Upload
others
View
1
Download
0
Embed Size (px)
Citation preview
PC Level 1 Appendix 01/14/15
Page 1
–
College of Education and Health Services
School of Education
Preclinical Handbook Appendix for
Preclinical Experience Level I
Benedictine University educators are Effective Practitioners, committed to
Scholarship, Lifelong Inquiry, Leadership and Social Responsibility
Spring 2015
Benedictine University 5700 College Road Lisle, IL 60532-0900
PC Level 1 Appendix 01/14/15
Page 2
Table of Contents
Outcome Alignment for Preclinical Level 1 ................................................................................................. 3
Grade Distribution ....................................................................................................................................... 4
Teacher Candidate Information for Using Rubrics and LiveText................................................................. 4
IPTS Performance Activities Crosswalk (IPAC) .......................................................................................... 5
Schedule, Site Visit, and Performance Activities ....................................................................................... 12
PC Level 1 Appendix 01/14/15
Page 3
Outcome Alignment for Preclinical Level 1
Outcome
Illinois Professional Teaching Standard Course(s) Questions for Consideration
1. Understand the
School System
(1) Teaching Diverse Students – The competent teacher
understands the diverse characteristics and abilities of each
student and how individuals develop and learn within the
context of their social, economic, cultural, linguistic, and
academic experiences. The teacher uses these experiences to
create instructional opportunities that maximize student
learning.
EDUC 205
EDUC 207
EDUC 260
1. What is the role of the teacher?
2. What is the role of the student?
3. What is the role of the administrators?
4. What is the role of the school support
personnel?
5. What are the grade levels and why are they
important?
6. What role does the school district play in the
school system?
2. Identify the
Importance of
Planning
(3) Planning for Differentiated Instruction – The competent
teacher plans and designs instruction based on content area
knowledge, diverse student characteristics, student
performance data, curriculum goals, and the community
context. The teacher plans for ongoing student growth and
achievement.
EDUC 210
1. What are the components of a basic lesson
plan?
2. Why is lesson planning important for student
learning?
3. Understand the
Learning
Environment
(4) Learning Environment – The competent teacher structures
a safe and healthy learning environment that facilitates cultural
and linguistic responsiveness, emotional well-being, self-
efficacy, positive social interaction, mutual respect, active
engagement, academic risk-taking, self-motivation, and
personal goal-setting.
EDUC 210
1. Why is the physical layout of a classroom
important?
2. How do classroom behavior management
rules effect student learning?
4. Understand and
Exhibit
Professionalism
(9) Professionalism, Leadership, and Advocacy The
competent teacher is an ethical and reflective practitioner who
exhibits professionalism; provides leadership in the learning
community; and advocates for students, parents or guardians,
and the profession.
EDUC 205
EDUC 207
EDUC 210
EDUC 260
1. How is professionalism defined in education?
2. What are the various aspects of
professionalism to consider?
PC Level 1 Appendix 01/14/15
Page 4
GRADING DISTRIBUTION
Assignment Points Percentage
Analyses of Observations 20 per analysis 10
Analyses of Interviews 20 per analysis 5
Analyses of Student Interactions 20 per analysis 5
Final Evaluation of Growth - Cooperating Teacher 36 15
Final Evaluation of Growth - University Supervisor 36 15
Comprehensive Analysis Paper 40 10
Final Observation of Teacher Candidate Classroom
Performance – Cooperating Teacher 12 10
Final Observation of Teacher Candidate Classroom
Performance – University Supervisor 12 10
Site Visit Notes (4, 8, 12, 16, 20) 28 per Site Visit Notes 10
Site Visit Notes (Submission) 20 5
Final Product 20 5
TEACHER CANDIDATES INFORMATION FOR USING RUBRICS AND LIVETEXT
Assignments to be submitted to the University
Supervisor
LiveText Entry
Site Visit Notes entries must be emailed to the university
supervisor. If only one site visit occurs in a week, then
submit one Site Visit Notes entry.
Site Visit Notes from Site Visits 4, 8, 12, 16, and 20
Analyses of Observation (multiple) Submit each analysis; be sure to label each appropriately.
Analyses of Interview (multiple) Submit each analysis; be sure to label each appropriately.
Analyses of Student Interaction (multiple) Submit each analysis; be sure to label each appropriately.
