florida educator accomplished practices crosswalk...

Program Title: Bachelor of Arts in Mathematics w/ Education Track (Grades 6-12) Program (Initial Level)

Program Leader: Maria L. Fernandez

Date: June 1, 2010

Florida Educator Accomplished Practices

Crosswalk

Education Majors in Bachelor of Arts Degree Programs

for Math



Date: June 1, 2010

Standard

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courses across

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4510

Unit Outcomes Stewards of the

Discipline

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Reflective Inquirer

X

X

X

X

X

X

X

X

Mindful Educator

X

X

X

X

Description of

Critical

Task/Artifacts and

Assessment for

Program Courses

All Critical Tasks

are evaluated on a

3-Point Rubric:

(3) Target (2) Satisfactory

(1) Unsatisfactory

Co

nte

xtu

al P

ort

foli

o

Sci

enti

fic/

Mat

h I

nq

uir

y p

roje

ct

Mu

ltic

ult

ura

l L

esso

n P

lan

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anti

c M

app

ing

an

d C

on

cept

of

Def

init

ion

Map

Les

son

Pla

n t

o A

sses

s an

d S

caff

old

Stu

den

t’s

Vo

cab

ula

ry

Tea

ch L

esso

n u

sin

g e

ffec

tiv

e st

rate

gie

s fo

r

lan

gu

age

lear

ner

s

Mat

h r

easo

nin

g p

roje

ct

An

aly

ze u

se o

f G

SP

fo

r fo

ster

ing

stu

den

t m

ath

reas

on

ing

Mic

rote

ach

ing

Les

son

Stu

dy

Pro

ject

Sec

on

dar

y S

cho

ol

Stu

den

t P

rob

lem

So

lvin

g i

n

Mat

hem

atic

s P

roje

ct

3 P

oin

t R

ub

ric

For detailed descriptions of Critical Task Assessments and Rubrics see Critical Task Assessments and Scoring Rubrics.



Date: June 1, 2010

For detailed descriptions of performance measures/indicators assessed with task instructions see Critical Tasks Assessment Matrices. General Matrix of Florida Educator Accomplished Practices.

Standard

1.1A

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12

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AT

45

10

FEAPS 1 Assessment

X

X

X

X

2 Communication

X

X

X

X

3 Continuous Improvement

X

X

X

X

4 Critical Thinking

X

X

X

X

X

X

5 Diversity

X

X

X

X

X

6 Ethics

X

X

X

7Human Development &

Learning

X

X

X

X

X

X



Date: June 1, 2010

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4510

8 Knowledge of Subject

Matter

X

X

X

X

X

X

9 Learning Environments

X

X

X

X

10 Planning

X

X

X

X

X

11 Role of the Teacher

X

X

X

12 Technology

X

X

X

X

X



Date: June 1, 2010

FDOE

Competencies and

Skills for Teacher

Certification

For competencies

specific to program

discipline see

http://www.firn.edu/

doe/sas/ftce/ftcecom

p.htm

List Program

Courses Across

Curriculum map M

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4510

1 Knowledge of

algebra

X

X

X

X

X

2 Knowledge of

functions

X

X

X

X

X

3 Knowledge of

geometry from a

synthetic

perspective

X

X

4 Knowledge of

geometry from an

algebraic

perspective

X

5 Knowledge of

trigonometry

X

X

X

6 Knowledge of

statistics

X

X

X



Date: June 1, 2010

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Courses Across

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A 3163

Or

ST

A

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G 3

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C 2

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2312

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AC

2313

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P 3

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4510

7 Knowledge of

probability

X

8 Knowledge of

discrete

mathematics

X

X

9 Knowledge of

calculus

X

X

X

10 Knowledge of

number sense and

mathematical

structure

X

X

X

X

X

11 Knowledge of

mathematics as

communication

X

X

X

X

X

X

X

X

X

X

X

X

X

12 Knowledge of

mathematics as

reasoning

X

X

X

X

X

X

X

X

X

X

X

X

13 Knowledge of

mathematical

connections

X

X

X

X

X

X

X

X

X

X

X

X

Comment [L1]: I think this would be an expectation of a Nature of Math and Science course.



Date: June 1, 2010 14 Knowledge of

instruction

X

X

X

X

15 Knowledge of

assessment

X

X

X

X



Date: June 1, 2010

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Across Curriculum

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P 22

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A 3163

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ST

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INTASC 1 – Understands the

central concepts, tools of

inquiry, and structures of

the discipline… and can

create learning

experiences that make

subject matter

meaningful.

X

X

X

X

X

2 – Understands how

people learn and develop,

and can provide learning

opportunities that support

their intellectual, social

and personal development.

X

X

X

X

X

X

3 – Understands how

learners differ in their

approaches to learning

and creates instructional

opportunities adapted to

diverse learners.

