite skills related to baseline
data without specific details.
The primary learning target
includes at least one of the
following: IEP
goal/benchmarks,
measurable objectives of
learning segments, and
requisite skills related to
baseline data with specific
details.
The primary learning target
includes two of the
following: IEP
goal/benchmarks,
measurable objectives of
learning segments, and
requisite skills related to
baseline data with specific
details.
The primary learning target
includes all of the
following: IEP
goal/benchmarks,
measurable objectives of
learning segments, and
requisite skills related to
baseline data with specific
data.
PC Handbook 08/16/2016
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ITEM & IPTS 0
Missing
1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
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.
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,
engagement strategies,
teacher modeling/direct
teaching strategies, and the
independent work/activity.
Instructional procedures and
learning tasks identified
include all of the following:
set/motivator, engagement
strategies, teacher
modeling/direct teaching
strategies, and the
independent work/activity.
Assessment/Evaluation
No assessment/
evaluation was
included.
Assessment/evaluation stays
focused on the central focus and
includes fewer than three of the
following: formative assessment,
summative assessment, description
of assessment, assessment
accommodations and modifications,
and evaluation criteria.
Assessment/evaluation stays
focused on the central focus
and includes all but two of
the following: formative
assessment, summative
assessment, description of
assessment, assessment
accommodations and
modifications, and
evaluation criteria.
Assessment/evaluation stays
focused on the central focus
and includes all but one of
the following: formative
assessment, summative
assessment, description of
assessment, assessment
accommodations and
modifications, and
evaluation criteria.
Assessment/evaluation stays
focused on the central focus
and includes all of the
following: formative
assessment, summative
assessment, description of
assessment, assessment
accommodations and
modifications, and
evaluation criteria.
PC Handbook 08/16/2016
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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.
Rationale for planning
decisions, learning tasks,
and assessment decisions
includes detailed research or
specific learning theories.
Rationale for planning
decisions, learning tasks,
and assessment decisions
includes detailed research
and specific learning
theories.
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.
PC Handbook 08/16/2016
Page 94
Music Education Lesson Plan Format
Benedictine University School of Education
Music 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., 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?
Prior Academic/ Content-Specific Learning
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?
Requisite Skills Related to Central Focus
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)?
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)?
Support for Performing Arts Learning
Use principles from research and/or theory to support justifications for the learning segment: How does your understanding of students’ prior academic learning and personal, cultural,
and community assets guide your choice or adaptation of learning tasks and materials? Why are your instructional strategies and planned supports appropriate for the whole class,
individuals, and/or groups of students with specific learning needs? What are common student errors, weaknesses, or misunderstandings within your content
focus and how will you address them?
Academic Language Demands
What key vocabulary (content-specific terms) do you need to teach and how will you teach students that vocabulary in the lesson?
What specific instructional supports are designed to meet the needs of students with different levels of language learning?
Language Function
What language function do you want students to develop in this lesson? Considering your students’ language assets and needs, what is one language function
essential for students to learn music knowledge within the segment’s central focus? Identify a key learning task from your plan (lesson/day number) that provides students with
opportunities to practice using the language function(s) identified above
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 and/or symbols Plus at least one of the following: syntax or discourse
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?
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 learning tasks and materials guide one or more individual students in their personal development in Music?
How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?
Set/Motivator What brief activity or event at the beginning of the lesson will be used to effectively engage
all students’ attention and focus their thoughts on the learning objective(s)?
Teacher Modeling/ Direct Teaching
How will you develop students’ understanding through the use of strategies such as explicit modeling, explanations, demonstration of concepts, and linking prior academic learning to new instruction?
Practice Activity
What opportunities for rehearsal and guided practice will be afforded students? How will students practice the strategies, skills, and concepts taught during the learning
segment?
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. 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?
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?
PC Handbook 08/16/2016
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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
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?
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 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?
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?
PC Handbook 08/16/2016
Page 97
Music Education Lesson Plan Template
Benedictine University School of Education
Music Education Lesson Plan Template
Candidate: Date(s): Grade(s):
Subject: University Supervisor:
Lesson Title: Cooperating Teacher:
Instructional Locations: Number of Students:
Learning Standards
PC 1, 2, 3 & ST
Central Focus PC 1, 2, 3 & ST
Prior Academic/ Content-Specific Learning
PC 2, 3 & ST
Requisite Skills Related to Central Focus
PC 2, 3 & ST
Measurable Lesson Objectives
PC 1, 2, 3 & ST
Support for Performing Arts Learning
PC 1, 2, 3 & ST
Academic Language Demands
PC 1 - Identify PC 2, 3 & ST
Language Function
PC 2 - Identify PC 3 & ST
Additional Language Demands
PC 2 - Identify PC 3 & ST
Language Supports
PC 2 - Identify PC 3 & ST
Way(s) Students Will Use Language
PC 2 - Identify PC 3 & ST
Instructional Materials & Teacher Resources
PC 1, 2, 3 & ST
Instructional Procedures/ Learning Tasks
PC 1 - Identify PC 2, 3 & ST
PC Handbook 08/16/2016
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Set/Motivator
PC 1 - Identify PC 2, 3 & ST
Teacher Modeling/ Direct Teaching
1 - Identify PC 2, 3 & ST
Practice Activity
PC 1 – Identify PC 2, 3 & ST
Independent Work/ Activity
PC 1 - Identify PC 2, 3 & ST
Assessment/Evaluation PC 1 – Identify PC 2, 3 & ST
Formative (Informal) Assessment
PC 1 – Identify PC 2, 3 & ST
Summative (Formal) Assessment
PC 1 – Identify PC 2, 3 & ST
Description of Assessment
PC 1 – Identify PC 2, 3 & ST
Assessment Accommodations & Modifications
PC 1 – Identify PC 2, 3, & ST
Evaluation Criteria
PC 3 & ST
Lesson Closure/ Assessment of Students’ Voice
PC 1, 2, 3 & ST
Differentiation & Planned Support
PC 1, 2, 3 & ST
Rationale/Theoretical Principles
PC 1 & 2 - Identify PC 3 & ST
Reflections/ Future Modifications
PC 1, 2, 3 & ST
Sources
PC 1, 2, 3 & ST
PC Handbook 08/16/2016
Page 99
MUSIC EDUCATION LESSON PLAN RUBRIC
ITEM & IPTS 0
Missing
1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Illinois Learning Standards
No learning or
common core
standards were
included in the
plan.