Completed BU School of Education Professional Behaviors
(Dispositions) for Teacher Preparation
Completed BU School of Education Professional Behaviors
(Dispositions) for Teacher Preparation
Comprehensive Analysis Paper Submit the Comprehensive Analysis Paper.
Midterm Evaluation of Growth Preclinical Level II (Self)
Final Evaluation of Growth Preclinical Level II (Self)
Final Product
All final grades will be submitted electronically in Peoplesoft.
PC Level 1 Appendix 01/14/15
Page 5
ILLINOIS PROFESSIONAL TEACHING STANDARDS-PERFORMANCE ACTIVITIES CROSSWALK (IPAC)
Course Title: Preclinical Level I Course Number: EDUC 200
This chart is designed to assist candidate understanding of the direct correlation between the experience outcomes (as outlined on page 3 of the appendix),
courses, and performance activities.
Conceptual Framework: This refers to the Benedictine University’s School of Education Conceptual Framework. For a more detailed listing the BU’s SOE’s
Conceptual Framework, download the Teacher Education Handbook: http://www.ben.edu/coehs/education/index.cfm/.
Outcomes: This column identifies the experience outcomes directly linked to the IPTS listed as well as the corresponding performance activities.
Courses: This column identifies the courses during which the candidate will also address aspects of this IPTS.
IPTS Performance Indicator (InTASC Standard[s]): The specific IPTS performance indicator being addressed is identified in this column. InTASC
standards that apply are provided in parenthesis after the IPTS performance indicator. For a complete list of the IPTS indicators (knowledge and
performance), please see Standards at: http://www.isbe.net/licensure/html/higher-education.htm. For a detailed explanation of the InTASC, download the
InTASC Model Core Teaching Standards:
http://www.ccsso.org/Resources/Publications/InTASC_Model_Core_Teaching_Standards_A_Resource_for_State_Dialogue_%28April_2011%29.html.
Task/Performance Activity: In this column, candidates will find the overall task(s) for this IPTS indicator as well as the specific performance activities
designed to provide experience directly related to the identified IPTS indicator. Clicking on the hyperlink will take a candidate directly to the site visit detailed
on the Seminar, Site Visit, and Performance Activity Schedule located in the appendix.
What to Submit: Check this column to confirm what assignments to submit as evidence of completing the performance activities and the corresponding
analysis of the experience.
Rubric(s): This column identifies the rubrics that will be used for each assignment listed.
PC Level 1 Appendix 01/14/15
Page 6
Illinois Professional Teaching Standard 1 Teaching Diverse Students – The competent teacher understands the diverse characteristics and abilities of each
student and how individuals develop and learn within the context of their social, economic, cultural, linguistic, and academic experiences. The teacher uses
these experiences to create instructional opportunities that maximize student learning.
Conceptual
Framework Outcome(s) Course(s)
IPTS Performance Indicator
(InTASC Standard[s]) Performance Activities
What to
Submit –
Supervisor &
Faculty
Rubric(s)
CF
Scholarship
#3 –
Learning
Environment
EDUC
205 210
260
1K facilitates a learning community in
which individual differences are respected
(InTASC: 1c, 2f, 2l, 2n, 3d, 3f, 3q, 3r)
Task: Observe and document
ways in which the cooperating
teacher facilitates a learning
community.
SV11-Performance Activity #21
Task: Interview cooperating
teacher, and document ways in
which the cooperating teacher
facilitates a learning community.
SV8-Performance Activity # 15
SV8-Performance Activity # 16
SV9-Performance Activity #17
Task: Interact with students in a
helpful, positive and respectful
manner to promote a positive
learning community in which
individual differences are
respected.
SV6-Performance Activity #12
SV7-Performance Activity #14
Analysis of
Observation(s)
Analysis of
Interview(s)
Analysis of
Student
Interaction(s)
Analysis of
Observation
Analysis of
Interview
Analysis of
Student
Interaction
PC Level 1 Appendix 01/14/15
Page 7
Illinois Professional Teaching Standard 3 Planning for Differentiated Instruction – The competent teacher plans and designs instruction based on content
area knowledge, diverse student characteristics, student performance data, curriculum goals, and the community context. The teacher plans for ongoing student
growth and achievement.