X

X

X

X

X

X



Date: June 1, 2010

List Program

Courses Across

Curriculum map M

AT

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T 3

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MA

E 4

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P 22

10,

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2104

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3105

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A 3163

Or

ST

A

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G 3

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C 2

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4510

4 – Understands and uses

a variety of instructional

strategies to encourage

development of critical

thinking, problem solving,

and performance skills.

X

X

X

X

X

5 –Uses understanding of

individual and group

motivation and behavior

to create learning

environments that

encourage positive social

interaction, active

engagement in learning

and self-motivation.

X

X

X

X

6 –Uses knowledge of

effective verbal,

nonverbal, and media

communication

techniques to foster active

inquiry, collaboration,

and supportive

interaction.

X

X

X

X



Date: June 1, 2010

MA

T38

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E 4

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4325

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L 4

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MA

E 4

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MA

E 4

942

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P 22

10,

MA

D

2104

, M

AS

3105

ST

A 3163

Or

ST

A

4321

MT

G 3

212

MA

C 2

311

, M

AC

2312

, M

AC

2313

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P 3

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F 3

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4510

7 – Plans instruction

based upon knowledge of

subject matter, students,

the community, and

curriculum goals.

X

X

X

X

X

8 –Understands and uses

formal and informal

assessment strategies.

X

X

X

9 –Is a reflective

practitioner.

X

X

X

X

X

10 – Fosters relationships

with colleagues, parents,

and agencies in the larger

community.

X

X

X



Date: June 1, 2010

List Program

Courses Across

Curriculum map M

AT

38

93

/ P

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3012

MA

T 3

89

4

MA

E 4

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3

MA

E 4

39

4

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D

4325

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L 4

324

MA

E 3

651

MA

E 4

330

MA

E 4

942

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P 22

10,

MA

D

2104

, M

AS

3105

ST

A 3163

Or

ST

A

4321

MT

G 3

212

MA

C 2

311

, M

AC

2312

, M

AC

2313

,MA

P 3

10

3

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S 4

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F 3

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, M

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4510

Reading

Endorsement

Competencies

1. Foundations in

Language & Cognition

2. Foundations of Research-

Based Practices

3. Foundations of

Assessment

4. Foundations of

Differentiation

5. Application of

Differentiated Instruction

6. Demonstration of

Accomplishment

X

X



Date: June 1, 2010

Standards List Program

Courses Across

Curriculum map

MA

T38

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3012

MA

T 3

89

4

MA

E 4

39

3

MA

E 4

39

4

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D

4325

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L 4

324

MA

E 3

651

MA

E 4

330

MA

E 4

942

CO

P 22

10,

MA

D

2104

, M

AS

3105

ST

A 3163

Or

ST

A

4321

MT

G 3

212

MA

C 2

311

, M

AC

2312

, M

AC

2313

,MA

P 3

10

3

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S 3

200

MA

S 4

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MH

F 3

404

, M

AT

4510

ESOL

Performance

Standards

1. Conduct ESOL programs within the parameters, goals, and

stipulations of the Florida Consent Decree.

X

2. Recognize the major

differences and similarities among the different cultural

groups in the United States.

X

3. Identify, expose, and

reexamine cultural stereotypes

relating to LEP/ELL and non-LEP/ELL students.

X

4. Use knowledge of the cultural

characteristics of Florida's LEP/ELL population to enhance

instruction.

X

5. Determine and use

appropriate instructional

methods and strategies for individuals and groups, using

knowledge of first and second

language acquisition processes.

X

6. Apply current and effective

ESOL teaching methodologies in planning and delivering

instruction to LEP/ELL

students.

X

7. Locate and acquire relevant

resources in ESOL methodologies.

X



Date: June 1, 2010 8. Select and develop

appropriate ESOL content according to student levels of

proficiency in listening,

speaking, reading, and writing, taking into account: (1) basic

interpersonal communicative

skills (BICS), and (2) cognitive academic language proficiency

skills (CALPS) as they apply to

the ESOL curriculum.

X

9. Develop experiential and

interactive literacy activities for

LEP/ELL students, using current information on linguistic and

cognitive processes.

X

10. Analyze student language

and determine appropriate

instructional strategies, using knowledge of phonology,

morphology, syntax semantics,

and discourse.

X

11. Apply essential strategies for

developing and integrating the four language skills of listening

composition, oral

communication, reading, and writing.

X

12. Apply content-based ESOL

approaches to instruction.

X

13. Evaluate, design and employ

instructional methods and techniques appropriate to

learners' socialization and

communication needs, based on knowledge of language as a

social phenomenon.

X

14. Plan and evaluate instructional outcomes,

recognizing the effects of race, gender, ethnicity, socioeconomic

status, and religion on the

results.

X



Date: June 1, 2010 15. Evaluate, select, and employ

appropriate instructional materials, media, and technology

for ESOL at elementary, middle,

and high school levels.

X

16. Design and implement

effective unit plans and daily

lesson plans, which meet the needs of ESOL students within

the context of the regular

classroom.

X

17. Evaluate, adapt and employ

appropriate instructional materials, media, and technology

for ESOL in the content areas at

elementary, middle and high school levels.