The learning or common core
standards identified do not link to
the lesson being taught.
The learning or common
core standards are
identified, but some do not
link to the lesson being
taught.
The learning or common
core standards are identified
and appropriate to the
lesson, subject, and grade
level. Letters and number
of appropriate benchmarks
are missing.
The learning or common
core standards are identified
and appropriate to the
lesson, subject, and grade
level. Letters and numbers
of appropriate benchmarks
for each standard are
included.
Central Focus
No central focus
Is identified.
The central focus is vaguely
identified by one or two words.
The central focus is
identified for part of the
learning segment.
The central focus is
identified for most of the
content in the learning
segment.
The central focus is clearly
identified for the content in
the learning segment.
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.
Measurable lesson
objectives are included that
specifically identified the
purpose of the lesson, what
the students will know and
be able to do as a result of
the lesson, and how the
knowledge and skills will be
applied in the future by the
students.
Support for Performing
Arts Learning
No support for
performing arts
learning is
provided.
Principles from research or theory
are used to support justifications
for the learning segment in
connection to support for
performing arts learning but do or
planned supports.
Principles from research or
theory are used to support
justifications for the
learning segment in
connection to support for
performing arts learning and
include instructional
strategies or planned
supports.
Principles from research or
theory are used to support
justifications for the
learning segment in
connection to support for
performing arts learning and
include instructional
strategies and planned
supports.
Principles from research and
theory are used to support
justifications for the
learning segment in
connection to support for
performing arts learning and
include instructional
strategies and planned
supports.
PC Handbook 08/16/2016
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ITEM & IPTS 0
Missing
1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
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.
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,
engagement strategies,
teacher modeling/direct
teaching strategies, and the
independent work/activity.
Instructional procedures and
learning tasks identified
include all of the following:
set/motivator, engagement
strategies, teacher
modeling/direct teaching
strategies, and the
independent work/activity.
Assessment/Evaluation
No assessment/
evaluation was
included.
Assessment/evaluation stays
focused on the central focus and
includes fewer than three of the
following: formative assessment,
summative assessment, description
of assessment, assessment
accommodations and modifications,
and evaluation criteria.
Assessment/evaluation stays
focused on the central focus
and includes all but two of
the following: formative
assessment, summative
assessment, description of
assessment, assessment
accommodations and
modifications, and
evaluation criteria.
Assessment/evaluation stays
focused on the central focus
and includes all but one of
the following: formative
assessment, summative
assessment, description of
assessment, assessment
accommodations and
modifications, and
evaluation criteria.
Assessment/evaluation stays
focused on the central focus
and includes all of the
following: formative
assessment, summative
assessment, description of
assessment, assessment
accommodations and
modifications, and
evaluation criteria.
PC Handbook 08/16/2016
Page 101
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.
Rationale for planning
decisions, learning tasks,
and assessment decisions
includes detailed research or
specific learning theories.
Rationale for planning
decisions, learning tasks,
and assessment decisions
includes detailed research
and specific learning
theories.
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.
PC Handbook 08/16/2016
Page 102
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.
PC Handbook 08/16/2016
Page 103
Comprehensive Analysis Paper
Student ______________________________ Term__________ Score________/40 points University Supervisor____________________
0
Missing
1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Introduction
No
introduction
was provided.
Introduction provides an
introduction of the candidate
that includes vague
information about the
classroom in which the
experience was completed.
Minimal information about
the cooperating teacher and
his/her teaching methods
were identified. Few
elements of diversity (IPTS
1) were addressed, with
specific data from the
classroom
Introduction provides an
introduction of the candidate
that includes some
information about the
classroom in which the
experience was completed.
Some information about the
cooperating teacher and
his/her teaching methods
were identified. Most
elements of diversity (IPTS
1) were addressed, with
specific data from the
classroom
Introduction provides a
detailed introduction of the
candidate that includes some
information about the
classroom in which the
experience was completed.
Information about the
cooperating teacher and
his/her teaching methods
were identified. All
elements of diversity (IPTS
1) were addressed, with
specific data from the
classroom
Introduction provides a
detailed introduction of the
candidate that includes
specific information about
the classroom in which the
experience was completed.
Detailed information about
the cooperating teacher and
his/her teaching methods
were identified. All
elements of diversity (IPTS
1) were addressed, with
specific data from the
classroom.
Outcome #1
No analysis of
Outcome #1
was provided.
An analysis connecting what
has been learned in this
semester’s education courses
to the preclinical experience
is provided and includes few
examples from course
textbooks, lectures,
classroom activities, and
discussions. Analysis
shows vague understanding
of how the outcomes are
connected between the
classroom learning and the
preclinical experience.
Analysis contains many
elements of a summary. Few
general examples and/or
research to support claims
have been provided.
An analysis connecting what
has been learned in this
semester’s education courses
to the preclinical experience
is provided and includes few
examples from course
textbooks, lectures,
classroom activities, and
discussions. Analysis
shows some understanding
of how the outcomes are
connected between the
classroom learning and the
preclinical experience.
Analysis contains elements
of a summary. General
examples and/or research to
support claims have been
provided.
A detailed analysis
connecting what has been
learned in this semester’s
education courses to the
preclinical experience is
provided and includes some
examples from course
textbooks, lectures,
classroom activities, and
discussions. Analysis shows
an understanding of how the
outcomes are connected
between the classroom
learning and the preclinical
experience. Specific
examples and research to
support claims have been
provided.
A detailed analysis
connecting what has been
learned in this semester’s
education courses to the
preclinical experience is
provided and includes
comprehensive examples
from course textbooks,
lectures, classroom
activities, and discussions.
Analysis shows solid
understanding of how the
outcomes are connected
between the classroom
learning and the preclinical
experience. Specific
examples and research to
support claims have been
provided.
PC Handbook 08/16/2016
Page 104
0
Missing
1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Outcome #2
No analysis of
Outcome #2
was provided.
An analysis connecting what
has been learned in this
semester’s education courses
to the preclinical experience
is provided and includes few
examples from course
textbooks, lectures,
classroom activities, and
discussions. Analysis
shows vague understanding
of how the outcomes are
connected between the
classroom learning and the
preclinical experience.
Analysis contains many
elements of a summary. Few
general examples and/or
research to support claims
have been provided.