Conceptual
Framework Outcome(s) Course(s)
IPTS Performance Indicator
(InTASC Standard[s]) Performance Activities
What to
Submit –
Supervisor &
Faculty
Rubric(s)
CF
Scholarship
#2 –
Importance
of Planning
#3 –
Learning
Environment
EDUC 210 3Q develops or selects relevant
instructional content, materials,
resources, and strategies (e.g., project-
based learning) for differentiating
instruction
(InTASC: 1b, 1c, 1h, 1i, 1k, 2d, 2f, 2l,
3b, 3d, 7b, 7o, 7p)
Task: Observe cooperating
teacher to identify components of
instructional planning to address
differentiated instruction.
SV10-Performance Activity #19
SV14-Performance Activity #27
SV17-Performance Activity #32
SV17-Performance Activity #33
Task: Interview cooperating
teacher to identify components of
instructional planning to address
differentiated instruction.
SV14-Performance Activity #28
Analysis of
Observation(s)
Analysis of
Interview(s)
Analysis of
Observation
Analysis of
Interview
PC Level 1 Appendix 01/14/15
Page 8
Illinois Professional Teaching Standard 4 Learning Environment – The competent teacher structures a safe and healthy learning environment that facilitates
cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking,
self-motivation, and personal goal-setting.
Conceptual
Framework Outcome(s) Course(s)
IPTS Performance Indicator
(InTASC Standard[s]) Performance Activities
What to
Submit –
Supervisor &
Faculty
Rubric(s)
CF
Scholarship
#1 –
Understand
the School
System
#3 –
Learning
Environment
EDUC
210
4I creates a safe and healthy
environment that maximizes student
learning
(InTASC: 1c, 1k, 3a, 3f, 3n, 3q, 3r)
Task: Interview cooperating
teacher and document the policies,
and cooperating teacher’s role
modeling that helps create a safe
and healthy environment that
maximizes student learning.
SV1-Performance Activity #1
Task: Interact with students in a
positive and professional manner
to create a safe and healthy
environment that maximizes
student learning.
SV1-Performance Activity #2
SV3-Performance Activity #5
Analysis of
Interview(s)
Analysis of
Student
Interaction(s)
Analysis of
Interview
Analysis of
Student
Interaction
PC Level 1 Appendix 01/14/15
Page 9
CF
Scholarship
#2 –
Importance
of Planning
#3 –
Learning
Environment
EDUC
210
4J creates clear expectations and
procedures for communication and
behavior and a physical setting
conducive to achieving classroom
goals
(InTASC: 1c, 1i, 1k, 3f, 3q, 3r)
Task: Observe and document how
the cooperating teacher
communicates the expectations and
procedures supporting behaviors
conducive to achieving classroom
goals.
SV4-Performance Activity #7
SV7-Performance Activity #13
SV9-Performance Activity #18
SV10-Performance Activity #20
SV11-Performance Activity #22
SV12-Performance Activity #24
SV13-Performance Activity #25
SV13-Performance Activity #26
SV15-Performance Activity #29
SV18-Performance Activity #34
SV20-Performance Activity #38
Analysis of
Observation(s)
Analysis of
Observation
CF
Scholarship
#3 –
Learning
Environment
EDUC
210
4N engages students in and
monitors individual and group-
learning activities that help them
develop the motivation to learn
(InTASC: 1h, 1i, 3b, 3e, 3o, 3p)
Task: Observe and document how
the cooperating teacher motivates
student to learn.
SV12-Performance Activity #23
Task: Interact with an individual
student in order to motivate
him/her to learn.
SV4-Performance Activity #8
Analysis of
Observation(s)
Analysis of
Student
Interaction(s)
Analysis of
Observation
Analysis of
Student
Interaction
PC Level 1 Appendix 01/14/15
Page 10
Illinois Professional Teaching Standard 9 Professionalism, Leadership, and Advocacy – The competent teacher is an ethical and reflective practitioner who
exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
Conceptual
Framework Outcome(s) Course(s)
IPTS Performance Indicator
(InTASC Standard[s]) Performance Activities
What to
Submit –
Supervisor &
Faculty
Rubric(s)
CF
Scholarship
#1 –
Understand the
School System
#4 –
Professionalism
EDUC
205, 210
9C locates and reads emergency
response procedures as required under
the School Safety Drill Act [105 ILCS
128/1], including school safety and
crisis intervention protocol, initial
response actions and first response to
medical emergencies (e.g., first aid
and life-saving techniques)
(InTASC: 9o)
Task: Locate the resources for
emergency response actions.