X

18. Create a positive classroom environment to accommodate

the various learning styles and

cultural backgrounds of students. X

19. Consider current trends and

issues related to the testing of linguistic and culturally diverse

students when using testing

instruments and techniques.

X

20 Administer tests and interpret

test results, applying basic

measurement concepts.

X

21. Use formal and alternative

methods of assessment/evaluation of

LEP/ELL students, including

measurement of language, literacy and academic content

metacognition.

X

22. Develop and implement strategies for using school,

neighborhood, and home

resources in the ESOL curriculum.

X



Date: June 1, 2010 23. Identify major attitudes of

local target groups toward school, teachers, discipline, and

education in general that may

lead to misinterpretation by school personnel; reduce cross-

cultural barriers between

students, parents, and the school setting.

X

24. Develop, implement, and

evaluate instructional programs

in ESOL, based on current trends in research and practice.

X

25. Recognize indicators of learning disabilities, especially

hearing and language

impairment, and limited English proficiency.

X



Date: June 1, 2010

Standards List Program

Courses Across

Curriculum map

MA

T38

93

/ P

HY

3012

MA

T 3

89

4

MA

E 4

39

3

MA

E 4

39

4

RE

D

4325

TS

L 4

324

MA

E 3

651

MA

E 4

330

MA

E 4

942

CO

P 22

10,

MA

D

2104

, M

AS

3105

ST

A 3163

Or

ST

A

4321

MT

G 3

212

MA

C 2

311

, M

AC

2312

, M

AC

2313

,MA

P 3

10

3

MA

S 3

200

MA

S 4

203

MH

F 3

404

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AT

4510

ESOL

Competencies

and Skills

1.Knowledge of language principles

2 Knowledge of first and second language

acquisition theories and classroom application

3 Knowledge of

sociolinguistic, cultural, ethnic, and sociopolitical

issues

4 Knowledge of curriculum, curriculum

materials, and resources

5 Knowledge of instructional delivery

models

6 Knowledge of instructional methods and strategies

7 Knowledge of

instructional technology

8 Knowledge of literacy development and classroom application

9 Knowledge of assessment

10. Knowledge of ELL exceptionality issues

11. Knowledge of federal and state policies and

mandates

X

X

X

X

X

X

X

X

X

X

X



Date: June 1, 2010

Florida Sunshine Standards

(If applicable)

List Program

Courses Across

Curriculum map M

AT

38

93

/ P

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3012

MA

T 3

89

4

MA

E 4

39

3

MA

E 4

39

4

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D

4325

TS

L 4

324

MA

E 3

651

MA

E 4

330

MA

E 4

942

CO

P 22

10,

MA

D

2104

, M

AS

3105

ST

A 3163

Or

ST

A

4321

MT

G 3

212

MA

C 2

311

, M

AC

2312

, M

AC

2313

,MA

P

3103

MA

S 3

200

MA

S 4

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MH

F 3

404

, M

AT

45

10

Knowledge and

Understanding of Florida Sunshine Standards

X

X

X

X



Date: June 1, 2010

Other elements of Uniform Core Curriculum

MA

T38

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39

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D

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MA

E 3

651

MA

E 4

330

MA

E 4

942

CO

P 22

10,

MA

D

2104

, M

AS

3105

ST

A 3163

Or

ST

A

4321

MT

G 3

212

MA

C 2

311

, M

AC

2312

, M

AC

2313

,MA

P 3

10

3

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F 3

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4510

a) Higher level mathematics concepts

Possible lower

division courses

MTG 1993

MGF 1106

/1107

X

X

X

X

X

X

X

X

X

X

X

b)Math computational skills acquisition and measures to improve P-12 computational performance and technology appropriate for the grade

Possible lower

division Courses

MGF 1106

/1107

EME 2040

X

X

X

X

X

X

X

X

X

X

c) Reading, interpretation and use of data for student achievement

X

X

X

X

d) Information on the state system of school improvement and accountability

X



Date: June 1, 2010

Other elements of Uniform Core Curriculum

MA

T38

93

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HY

3012

MA

T 3

89

4

MA

E 4

39

3

MA

E 4

39

4

RE

D

4325

TS

L 4

324

MA

E 3

651

MA

E 4

330

MA

E 4

942

CO

P 22

10,

MA

D

2104

, M

AS

3105

ST

A 3163

Or

ST

A

4321

MT

G 3

212

MA

C 2

311

, M

AC

2312

, M

AC

2313

,MA

P 3

10

3

MA

S 3

200

MA

S 4

203

MH

F 3

404

, M

AT

4510

e) Teaching strategies to meet the needs of diverse student populations

X

X

X

f) Classroom management

X

g) School safety

h) Professional ethics

X

i) Educational law

X

j) Write and speak in a logical and understandable style with appropriate grammar

X

X

X

X

X

X

X

X

k)Recognize signs of students’ difficulty with the reading and computational performance

X

X

X



Date: June 1, 2010

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