An analysis connecting what
has been learned in this
semester’s education courses
to the preclinical experience
is provided and includes few
examples from course
textbooks, lectures,
classroom activities, and
discussions. Analysis
shows some understanding
of how the outcomes are
connected between the
classroom learning and the
preclinical experience.
Analysis contains elements
of a summary. General
examples and/or research to
support claims have been
provided.
A detailed analysis
connecting what has been
learned in this semester’s
education courses to the
preclinical experience is
provided and includes some
examples from course
textbooks, lectures,
classroom activities, and
discussions. Analysis shows
an understanding of how the
outcomes are connected
between the classroom
learning and the preclinical
experience. Specific
examples and research to
support claims have been
provided.
A detailed analysis
connecting what has been
learned in this semester’s
education courses to the
preclinical experience is
provided and includes
comprehensive examples
from course textbooks,
lectures, classroom
activities, and discussions.
Analysis shows solid
understanding of how the
outcomes are connected
between the classroom
learning and the preclinical
experience. Specific
examples and research to
support claims have been
provided.
Outcome #3
No analysis of
Outcome #3
was provided.
An analysis connecting what
has been learned in this
semester’s education courses
to the preclinical experience
is provided and includes few
examples from course
textbooks, lectures,
classroom activities, and
discussions. Analysis
shows vague understanding
of how the outcomes are
connected between the
classroom learning and the
preclinical experience.
Analysis contains many
elements of a summary. Few
general examples and/or
research to support claims
have been provided.
An analysis connecting what
has been learned in this
semester’s education courses
to the preclinical experience
is provided and includes few
examples from course
textbooks, lectures,
classroom activities, and
discussions. Analysis
shows some understanding
of how the outcomes are
connected between the
classroom learning and the
preclinical experience.
Analysis contains elements
of a summary. General
examples and/or research to
support claims have been
provided.
A detailed analysis
connecting what has been
learned in this semester’s
education courses to the
preclinical experience is
provided and includes some
examples from course
textbooks, lectures,
classroom activities, and
discussions. Analysis shows
an understanding of how the
outcomes are connected
between the classroom
learning and the preclinical
experience. Specific
examples and research to
support claims have been
provided.
A detailed analysis
connecting what has been
learned in this semester’s
education courses to the
preclinical experience is
provided and includes
comprehensive examples
from course textbooks,
lectures, classroom
activities, and discussions.
Analysis shows solid
understanding of how the
outcomes are connected
between the classroom
learning and the preclinical
experience. Specific
examples and research to
support claims have been
provided.
PC Handbook 08/16/2016
Page 105
0
Missing
1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Outcome #4
No analysis of
Outcome #4
was provided.
An analysis connecting what
has been learned in this
semester’s education courses
to the preclinical experience
is provided and includes few
examples from course
textbooks, lectures,
classroom activities, and
discussions. Analysis
shows vague understanding
of how the outcomes are
connected between the
classroom learning and the
preclinical experience.
Analysis contains many
elements of a summary. Few
general examples and/or
research to support claims
have been provided.
An analysis connecting what
has been learned in this
semester’s education courses
to the preclinical experience
is provided and includes few
examples from course
textbooks, lectures,
classroom activities, and
discussions. Analysis
shows some understanding
of how the outcomes are
connected between the
classroom learning and the
preclinical experience.
Analysis contains elements
of a summary. General
examples and/or research to
support claims have been
provided.
A detailed analysis
connecting what has been
learned in this semester’s
education courses to the
preclinical experience is
provided and includes some
examples from course
textbooks, lectures,
classroom activities, and
discussions. Analysis shows
an understanding of how the
outcomes are connected
between the classroom
learning and the preclinical
experience. Specific
examples and research to
support claims have been
provided.
A detailed analysis
connecting what has been
learned in this semester’s
education courses to the
preclinical experience is
provided and includes
comprehensive examples
from course textbooks,
lectures, classroom
activities, and discussions.
Analysis shows solid
understanding of how the
outcomes are connected
between the classroom
learning and the preclinical
experience. Specific
examples and research to
support claims have been
provided.
Growth
No analysis of
growth was
provided.
Section III provides a
description of growth as an
educator during this
preclinical experience,
including teaching strategies
learned or knowledge gained
during this preclinical
experience. No examples are
provided to support claims.
Section III provides a
reflective description of
growth as an educator during
this preclinical experience,
including a few teaching
strategies learned and/or
knowledge gained during
this preclinical experience.
Vague examples are
provided to support claims.
Section III provides an in-
depth, reflective description
of growth as an educator
during this preclinical
experience, including
general teaching strategies
learned and/or knowledge
gained during this
preclinical experience.
General examples are
provided to support claims.
Section III provides an in-
depth, reflective description
of growth as an educator
during this preclinical
experience, including
specific teaching strategies
learned and knowledge
gained during this
preclinical experience.
Specific examples are
provided to support claims.
PC Handbook 08/16/2016
Page 106
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
support reasoning for asking
at least two of the questions.
Three thoughtful questions
regarding the candidate as a
future teacher, the
cooperating teacher,
students, classroom, and/or
school, as a result of the
overall PC experience were
asked. A detailed
explanation as to why the
questions were asked was
provided. Examples from
the experience were used to
support reasoning for asking
each question.
Works Cited
No works cited
page was
provided.
Paper and works cited page
contained multiple errors in
APA citation and formatting.
Paper or works cited page
contained multiple errors in
APA citation and formatting.
Paper or works cited page
contained one error in APA
citation and formatting.
Paper and works cited page
contained no errors in APA
citation and formatting.
Academic
Language
No academic
language was
used.
Academic language was used
in a few areas and was rarely
used correctly.
Academic language was used
in a few areas or usage was
not always correct. Usage of
academic language does not
show understanding of the
concepts discussed.
Academic language was used
in some areas of the analysis.
Usage was correct and shows
understanding of the concepts
discussed.
Academic language was used
throughout the analysis;
usage was correct and shows
understanding of the
concepts discussed.
Writing Style
(grammar,
spelling,
mechanics,
usage)
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
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.
PC Handbook 08/16/2016
Page 107
Dispositions Benedictine University
Professional Behaviors (Dispositions) for Educator Preparation Candidate’s Name: Semester/Year: Date:
Course:
Name of Instructor/Supervisor: Candidate Self-Assessment: Y N
Benedictine University educators are effective practitioners, committed to scholarship, lifelong inquiry, leadership and social responsibility. These qualities
or enduring outcomes are nurtured and enhanced throughout all education programs through many venues so that upon completion of their program, our graduates
possess the knowledge, skills and professional behaviors we expect of an effective practitioner.