SV2-Performance Activity #3
SV2-Performance Activity #4
Analysis of
Observation(s)
Analysis of
Observation
CF
Scholarship
#4 -
Professionalism EDUC
205, 207
9I models professional behavior that
reflects honesty, integrity, personal
responsibility, confidentiality, altruism
and respect
(InTASC: 3q, 3r, 93, 10t)
Task: Reflect upon and then write
about your role in the classroom
during this PC Experience.
SV20-Performance Activity #39
SV21-Performance Activity #40
SV21-Performance Activity #41
Complete BU
School of
Education
Professional
Behaviors
(Dispositions)
for Teacher
Preparation
CF
Scholarship
EDUC
207, 205
9Q uses leadership skills that
contribute to individual and collegial
growth and development, school
improvement, and the advancement of
knowledge in the teaching profession
(InTASC: 3a, 3n, 9b, 10f)
Task: Interview the teacher about
what organizations they are members
of and why they belong to the
organization.
SV19-Performance Activity #36
Task: Research at least two
professional organizations within your
licensure area.
SV19-Performance Activity #37
Analysis of
Interview(s)
Submit the
summary to
your university
supervisor via
email.
Analysis of
Interview
PC Level 1 Appendix 01/14/15
Page 11
CF
Scholarship
#1 –
Understand the
School System
#4 -
Professionalism
EDUC
207, 205
9R is aware of and complies with
the mandatory reporter provisions of
Section 4 of the Abused and Neglected
Child Reporting Act [325 ILCS 5/4]
(InTASC: 9o)
Task: Summarize the laws and rules
for reporting sexual misconduct and
corporal punishment. These can be
found at
www.state.il.us/dcfs/faq/faq_faq_can.s
html
SV3-Performance Activity #6
Submit the
summary to your
university
supervisor via
email.
CF
Scholarship
#4 -
Professionalism EDUC
215
207, 205
9S models digital etiquette and
responsible social actions in the use of
digital technology
(InTASC: 3f, 9f)
Task: Maintain email contact with
supervisor and cooperating teacher,
peers, and faculty.
Task: Use proper professional ethics
and language, writing skills
PC Level 1 Appendix 01/14/15
Page 12
PC LEVEL I
SEMINAR, SITE VISIT and PERFORMANCE ACTIVITY SCHEDULE
Teacher Candidate:____________________________ Host School:_______________________ Cooperating Teacher:_______________________________
Week of assigned
Site Visit and Seminar
dates
PA # PERFORMANCE ACTIVITY What to Submit Where to
Submit
Seminar #1
January 20, 2015*
12:20p.m. – 1:20p.m.
Seminar #1 **Be sure to be registered in LiveText before the next seminar**
Seminar #2
January 27, 2015*
12:20p.m. – 1:20p.m.
Seminar #2
Signed BU Dress
Code (PDF Form)
Send to
Preclinical
Specialist
Preparation Site Visit to
Host School and
Cooperating Teacher
PREPARATION VISIT to Host School and Cooperating Teacher Email
your cooperating teacher to request a time, next week to make a brief visit.
Be sure to CC your university supervisor on ALL emails sent to your
cooperating teacher.
Site Visit Notes
Email to
Supervisor
Seminar #3
February 3, 2015*
12:20p.m. – 1:20p.m.
Seminar #3
*Bring all Site Visit
Notes for review*
SV 1
1 Conduct a short interview of your cooperating teacher to gain information
about his/her role in the school, professional background and educational
experience. Ask about the big picture plan of topics for the semester and try
to obtain needed textbooks, syllabus, etc. Add to the “Understanding the
School Environment” document. 4I
Site Visit Notes
IPTS 4I – Analysis of
Interview
Email to
Supervisor
LiveText
2 Interact with students by introducing yourself to the class. 4I
SV 2
3 Observe and describe the location of the fire extinguisher, fire blanket, AED
(Automated External Defibrillator) machine, fire exit, and fire alarm for this
classroom. If in a science laboratory include the chemicals available to
extinguish various types of fires. 9C
Site Visit Notes
IPTS 9C – Analysis of
Observation
Email to
Supervisor
LiveText
4 Observe and document the directions for fire, tornado, and lockdown drills
9C
PC Level 1 Appendix 01/14/15
Page 13
Seminar #4
February 10, 2015*
12:20p.m. – 1:20p.m.
Seminar #4
*Bring all Site Visit
Notes for review*
SV 3
5 Interact with students by distributing materials in classroom under
cooperating teacher’s direction. 4I
Site Visit Notes
IPTS 4I – Analysis of
Student Interaction
IPTS 9S – Summary
of Mandated Reporter
Responsibilities
Email to
Supervisor
LiveText
Email to
Supervisor
6 Write a summary about your responsibilities in regards to the laws and rules
for reporting sexual misconduct and corporal punishment as a teacher
candidate AND as a licensed teacher. These can be found at
http://www.state.il.us/dcfs/FAQ/faq_CPF.shtml 9R
SV 4 7 Observe how the teacher’s proximity (movement around room and
closeness to students) affects student learning. 4J
Site Visit Notes
IPTS 4N – Analysis of
Student Interaction
LiveText
LiveText 8 Under the direction of the cooperating teacher, interact with a student by
assisting an individual student. What did you do? 4N
Seminar #5
February 17, 2015*
12:20p.m. – 1:20p.m.
Seminar #5
*Bring all Site Visit
Notes for review*
SV 5
9 Observe and document what technology is used and is available to teacher
and students. This might include: SMARTBOARD, overhead, computer
program, document projector, calculators, digital equipment, copy machine,
pedometers, heart rate monitors, interactive video games etc. 2L
Site Visit Notes
Email to
Supervisor
10 Observe and learn how to use two technology tools, previously unknown to
you, from your classroom observation. This includes the copy machine that
the cooperating teacher uses. After today, please offer to assist cooperating
teacher with this throughout this preclinical. 2L
SV 6
11 Conduct a short interview of your cooperating teacher to gain information
about how technology is used for instruction. 2L
Site Visit Notes
Email to
Supervisor
12 Interact with students by greeting them at the door. This is a perfect time to
say something positive to each student. It may simply be “Good morning.”
or “That hair style looks good on you...” or “That color looks good on you”
or “Nice game last night” or “I heard the chess club trounced its
opponents.” 1K
Seminar #6
March 3, 2015*
12:20p.m. – 1:20p.m.
Seminar #6
*Bring all Site Visit
Notes for review*
PC Level 1 Appendix 01/14/15
Page 14
SV 7 13 Observe and record how the teacher managers the classroom. What
strategies/behaviors do you observe the teacher using to keep the class
motivated and engaged? 4J
Site Visit Notes
IPTS 1K – Analysis of
Student Interaction
Email to
Supervisor
LiveText 14 Interact with an individual student who needs additional assistance. 1K
SV 8
15 Interview your cooperating teacher to discuss how s/he gets to know the
students, their interests, learning styles, and readiness level for learning.
Also, ask about appropriate behaviors, expectations, and procedures in the
classroom and how these promote student learning. 1K
Site Visit Notes
Understanding the
School Environment
LiveText
Email to
Supervisor 16 Interview your cooperating teacher or teacher assistant about how
instruction is changed for an individual student (e.g., disabled, gifted,
underachieving, ELL). 1K
Seminar #7
March 10, 2015*
12:20p.m. – 1:20p.m.
Seminar #7
*Bring all Site Visit
Notes for review*
SV 9
17 Interview a special education teacher and/or teacher assistant to learn about
assistive technology usage with students. 1K
Site Visit Notes
IPTS 1K – Analysis of
Interview
Email to
Supervisor
LiveText 18 Observe and record how the placement of classroom furniture, equipment,
and course materials affects teaching and learning. How does it provide
active and equitable engagement of students in productive learning
activities? 4J
SV 10 19 Observe the bulletin board(s) created by the cooperating teacher and then
plan, design, and display a bulletin board. Collaborate with your
cooperating teacher for information. (Schedule this according to your
teacher’s needs.) 3Q
Site Visit Notes
Email to
Supervisor
20 Observe cooperating teacher supervising the hall, recess, etc. What kind of
behaviors did you observe from the students? What kind behaviors did you
observe from the teacher in response? Was the supervision activity
reflective of the general behavior and culture of the school? 4J
SV 11 21 Observe and describe the diversity in the classroom. Use IPTS 1 to
consider aspects of diversity. 1K
Site Visit Notes
IPTS 1K – Analysis of
Observation
Email to
Supervisor
LiveText 22 Observe and record examples of how the teacher praises students or lets
them know they’re successful. 4J
PC Level 1 Appendix 01/14/15
Page 15
SV 12
23 Observe and record how the teacher calls on students. How does the
number of different students called upon seem to affect the learning
environment? 4N
Site Visit Notes
IPTS 4N – Analysis of
Observation
LiveText
LiveText
24 Observe and document how students communicate with each other to
encourage learning. How does their behavior affect the learning
environment? 4J
Seminar #8
March 24, 2015*
12:20p.m. – 1:20p.m.