Directions: In order to determine if the candidate is developing the professional dispositions of an effective practitioner, please indicate the rating for each criterion
below.
Professional Dispositions
Scholarship
Benedictine University’s education program requires that candidates have a firm understanding of the subject matter and a solid foundation in pedagogical
principles that promote understanding of the content. Candidates acquire the knowledge that shapes and influences learning through critical thinking, research-
based decisions, and best practices utilizing technological advances and innovative strategies.
Criteria
1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Scholarship may be demonstrated by
the following behaviors:
Class/field
participation [Code of Ethics for
IL Educators
22.20: b.1, b.4, c.1]
Dispositions
20.130 [a,b,e]
Inattentive in class. May
fall asleep, read off-task
material, work on
outside projects, text/use
cell phone or attend to
other materials not
related to class/field
experience. Rarely
participates in class
discussions. May
distract others in the
class with behaviors
(e.g., talking; creating
noise; etc.)
Attention is
inconsistently focused
on class/field related
materials and activities.
Responds appropriately
when called on, but does
not volunteer. Does not
distract others in the
classroom.
Actively engaged and
interested in class/field
experience activities.
Volunteers to respond to
questions. Participates in
discussions. Typically
stays focused and on-
task. Sometimes refers
to previous course/field
materials during current
discussion and
coursework.
Shows initiative in class
activities and field
experiences. Is attentive
and on-task. Actively
participates in class/field
experience activities.
Applies knowledge to
new situations and
makes connections with
previous learning. Seeks
to extend understanding
to higher-level thinking.
Asks questions showing
intellectual interest.
Asking questions related to course/field
materials.
Showing initiative and remaining attentive
and on-task.
Actively seeking out and incorporating
ideas of others, as well as sharing
information and ideas with others.
Accurately referring to previous course/field
materials during current discussion and
coursework.
Gathering and assessing relevant
information to develop a well-reasoned
conclusion/solution, and effectively
communicating findings orally and/or in
writing.
PC Handbook 08/16/2016
Page 108
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
recommendations from
others.
Accepts suggestions and
constructive criticism.
Frequently practices
critical thinking.
Engages in learning
through self-reflection.
Frequently makes
changes to improve
future performance,
based on
recommendations from
others.
Actively seeks
suggestions and
constructive criticism.
Regularly practices
critical thinking.
Regularly engages in
learning through self-
reflection. Consistently
makes changes to
improve future
performance, based on
recommendations from
instructors and
supervisors.
Consistently seeking suggestions and input
from others to improve work.
Routinely engaging in critical thinking and
self-reflection.
Making necessary changes and improving
work, when given feedback from instructors
and supervisors.
PC Handbook 08/16/2016
Page 109
Commitment
to Ongoing
Learning/
Professional
Development [Code of Ethics for
IL Educators
22.20: b.1, c.3]
Dispositions
20.130 [c,d,e]
Rarely or never makes
use of information from
professional
organizations,
publications, and
educational resources.
Shows little interest in
growing professionally.
Does not engage in
professional growth and
development, unless
required to do so.
Occasionally makes use
of information from
professional
organizations,
publications, and
educational resources.
Recognizes the
importance of
professional growth.
Demonstrates some
interest in professional
growth and
development, beyond
class and field
requirements.
Often makes use of
information from
professional
organizations,
publications, and
educational resources.
Values professional
growth. Seeks out
opportunities for
professional growth and
development, beyond
class and field
requirements.
Consistently makes use
of information from
professional
organizations,
publications, and
educational resources.
Makes professional
growth a high priority.
Actively seeks out
opportunities for
professional growth and
development.
Incorporating information learned from
professional organizations, publications, and
educational resources into class and/or field
experience discussion, assignments, and
decision making.
Seeking out and engaging in professional
development opportunities (e.g., online
reading and research beyond class and field
requirements; professional subscriptions;
participation in professional meetings and
conferences; etc.).
Demonstrating a commitment to making
professional growth a high professional
priority.
Leadership Candidates are prepared to assume leadership roles that enable them to affect change and improve professional practice through the application of educational
theory and ethical principles. Candidates learn how to be flexible, supportive, ethical and responsible and they use their knowledge to promote effective
educational initiatives that influence learning environments. Through the development of interpersonal and communication skills, candidates pursue opportunities
to collaborate with others to positively impact students, the community, and the professional field.
Criteria 1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Leadership may be demonstrated by
the following behaviors:
Professional
Responsibility
and Initiative [Code of Ethics for
IL Educators 22.20:
b.1, b.4, c.1, c.3]
Is largely a passive
observer during class
and/or field activities,
often relying upon
direction from others. Is
generally unaware of
professional
organizations,
professional publications
and/or other sources of
current information in the
field. Shows little or no
interest in professional
activities or events.
Participates in class and
field activities, to the
degree required of the
group as a whole.
Demonstrates a basic
awareness of
professional
organizations and their
publications.
Occasionally
participates in
professional activities
or events.
Actively participates in
class and field activities,
contributing novel ideas
and suggestions. Makes
reference to and uses
professional
organizations and their
publications. Willingly
participates in
professional activities or
events. Belongs to at
least one professional
organization, group, or
club.
Assumes a leadership
role and supports others,
during class and field
activities. Participates in
activities of one or more
professional or BU
organizations, groups, or
clubs. Seeks
opportunities to be
involved in professional
activities or events at BU
and/or in the field of
Education. Takes a
leadership role in a
professional group or
organization.
Assuming responsibility for key elements of
class and field activities, beyond that which
is required of the group as a whole.
Demonstrating an awareness of professional
organizations, professional publications
and/or other sources of current information
in the field of Education.
Being an active member in a professional
and/or BU organization
Assuming a leadership role in an on- or off-
campus group or organization.
Engaging in professional service (e.g.,
offering assistance for class and/or field
activities and events; volunteering at
schools; tutoring children at schools and
agencies; offering support to professional
organizations; etc.).
PC Handbook 08/16/2016
Page 110
Collaboration [Code of Ethics for
IL Educators
22.20: b.1, b.2, b.4,
c.1, c.4]
Puts forth minimal effort
during group activities
and fails to do a fair
share of work. Attends
group meetings
inconsistently or is
absent. Shows little
regard for other people
or their ideas. May
actually be a roadblock
for the completion of a
task. Does not relate well
with others.
Communication is often
not professional,
appropriate, and/or
respectful toward others.
Completes their part of
group work. Accepts
responsibility. Attends
planned group meetings.
Accepts ideas of others.
Adequately relates with
others and performs
basic group
responsibilities.
Communication is
inconsistently
professional,
appropriate, and/or
respectful toward
others.
Contributes ideas and
effort to group activities.
Comes to meetings
prepared and on time.
Incorporates ideas of
others into the group's
activities. Relates well to
others and promotes group
success. Communication
is professional,
appropriate, and
respectful toward others.
Promotes group goals by
contributing above and
beyond expectations to
both in-class group
activities and assigned
group projects. Comes
early and well prepared to
help facilitate group
meetings. Encourages the
use of ideas from all.
Does everything possible
to ensure success for the
group as a whole.
Communication is
consistently professional,
appropriate, and
respectful toward others.
Treating differing opinions as a way to
understand underlying beliefs and
assumptions.
Actively and respectively listening to the
ideas and opinions of others.
Demonstrating the ability to compromise in
respect for others’ opinions
Seeking out and incorporating the ideas of
others during group work (e.g., cooperative
learning and partner activities; group
projects; etc.), class discussion, and field
experiences.
Using conventional, professional, and
respectful language in assignments, class
discussion, and interactions with others in
class and in the field.
Social Responsibility Candidates are dedicated to creating fair and equitable environments that support and enhance the learning of all students. They seek diversity of thought and
practice from students and other professionals. Candidates demonstrate honesty and integrity in their actions and communication with others.
Criteria 1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Social Responsibility may be
demonstrated by the following
behaviors:
Value of
Diversity [Code of Ethics
for IL Educators:
22.20: a.2, a.4,
b.4, c.2, d.1, d.2]
Usually works only with
those of similar ability,
race, gender, or
ethnicity. Rarely
interacts with others,
especially those different
than self. Main concern
appears to be for self,
with little concern for
others. Does not listen
well. Exhibits low
expectations for the
accomplishments of
varied groups of
students.
Accepts others, despite
differences in ability,
race, gender, or
ethnicity. Interacts with
others in a polite,
courteous, and
professional manner,.
Shows awareness of
others’ needs. Listens
to others and strives to
understand them.
Inconsistently exhibits
high expectations for
diverse groups of
students.
Willingly works with
others from different
ability, race, gender, or
ethnic groups. Welcomes
feedback from and
interaction with others.
Shows genuine concern
for others and their
needs. Listens carefully
to others and
demonstrates respect for
their values and
viewpoints. Generally
exhibits high
expectations for all
students.
Actively seeks
opportunities to work
with those of different
ability, race, gender, or
ethnicity. Openly seeks
interaction and feedback
from diverse people.
Demonstrates concern
for others, often putting
their needs ahead of
his/her own. Actively
listens to and values the
opinions of others.
Consistently exhibits
high expectations for all
students.
Courteously interacting with peers and
others, regardless of ability, race, gender or
ethnicity, during class activities and field
experiences.
Openly sharing and incorporating ideas of
others, during class activities and field
experiences.
Seeking diversity of thought and practice
from others, during class activities and field
experiences.
Using inclusive practices and demonstrating
a belief that all students are capable of
learning and attaining outcomes of
significance.
Treating all adults and students equally.
PC Handbook 08/16/2016
Page 111
Ethical
Practice and
Academic
Integrity [Code of Ethics for
IL Educators
22.20: b.4]
Reveals personal and
professional confidences.
Engages in actions such
as cheating, plagiarism,
fabrication, falsification,
and/or misrepresentation
in courses, field
experiences, and/or in
interactions with others.
Inconsistently keeps
personal and
professional
confidences. Unevenly
follows mandates of the
BU student Academic
Honesty Policy and the
Code of Ethics for IL
Educators in courses,
field experiences,
and/or in interactions
with others.
Can be counted on to
keep personal and
professional confidences.
Follows most mandates
of the BU student
Academic Honesty
Policy and the Code of
Ethics for IL Educators
in courses, field
experiences, and in
interactions with others.
Can be counted on in all
circumstances to keep
personal and
professional confidences.
Follows all mandates of
the BU student
Academic Honesty
Policy and the Code of
Ethics for IL Educators
in courses, field
experiences, and in
interactions with others.
Maintaining confidentiality in the field and
in the classroom.
Including appropriate reference citations
and copyright information in assignments.
Following the BU student Academic
Honesty Policy and demonstrating
truthfulness in word and deed within
courses, field experiences, and in
interactions with others.
Professional Conduct
Candidates recognize the value of their participation in scheduled meetings, and show their respect by arriving on time and remaining attentive throughout the
duration of each event. They strive to provide their students with consistent and effective learning experiences and are accountable for any absence they may
experience from that instruction. They are conscientious in their use of respectful and grammatically correct conventional language within and across all situations
and environments. Their appearance and demeanor are consistently professional and appropriate for the settings in which they work.
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.
PC Handbook 08/16/2016
Page 112
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.
Uses correct spelling and
punctuation in all written
work. Language usage is
conventional and
respectful. Is articulate
and persuasive when
expressing ideas.
Using correct grammar in personal oral and
written communication, in class and field
activities and in assignments.
Utilizing correct spelling and punctuation in
written class and field assignments and
lessons.
Using conventional, respectful, and
persuasive oral and written language, when
communicating with others.
Appropriate
Professional
Appearance [Code of Ethics for IL
Educators 22.20: b.4]
Appearance and dress
typically do not follow
generally accepted
standards for the
classroom and/or field
setting. Often exhibits
a lack of cleanliness
and hygiene in his/her
person and actions.
Appearance and dress
inconsistently follow
generally accepted
standards for the
classroom and/or field
setting. Inconsistently
exhibits cleanliness and
hygiene in his/her
person and actions.
Appearance and dress
usually follow generally
accepted standards for
the classroom and/or
field setting. Usually
exhibits cleanliness and
hygiene in his/her person
and actions.