Seminar #8
*Bring all Site Visit
Notes for review*
SV 13
25 Observe and describe how voice and presence affect student behavior. 4J Site Visit Notes
Email to
Supervisor
26 Observe and describe how the teacher relates content to student lives. 4J
SV 14
27 Observe and document one of the components of a lesson plan by
describing how the teacher begins the lesson. How did the teacher hook or
motivate the class? What was used to capture students’ attention or access
their prior knowledge? Use a script, if possible. 3Q
Site Visit Notes
IPTS 3Q – Analysis of
Interview
Email to
Supervisor
LiveText
28 Interview your cooperating teacher to discuss resources used to develop a
lesson plan as well as materials used to teach it. 3Q
SV 15
29 Observe when and how the teacher presents or states the objectives or goals
of the lesson (Learning Targets). 4J
Site Visit Notes
Email to
Supervisor
30 Interview your cooperating teacher to discuss how s/he determines whether
the learners achieved the intended outcome. If the intended outcome was
not achieved, what does the cooperating teacher do for remediation? 7K
SV 16
31
Observe a team, department, or faculty meeting. Reflect and write about the
collaborative process you observed during this meeting. 8J
Site Visit Notes
LiveText
Seminar #9
April 7, 2015*
12:20p.m. – 1:20p.m.
Seminar #9
*Bring all Site Visit
Notes for review*
SV 17
32 Observe and document one of the components of a lesson plan by
describing how the content is presented by the teacher. Use a script, if
possible. 3Q
Site Visit Notes
IPTS 3Q – Analysis of
Observation
Email to
Supervisor
LiveText
33 Observe and document how the teacher provided practice for the content
presented. Consider opportunities students are given under the direct
PC Level 1 Appendix 01/14/15
Page 16
supervision of the teacher as well as independently. What activities or
discussion was used to enable students to apply, extend, or elaborate upon
the goals of the lesson? Use a script, if possible. 3Q
SV 18 34 Observe and document how the teacher ends the lesson. What does the
strategy accomplish? 4J
Site Visit Notes
Email to
Supervisor
35 Interview the cooperating teacher to document how the teacher uses digital
tools to collaborate with students, parents, community, and colleagues. 8M
Seminar #10
April 14, 2015*
12:20p.m. – 1:20p.m.
Seminar #10
*Bring all Site Visit
Notes for review*
SV 19
36 Interview your cooperating teacher about his/her involvement with any
student activities and membership in any professional organizations such as
NEA or IEA. 9Q
Site Visit Notes
IPTS 9Q – Analysis of
Interview
ITPS 9Q – Summary
of research
IPTS 4J – Analysis of
Observation
Email to
Supervisor
LiveText
Email to
Supervisor
LiveText
37 Research at least two professional organizations within your licensure area.
Summarize the content of this information; identify resources provided by
the organization, opportunities to participate in events, and the purpose of
the organization. Be sure to cite your use of outside sources using APA
formatting. 9Q
38
With the advice of your cooperating teacher, observe another
classroom/grade level. While there, pay particular attention to the way the
teacher begins and ends the lesson, manages student behaviors, and assesses
for student understanding. Try to identify 5 similarities and 5 differences
as compared to your assigned classroom. Aspects to note may include, but
are not limited to, classroom management, procedures, atmosphere, and
student behaviors. 4J
SV 20 39 Document how you demonstrated honesty, integrity, personal
responsibility, confidentiality, altruism, and respect throughout this
preclinical experience. 9I
Site Visit Notes
BU Dispositions –
Self-Analysis
LiveText
LiveText
40 Thank the teachers and students. 9I
41 Reflect upon your role, how it has changed and caused changes in you
during this PC experience. 9I
PC Level 1 Appendix 01/14/15
Page 17
Seminar #11
April 21, 2015*
12:20p.m. – 1:20p.m.
Seminar #11
Final Product
PCI Comprehensive
Analysis Paper
Hand in to
Supervisor
LiveText
*All seminar dates are subject to change.