Appearance and dress
consistently follow
generally accepted
standards for the
classroom and field
setting. Always exhibits
cleanliness and hygiene
in his/her person and
actions
Consistently exhibiting appearance and
dress appropriate for classroom and field
situations and settings.
Displaying cleanliness and hygienic
practices in his/her person (e.g., body;
clothing; etc.) and actions.
Emotional
Responsibility [Code of Ethics for IL
Educators 22.20: b.4]
Demonstrates
unpredictable display
of emotions. May lose
temper and display
outbursts of anger or
cry easily. Acts
disrespectfully toward
others and/or their
opinions. Does not
take responsibility for
personal emotions and
behavior. Blames
others or outside
circumstances for
behavior and loss of
emotional control.
May lose emotional
control in some
situations, but generally
has emotions under
control. Is not
responsive to the
perspectives of others.
Does not consistently
accept responsibility for
personal actions and
behavior.
Maintains basic control
of emotions across
settings and situations.
May show an emotional
reaction to a situation,
but does not lose temper
or emotional control.
Demonstrates a respect
for the perspectives of
others. Takes
responsibility for
personal emotions and
behavior.
Displays a steady
emotional temperament,
even in potentially
volatile or highly
emotional situations. Is
receptive to the
viewpoints and
suggestions of others.
Holds self accountable
for personal emotions
and behavior. Displays a
sense of humor and a
willingness to get along
with others.
Consistently maintaining composure,
regardless of the circumstances.
Respecting the viewpoints of others and
treating all persons with dignity, even when
not in agreement with them.
Being accountable and responsible for
personal emotions and behavior.
Maintaining an even temperament and sense
of humor.
PC Handbook 08/16/2016
Page 113
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:
Teacher candidate gives feedback and asks questions during independent practice. IPTS 5 _____
Comments:
Teacher candidate works with small groups. IPTS 4 _____
Comments:
Teacher candidate uses management procedures as directed by the cooperating teacher. IPTS 4 _____
Comments:
Teacher candidate’s rate of speaking is appropriate for all students. IPTS 5 _____
Comments:
Teacher candidate’s voice quality is appropriate for all students. IPTS 5 _____
Comments:
Teacher candidate’s speech is free of grammar errors. IPTS 6 _____
Comments:
Teacher candidate dresses as per BU dress code. IPTS 9 _____
Comments:
Discussion with university supervisor/cooperating teacher following the lesson: Identify two areas to use as
improvement goals for the next lesson. Identify two areas of success.
Total Points (1 per check): __________ / 12
Please sign: Signature of Teacher Candidate:_________________________________________ Date:_________________
Signature of Cooperating Teacher: :______________________________________ Date:_________________
Signature of University Supervisor _______________________________________ Date:_________________
PC Handbook 08/16/2016
Page 120
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 gives feedback and asks questions during independent practice. IPTS 5 _____
Comments:
Teacher candidate works with small groups. IPTS 4 _____
Comments:
Teacher candidate uses management procedures as directed by the cooperating teacher. IPTS 4 _____
Comments:
Teacher candidate’s rate of speaking is appropriate for all students. IPTS 5 _____
Comments:
Teacher candidate’s voice quality is appropriate for all students. IPTS 5 _____
Comments:
Teacher candidate’s speech is free of grammar errors. IPTS 6 _____
Comments:
Teacher candidate dresses as per BU dress code. IPTS 9 _____
Comments:
Discussion with university supervisor/cooperating teacher following the lesson: Identify two areas to use as
improvement goals for the next lesson. Identify two areas of success.
Total Points (1 per check): __________ / 12
Please sign: Signature of Teacher Candidate:_________________________________________ Date:_________________
Signature of Cooperating Teacher: :______________________________________ Date:_________________
Signature of University Supervisor _______________________________________ Date:_________________
PC Handbook 08/16/2016
Page 140
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”.
Completed by (circle one): University Supervisor/ Cooperating Teacher/Teacher Candidate: _____________________________________________
Completed for (circle one): midterm evaluation final evaluation
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
Plans with co-operative teacher for all lessons taught by
PC Handbook 08/16/2016
Page 154
To be signed by the student, cooperating teacher, and university supervisor.
Signature of Teacher Candidate:_____________________________________ Date:______________
Signature of Cooperating Teacher:_____________________________________ Date:______________
Signature of University Supervisor:_____________________________________ Date:______________
teacher candidate 3F
Assists students to work productively and cooperatively 4N
Knows and understands the need for behavior management
strategies 4A
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 6F
Uses proper digital etiquette
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:
PC Handbook 08/16/2016
Page 155
Dispositions Benedictine University
Professional Behaviors (Dispositions) for Educator Preparation Candidate’s Name: Semester/Year: Date:
Course:
Name of Instructor/Supervisor: Candidate Self-Assessment: Y N
Benedictine University educators are effective practitioners, committed to scholarship, lifelong inquiry, leadership and social responsibility. These qualities
or enduring outcomes are nurtured and enhanced throughout all education programs through many venues so that upon completion of their program, our graduates
possess the knowledge, skills and professional behaviors we expect of an effective practitioner.
Directions: In order to determine if the candidate is developing the professional dispositions of an effective practitioner, please indicate the rating for each criterion
below.
Professional Dispositions
Scholarship
Benedictine University’s education program requires that candidates have a firm understanding of the subject matter and a solid foundation in pedagogical
principles that promote understanding of the content. Candidates acquire the knowledge that shapes and influences learning through critical thinking, research-
based decisions, and best practices utilizing technological advances and innovative strategies.
Criteria
1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Scholarship may be demonstrated by
the following behaviors:
Class/field
participation [Code of Ethics for
IL Educators
22.20: b.1, b.4, c.1]
Dispositions
20.130 [a,b,e]
Inattentive in class. May
fall asleep, read off-task
material, work on
outside projects, text/use
cell phone or attend to
other materials not
related to class/field
experience. Rarely
participates in class
discussions. May
distract others in the
class with behaviors
(e.g., talking; creating
noise; etc.)
Attention is
inconsistently focused
on class/field related
materials and activities.
Responds appropriately
when called on, but does
not volunteer. Does not
distract others in the
classroom.
Actively engaged and
interested in class/field
experience activities.
Volunteers to respond to
questions. Participates in
discussions. Typically
stays focused and on-
task. Sometimes refers
to previous course/field
materials during current
discussion and
coursework.
Shows initiative in class
activities and field
experiences. Is attentive
and on-task. Actively
participates in class/field
experience activities.
Applies knowledge to
new situations and
makes connections with
previous learning. Seeks
to extend understanding
to higher-level thinking.
Asks questions showing
intellectual interest.
Asking questions related to course/field
materials.
Showing initiative and remaining attentive
and on-task.
Actively seeking out and incorporating
ideas of others, as well as sharing
information and ideas with others.
Accurately referring to previous course/field
materials during current discussion and
coursework.
Gathering and assessing relevant
information to develop a well-reasoned
conclusion/solution, and effectively
communicating findings orally and/or in
writing.
PC Handbook 08/16/2016
Page 156
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
recommendations from
others.
Accepts suggestions and
constructive criticism.
Frequently practices
critical thinking.
Engages in learning
through self-reflection.
Frequently makes
changes to improve
future performance,
based on
recommendations from
others.
Actively seeks
suggestions and
constructive criticism.
Regularly practices
critical thinking.
Regularly engages in
learning through self-
reflection. Consistently
makes changes to
improve future
performance, based on
recommendations from
instructors and
supervisors.
Consistently seeking suggestions and input
from others to improve work.
Routinely engaging in critical thinking and
self-reflection.
Making necessary changes and improving
work, when given feedback from instructors
and supervisors.
PC Handbook 08/16/2016
Page 157
Commitment
to Ongoing
Learning/
Professional
Development [Code of Ethics for
IL Educators
22.20: b.1, c.3]
Dispositions
20.130 [c,d,e]
Rarely or never makes
use of information from
professional
organizations,
publications, and
educational resources.
Shows little interest in
growing professionally.
Does not engage in
professional growth and
development, unless
required to do so.
Occasionally makes use
of information from
professional
organizations,
publications, and
educational resources.
Recognizes the
importance of
professional growth.
Demonstrates some
interest in professional
growth and
development, beyond
class and field
requirements.
Often makes use of
information from
professional
organizations,
publications, and
educational resources.
Values professional
growth. Seeks out
opportunities for
professional growth and
development, beyond
class and field
requirements.
Consistently makes use
of information from
professional
organizations,
publications, and
educational resources.
Makes professional
growth a high priority.
Actively seeks out
opportunities for
professional growth and
development.
Incorporating information learned from
professional organizations, publications, and
educational resources into class and/or field
experience discussion, assignments, and
decision making.
Seeking out and engaging in professional
development opportunities (e.g., online
reading and research beyond class and field
requirements; professional subscriptions;
participation in professional meetings and
conferences; etc.).
Demonstrating a commitment to making
professional growth a high professional
priority.
Leadership Candidates are prepared to assume leadership roles that enable them to affect change and improve professional practice through the application of educational
theory and ethical principles. Candidates learn how to be flexible, supportive, ethical and responsible and they use their knowledge to promote effective
educational initiatives that influence learning environments. Through the development of interpersonal and communication skills, candidates pursue opportunities
to collaborate with others to positively impact students, the community, and the professional field.
Criteria 1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Leadership may be demonstrated by
the following behaviors:
Professional
Responsibility
and Initiative [Code of Ethics for
IL Educators 22.20:
b.1, b.4, c.1, c.3]
Is largely a passive
observer during class
and/or field activities,
often relying upon
direction from others. Is
generally unaware of
professional
organizations,
professional publications
and/or other sources of
current information in the
field. Shows little or no
interest in professional
activities or events.
Participates in class and
field activities, to the
degree required of the
group as a whole.
Demonstrates a basic
awareness of
professional
organizations and their
publications.
Occasionally
participates in
professional activities
or events.
Actively participates in
class and field activities,
contributing novel ideas
and suggestions. Makes
reference to and uses
professional
organizations and their
publications. Willingly
participates in
professional activities or
events. Belongs to at
least one professional
organization, group, or
club.
Assumes a leadership
role and supports others,
during class and field
activities. Participates in
activities of one or more
professional or BU
organizations, groups, or
clubs. Seeks
opportunities to be
involved in professional
activities or events at BU
and/or in the field of
Education. Takes a
leadership role in a
professional group or
organization.
Assuming responsibility for key elements of
class and field activities, beyond that which
is required of the group as a whole.
Demonstrating an awareness of professional
organizations, professional publications
and/or other sources of current information
in the field of Education.
Being an active member in a professional
and/or BU organization
Assuming a leadership role in an on- or off-
campus group or organization.
Engaging in professional service (e.g.,
offering assistance for class and/or field
activities and events; volunteering at
schools; tutoring children at schools and
agencies; offering support to professional
organizations; etc.).
PC Handbook 08/16/2016
Page 158
Collaboration [Code of Ethics for
IL Educators
22.20: b.1, b.2, b.4,
c.1, c.4]
Puts forth minimal effort
during group activities
and fails to do a fair
share of work. Attends
group meetings
inconsistently or is
absent. Shows little
regard for other people
or their ideas. May
actually be a roadblock
for the completion of a
task. Does not relate well
with others.
Communication is often
not professional,
appropriate, and/or
respectful toward others.
Completes their part of
group work. Accepts
responsibility. Attends
planned group meetings.
Accepts ideas of others.
Adequately relates with
others and performs
basic group
responsibilities.
Communication is
inconsistently
professional,
appropriate, and/or
respectful toward
others.
Contributes ideas and
effort to group activities.
Comes to meetings
prepared and on time.
Incorporates ideas of
others into the group's
activities. Relates well to
others and promotes group
success. Communication
is professional,
appropriate, and
respectful toward others.
Promotes group goals by
contributing above and
beyond expectations to
both in-class group
activities and assigned
group projects. Comes
early and well prepared to
help facilitate group
meetings. Encourages the
use of ideas from all.
Does everything possible
to ensure success for the
group as a whole.
Communication is
consistently professional,
appropriate, and
respectful toward others.
Treating differing opinions as a way to
understand underlying beliefs and
assumptions.
Actively and respectively listening to the
ideas and opinions of others.
Demonstrating the ability to compromise in
respect for others’ opinions
Seeking out and incorporating the ideas of
others during group work (e.g., cooperative
learning and partner activities; group
projects; etc.), class discussion, and field
experiences.
Using conventional, professional, and
respectful language in assignments, class
discussion, and interactions with others in
class and in the field.
Social Responsibility Candidates are dedicated to creating fair and equitable environments that support and enhance the learning of all students. They seek diversity of thought and
practice from students and other professionals. Candidates demonstrate honesty and integrity in their actions and communication with others.
Criteria 1
Unsatisfactory
2
Emerging
3
Proficient
4
Exemplary
Social Responsibility may be
demonstrated by the following
behaviors:
Value of
Diversity [Code of Ethics
for IL Educators:
22.20: a.2, a.4,
b.4, c.2, d.1, d.2]
Usually works only with
those of similar ability,
race, gender, or
ethnicity. Rarely
interacts with others,
especially those different
than self. Main concern
appears to be for self,
with little concern for
others. Does not listen
well. Exhibits low
expectations for the
accomplishments of
varied groups of
students.
Accepts others, despite
differences in ability,
race, gender, or
ethnicity. Interacts with
others in a polite,
courteous, and
professional manner,.
Shows awareness of
others’ needs. Listens
to others and strives to
understand them.
Inconsistently exhibits
high expectations for
diverse groups of
students.
Willingly works with
others from different
ability, race, gender, or
ethnic groups. Welcomes
feedback from and
interaction with others.
Shows genuine concern
for others and their
needs. Listens carefully
to others and
demonstrates respect for
their values and
viewpoints. Generally
exhibits high
expectations for all
students.
Actively seeks
opportunities to work
with those of different
ability, race, gender, or
ethnicity. Openly seeks
interaction and feedback
from diverse people.
Demonstrates concern
for others, often putting
their needs ahead of
his/her own. Actively
listens to and values the
opinions of others.
Consistently exhibits
high expectations for all
students.
Courteously interacting with peers and
others, regardless of ability, race, gender or
ethnicity, during class activities and field
experiences.
Openly sharing and incorporating ideas of
others, during class activities and field
experiences.
Seeking diversity of thought and practice
from others, during class activities and field
experiences.
Using inclusive practices and demonstrating
a belief that all students are capable of
learning and attaining outcomes of
significance.
Treating all adults and students equally.
PC Handbook 08/16/2016
Page 159
Ethical
Practice and
Academic
Integrity [Code of Ethics for
IL Educators
22.20: b.4]
Reveals personal and
professional confidences.
Engages in actions such
as cheating, plagiarism,
fabrication, falsification,
and/or misrepresentation
in courses, field
experiences, and/or in
interactions with others.
Inconsistently keeps
personal and
professional
confidences. Unevenly
follows mandates of the
BU student Academic
Honesty Policy and the
Code of Ethics for IL
Educators in courses,
field experiences,
and/or in interactions
with others.
Can be counted on to
keep personal and
professional confidences.
Follows most mandates
of the BU student
Academic Honesty
Policy and the Code of
Ethics for IL Educators
in courses, field
experiences, and in
interactions with others.
Can be counted on in all
circumstances to keep
personal and
professional confidences.
Follows all mandates of
the BU student
Academic Honesty
Policy and the Code of
Ethics for IL Educators
in courses, field
experiences, and in
interactions with others.
Maintaining confidentiality in the field and
in the classroom.
Including appropriate reference citations
and copyright information in assignments.
Following the BU student Academic
Honesty Policy and demonstrating
truthfulness in word and deed within
courses, field experiences, and in
interactions with others.
Professional Conduct
Candidates recognize the value of their participation in scheduled meetings, and show their respect by arriving on time and remaining attentive throughout the
duration of each event. They strive to provide their students with consistent and effective learning experiences and are accountable for any absence they may
experience from that instruction. They are conscientious in their use of respectful and grammatically correct conventional language within and across all situations
and environments. Their appearance and demeanor are consistently professional and appropriate for the settings in which they work.
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.
PC Handbook 08/16/2016
Page 160
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.
Uses correct spelling and
punctuation in all written
work. Language usage is
conventional and
respectful. Is articulate
and persuasive when
expressing ideas.
Using correct grammar in personal oral and
written communication, in class and field
activities and in assignments.
Utilizing correct spelling and punctuation in
written class and field assignments and
lessons.
Using conventional, respectful, and
persuasive oral and written language, when
communicating with others.
Appropriate
Professional
Appearance [Code of Ethics for IL
Educators 22.20: b.4]
Appearance and dress
typically do not follow
generally accepted
standards for the
classroom and/or field
setting. Often exhibits
a lack of cleanliness
and hygiene in his/her
person and actions.
Appearance and dress
inconsistently follow
generally accepted
standards for the
classroom and/or field
setting. Inconsistently
exhibits cleanliness and
hygiene in his/her
person and actions.
Appearance and dress
usually follow generally
accepted standards for
the classroom and/or
field setting. Usually
exhibits cleanliness and
hygiene in his/her person
and actions.
Appearance and dress
consistently follow
generally accepted
standards for the
classroom and field
setting. Always exhibits
cleanliness and hygiene
in his/her person and
actions
Consistently exhibiting appearance and
dress appropriate for classroom and field
situations and settings.
Displaying cleanliness and hygienic
practices in his/her person (e.g., body;
clothing; etc.) and actions.
Emotional
Responsibility [Code of Ethics for IL
Educators 22.20: b.4]
Demonstrates
unpredictable display
of emotions. May lose
temper and display
outbursts of anger or
cry easily. Acts
disrespectfully toward
others and/or their
opinions. Does not
take responsibility for
personal emotions and
behavior. Blames
others or outside
circumstances for
behavior and loss of
emotional control.
May lose emotional
control in some
situations, but generally
has emotions under
control. Is not
responsive to the
perspectives of others.
Does not consistently
accept responsibility for
personal actions and
behavior.
Maintains basic control
of emotions across
settings and situations.
May show an emotional
reaction to a situation,
but does not lose temper
or emotional control.
Demonstrates a respect
for the perspectives of
others. Takes
responsibility for
personal emotions and
behavior.
Displays a steady
emotional temperament,
even in potentially
volatile or highly
emotional situations. Is
receptive to the
viewpoints and
suggestions of others.
Holds self accountable
for personal emotions
and behavior. Displays a
sense of humor and a
willingness to get along
with others.
Consistently maintaining composure,
regardless of the circumstances.
Respecting the viewpoints of others and
treating all persons with dignity, even when
not in agreement with them.
Being accountable and responsible for
personal emotions and behavior.
Maintaining an even temperament and sense
of humor.
PC Handbook 08/16/2016
Page 161
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: