procedural guide for the induction programsystemaccreditation.brevardschools.org/indicator...
TRANSCRIPT
C O A C H I N G O U R T E A C H E R S T O E X C E L L E N C E T H R O U G H P R O F E S S I O N A L
D E V E L O P M E N T , C O A C H I N G A N DC E R T I F I C A T I O N .
BR
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I N D U C T I O NP R O G R A M
Brevard County Induction Program offers many ways to help coach and mentor new
teachers to become professionally certified and highly effective in the classrooms.
The following programs are offered each year to New Teachers:
1. Mentoring
2. Trainings in: Classroom Management, Communicating with Parents
and Students, Instructional Strategies, CRISS, Ruby Payne, Love and
Logic, Lesson Planning, Cooperative Learning, Thinking Maps
3. Test preparationPhone: (321) 633-1000 ext 242
Work Cell (321-223-4010)
Fax: ( 321) 639-1793
2700 Judge Fran Jamieson Way
Viera, FL 32940
E-mail:
B R E V A R D P U B L I C S C H O O L S
Procedural Guide for the
Induction Program
Br evar d Publ i c School s Procedures Administrative Contacts
To have 100% of our teachers who have a temporary certificate to know the track that they need to take to receive their Professional Certificate by the end of the second year.
Table of Contents
Induction Senate Bill .............................................................................................................. 1 Tree Map Induction Procedures ............................................................................ 3 Comparison of Induction and FPMS Individual Checklist ...................................... 4 Individual Checklist – Documentation Requirement ............................................ 5 Procedures Flow Chart Administrative .................................................................. 6 Induction Questions .............................................................................................. 7 Administrative Checklist FEAPS ............................................................................. 8 Accomplished Practices/Minimum Competencies Documentation ..................... 9 Documentation of Completion ............................................................................ 10 Completing an Application .................................................................................. 11 Understanding My Statement of Status of Eligibility .......................................... 15 Directions for Z Panel .......................................................................................... 19 Professional Development Certification Program What is it? ............................................................................................................ 20 Routes .................................................................................................................. 22 Checklist ............................................................................................................... 23
Portfolio Reminders ............................................................................................. 24 Data Collection Tools #1 Instructional Design and Planning ................................................................ 28 #2 Learning Environment .................................................................................. 30 #3 Instructional Delivery and Facilitation ........................................................ 31 #4 Assessment .................................................................................................. 32 #5 Professional Responsibilities and Ethical Conduct ....................................... 33 #6 Relationships with Students ......................................................................... 34 #7 Relationships with Parents ........................................................................... 35 #8 Mentor Classroom Observation Log ............................................................. 36 #9 Peer Observation Log ................................................................................... 37 #10 New Teacher Mentoring Home Run Log ..................................................... 38 Mentoring Professional Development Log ......................................................... 39 PITCH ......................................................................................................................... 40 DRIVE ......................................................................................................................... 41 FOUNDATIONAL PRINCIPLES OF FEAPs .................................................................... 42 Mentoring Council Council Information ............................................................................................. 57 Vision ................................................................................................................... 58 Requirements ...................................................................................................... 59 Lesson Study .............................................................................................................. 60
Brevard Publ ic Schools
INDUCTION: SENATE BILL I. Senate Bill 736 states:
1. Each district will construct an evalua on plan.2. Teachers would receive an evalua on on one of four levels:
Highly Effec ve Effec ve Needs improvement or, for teachers in their first 3 years of
teaching or in the first‐year of a new teaching assignment, Developing
Unsa sfactory3. First‐year teachers will be evaluated twice in their first year of in‐ struc on. 4. Brevard County first-year teachers will be evaluated twice each year
and in their first two years of instruc on. 5. By the 2014‐2015 school year, school districts must administer end‐of ‐course assessments to gauge mastery of the content, subject to the Commissioner of Educa on iden fying methods or item
banks to assist districts in developing the assessments. 6. New hires would receive an ini al 1‐year proba onary contract, fol‐ lowed by subsequent annual contracts. During the proba on‐ ary contract, teachers can be dismissed without cause and may resign without repercussion. 7. All teachers who currently have tenure would retain their Profession‐ al Service Contract unless the school district terminates their con‐ tract based on just cause. The bill clarifies that “just cause” in‐ cludes two consecu ve years of Unsa sfactory evalua ons.
II. Each new teacher on a temporary teaching cer ficate will be given a “Le er ofEligibility.” This will tell the new teacher what the requirements are for aProfessional Teaching Certificate.
III. Retain all documents for new teachers in a folder at school.
IV. Add all new hires’ names to your Administra ve checklist.
V. All (BPSDCP) Professional Program partcipants need a school mentor for 3 years.
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Brevard Publ ic Schools
INDUCTION: SENATE BILL Procedures for New Teachers to Brevard County
1. Add all new hires to your Administrative Checklist for New Teachers.
This checklist lists all the requirements for two years Keep a copy for yourself and turn in a copy to Induction by
November 1 and April 1.
Mentor Highly effective or effective mentor is assigned to the new teacher (CET) Completes at least one informal observation first semester
Mentee: ♦1 observation in a highly effective or effective teacher’s classroom ♦Complete the Pre-Self Assessment from the IPPAS ♦Complete the Development of PGP 8 points
Administrator: ♦Complete the 1st Interim evaluation which consists of the first 45 points ♦Conference with the new teacher ♦Discuss the PGP plan and pre-self assessment
Complete Cycle - 2 times per year for 2 years
2. Complete an Individual Checklist on each new teacher.
This form is to help organize you, fill in the dates and information and keepin a folder at the school. (Record stays at school for documentation for Race to the Top.)
3. During the 1st 2 years the new teacher should attend 6 hours of Classroom-Management.
This could include: Classroom Management, New Teacher Orientations, NewTeacher Academy, B.E.S.T.
2
Administrative Checklist
Turn in by Nov 1 and April 1
Mentor Assigned Informal Observations
Individual Checklist Keep in Folder at School
Brevard Publ ic Schools2 Year Induct ion
Program Proced ures First Semester
Summative Part 1 Second Semester
Professional Growth Plan Development
(8 points)
Professional Practices (45 points)
1 Mentor Observation on Mentee
Use Log
Mentee Observe Highly
Effective or Effective Teacher
Use Log
Administrator Evaluation
(45 Points)
Pre-Self Assessment
(0 points)
Self-evaluation by teacher with administrator
evaluation (collaborate to
determine score) Teacher needs to be observed by three
other teachers implementing plan for maximum score
Collaborative team student
achievement results related to closing the achievement gap of the lowest
quartile or at risk students in reading and / or math
(п points)
Development of Plan
(8 points)
Mentor FEAPS
Individual accountability
for meeting Individual
Professional Growth Plan (PGP) targets
(мл points)
Practices Collaboration
4 pts
Doc of Com
6FEAPS
2nd mentor observation
& 2nd Mentee observation
Use Log
Turn in by April 1
of 2ND year
Professional Development Attend 6 hours of training
For mative(45 points alloca ted in Professional Practice,8 points PGP development)
SummativeSummative Part 1 Summative Part 2
33 = 100(Student Achievement)
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Professional PGPImplementation
10 pts
3
67 ptsProf Pract - 45 ptsPGP Dev - 8 ptsPGP Implement - 10 ptsCollaborative - 4 pts
Comparison of the Induction Program to the Appraisal System (IPPAS)
Induction Program IPPAS
Temporary Certificate Professional Certificate Appraisal System
First 2 years First 2 years 0-2 years (Year 1, 2, & 3)
Name on Administrative Individual List (School)
Name on Administrative Individual List (School)
Name on Administrative Individual List (School)
Name on Administrative School New Teacher Check List (Turn in 2 X yr to Peggy)
November and April
Name on Administrative School New Teacher Check List (Turn in 2 X yr to Peggy)
November and April
Keep list for school record on who needs the evaluations
School CET Mentor Required School CET Mentor Required Mentor assigned and may complete
informal observations Highly Effective or Effective
2 Informal Observations with Mentoring (Stay at school just record dates)
Date Individual Checklist
3 Informal Evaluations for PGP– at least
If wanting to be ‘Distinguished and not Proficient’
2 Formal Evaluations 1st - (Mid-Term) 1st semester 2nd - (Annual) 2nd semester
• Professional Practice (45 pts)• Professional Growth Plan
Development (8 pts)
Date & check Individual Checklist
2 Formal Evaluations 1st - (Mid-Term) 1st semester 2nd - (Annual) 2nd semester
• Professional Practice (45 pts)• Professional Growth Plan
Development (8 pts)
Date & check Individual Checklist
2 Formal Evaluations
• Professional Practice (45 pts)• Professional Growth Plan
Development (8 pts)
Complete a Pre-Self-Assessment
Due by first semester with conference Self-assessment due by
Jan 30 of each year
Complete a Pre-Self-Assessment (IPPAS)
Due by first semester with conference Self-assessment due by
Jan 30 of each year
Self-assessmentdue by Jan 6-Feb 1, 20____
3 conferences:1 by Sept 15
2nd by PGP before Final Eval
Mentee observes highly effective / effective teacher 2 times a year
By Nov and April 1 Log stays at school
Mentee observes highly effective / effective teacher 2 times a year
By Nov and April 1 Log stays at school
For Collaboration is helpful
6 (FEAPS) Accomplished Practice & Documentation of Completion
(Turned in to Peggy) April 1 of 2nd year
Just names on school checklist Part of evaluation
Attend 6 hours of classroom management training
Attend 6 hours of classroom management training Training where needed
Initial 1-year probationary contract (Teachers may be dismissed without cause
and may resign without repercussion)
Initial 1-year probationary contract (Teachers may be dismissed without cause
and may resign without repercussion)
Initial 1-year probationary contract (Teachers may be dismissed without
cause and may resign without repercussion)
Annual Contract Annual Contract Annual Contract
Minimum: 4 Observations2 by Admin2 by peersincluding 2 annual evaluations by admin
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2 Informal Observations with Mentoring (Stay at school just record dates)
Date Individual Checklist
6767
67
Implementation (10 pts)Collaborative (4 pts)
Implementation (10 pts)Collaborative (4 pts)
Implementation (10 pts)Collaborative (4 pts)
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RReeqquuiirreemmeenntt
Teacher’s Name __________________________________ School _____________________
1.____ Administrator Two Evaluations per year
1st year: _________ Evaluation 1 ________ Evaluation 2 (Dates) 2nd year: _________ Evaluation 1 ________ Evaluation 2 (Dates)
2.____ Administrator selects a highly qualified Mentor/Coach
Requirements: Name of Mentor:______________________________
At least three (3) years of Highly Effective or Effective Teaching Administrator approval Completion of the 3 day Clinical Educator Training Mentoring/Coaching Orientation training
3.____ Mentor/Coach Must observe the teacher two times per year for two years
Using Data Collection Tools Complete the coaching cycle for each observation
1st year: _________ Observation 1 ________ Observation 2 (Dates) 2nd year: _________ Observation 1 ________ Observation 2 (Dates)
4.____ New Teacher ___ Pre-self-assessment by 1st semester ___Self-assessment by second semester
(Copy of Self-assessment)
5.____ New Teacher ___ Attendance and completion of follow up of Professional Development in Learning Environment to include 6 hours from list below:
New Teacher Orientation (NTO)/Classroom Management, B.E.S.T. orNew Teacher Academy (December)
6.____ New Teacher ___Two observations in highly effective or effective teacher's classroom (1st year) Date 1: _________________ Date 2: _______________ (Mentee observation)
___Two observations in highly effective or effective teacher's classroom (2nd year) Date 1: _________________ Date 2: _______________ (Mentee observation)
(Log left in teacher’s portfolio at the school)
7.____ Administrator ___Complete the (6) Florida Accomplished Practice Observation Checklist FEAPS
___Documentation of Completion of all the requirements listed on this document (Turn in these sheets to Peggy Yelverton) Temporary Certificated Teachers only
Requirements for the Completion of the Professional Education Competency requirements for teachers on a temporary teaching certificate or teaching less than one full year
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PROCEDURAL STEPS FOR THE ADMINISTRATIVE FLOW CHART OF NEW TEACHERS
PROCEDURAL STEPS FOR THE ADMINISTRATIVE FLOWCHART FOR NEW TEACHERS
1st Semester
Mentor
Mentee
• Assigned within the first few weeks
• 1st informal observation
• 1 observation in a highly effective ÏÒ ÅÆÆÅÃÔÉÖÅ teacher's classroom
• Pre-self assessment (Copy of Self-assessment)
2nd Semester
Mentor
• Continues to Mentor new teacher
• 2nd Informal observation
•2nd observation in a highly effective ÏÒ ÅÆÆÅÃÔÉÖÅ teacher's classroom
• PGP Development (8 pts)
Administrator
• Mid-term evaluation
•Conference
Administrator
• Self Assessment
• PGP Implementation (10pts)
Mentee
•2nd evaluation (summative) Professional Practices (67 pts)
• Conference and completion of PGP
End of Year Mentee
•6 hours of Professional Development
•Complete same cycle for a 2nd year or exit in the second year
• After 2nd year send 6 FEAPS & Documentation of Completion to Induction - admin sends(must correlate with IPPAS)
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• PGP Collaboration (4pts)
Brevard Publ ic Schools Policy/Procedures Administrative Contacts
INDUCTION POLICY: ALL TEACHERS NEW TO BREVARD COUNTY
WILL BE ASSIGNED A SCHOOL MENTOR It does not matter how much experience they have or certificate.
All teachers will have a mentor.
QUESTIONS
1. What is considered a new teacher?
Any teacher who is a new hire to Brevard County, no matter if they haveany experience or not.
If they have been a past employee but there is a break in their service. If they have a “Temporary or Professional” certificate and are new to Brevard County. If they are on Leave and there is not break in service they will not be con-
sidered a new teacher.
2. What forms do I turn in to the Office of Certification Induction Program?
Administrative Checklist is turned in by November 1, 20__ and April 1, 20__
At the end of the 2nd year: on Temporary Certificated Teachers only, sign andcomplete:
FEAPS 6 Florida Educator Accomplished Practices check off form Documentation of Completion
3. What does the “Status of Eligibility” tell me? Written evaluation of your eligibility for a Florida teaching certificate. Tells you what tests you need to pass Tells you what classes if any you need to take Tells you to complete the “Professional Education Competence Program” which
is our Induction Program
4. Who has a mentor? Anyone new to Brevard County (They will be considered new hire 0-3 years) Anyone who has 0-3 years experience
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School: Administrative Checklist New Teachers
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Due Nov 1st & April 1st of each year
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Teacher’s Name __________________________________School_____________________
Accomplished Practices/Minimum Competencies Documentation
Please document satisfactory or unsatisfactory demonstration of the Accomplished Practices/Minimum Competencies. A complete list of the Accomplished Practices/Minimum
Competencies and their Indicators can be found in the Brevard County Induction Program Website.
Satisfactory/Unsatisfactory S/U Accomplished Practice
Quality of Instruction
1. Instructional Design and Lesson PlanningApplying concepts from human development and learning theories, the effective educator consistently:
• Aligns instruction with state-adopted standards at the appropriate level of rigor;• Sequences lessons and concepts to ensure coherence and required prior knowledge.• Designs instruction for students to achieve mastery;• Selects appropriate formative assessments to monitor learning;• Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust
planning and continuously improve the effectiveness of the lessons; and• Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.
2. The Learning EnvironmentTo maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive,and collaborative, the effective educator consistently:
• Organizes, allocates, and manages the resources of time, space, and attention;• Manages individual and class behaviors through a well-planned management system;• Conveys high expectations to all students;• Respects students’ cultural, linguistic and family background;• Models clear, acceptable oral and written communication skills;• Maintains a climate of openness, inquiry, fairness and support;• Integrates current information and communication technologies;• Adapts the learning environment to accommodate the differing needs and diversity of students; and• Utilizes current and emerging assistive technologies that enable students to participate in high-quality
communication interactions and achieve their educational goals.
3. Instructional Delivery and FacilitationThe effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:
• Deliver engaging and challenging lessons;• Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and
application of the subject matter;• Identify gaps in students’ subject matter knowledge;• Modify instruction to respond to preconceptions or misconceptions;• Relate and integrate the subject matter with other disciplines and life experiences;• Employ higher-order questioning techniques;• Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible
instruction, and to teach for student understanding;• Differentiate instruction based on an assessment of student learning needs and recognition of individual differences
in students;• Support, encourage, and provide immediate and specific feedback to students to promote student achievement; and• Utilize student feedback to monitor instructional needs and to adjust instruction.
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4. AssessmentThe effective educator consistently:
• Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informsinstruction based on those needs, and drives the learning process;
• Designs and aligns formative and summative assessments that match learning objectives and lead to mastery;• Uses a variety of assessment tools to monitor student progress, achievement and learning gains;• Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge;• Shares the importance and outcomes of student assessment data with the student and the student’s
parent/caregiver(s); and• Applies technology to organize and integrate assessment information.
Continuous Improvement, Responsibility and Ethics 5. Continuous Professional Improvement
The effective educator consistently:
• Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;• Examines and uses data-informed research to improve instruction and student achievement;• Collaborates with the home, school and larger communities to foster communication and to support student learning
and continuous improvement;• Engages in targeted professional growth opportunities and reflective practices, both independently and in
collaboration with colleagues; and implements knowledge and skills learned in professional development in theteaching and learning process.
6. Professional Responsibility and Ethical ConductThe effective educator consistently:
Understands that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to State Board of Education Rules 6B-1.001 and 6B1.006, F.A.C, and fulfills the expected obligations to students, the public and the education profession.
Rulemaking Authority 1004.04, 1004.85, 1012.225, 1012.34, 1012.56 FS. Law Implemented 1004.04, 1004.85, 1012.225, 1012.34, 1012.56 FS. History–New 7-2-98; Amended 12-17-10.
DOCUMENT OF COMPLETION STATEMENT BREVARD COUNTY INDUCTION PROGRAM
TEACHER’S NAME____________________________________________
SOCIAL SECURITY #__________________________________________
START DATE_________________________________________________
SCHOOL___________________TEACHING ASSIGNMENT___________
It is my professional opinion that _____________________________, a beginning teacher in the Brevard County School District
____HAS ____HAS NOT successfully completed the Brevard County Induction Program.
____1st year in the program 20____ - 20 ____and____2nd year in the program 20____ - 20 __
____________________________ __________________ Administrator’s Signature Date
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Step 1: Completing Your Initial Application Package
All completed application packages must have:
• A completed CG-10 application form.• Appropriate processing fee for each subject you request. • Official transcripts showing all degrees and credits.• Copies of teaching certificate(s) you hold from U.S. states or territories.
Your application package cannot be evaluated until it is complete and received in the Bureau of Educator Certification.
Go Ahead to Step 2
Completing the CG-10 Application Form
The CG-10 Application Form may be completed on line via this web site or in hard copy form. At the end of the Steps to Certification, you will be given instructions on how to complete your application online or how to obtain a hard copy application form. If you completed an education program from an institution outside the United States, special information about documenting your educational training will be found under Applicants with Foreign Academic Training.
The CG-10 Application Form includes instructions on the front page. Read and follow these instructions carefully! Applications with blank or improperly completed sections will not be evaluated.
Common Errors
• Do not mark or staple on/over the bar code on the application form. • Complete the form in blue or black ink or #2 pencil and write legibly. • If you acknowledge (bubble in "Yes") a criminal offense record or sanction on a
certificate in questions 27-29, you must provide the details in the boxes provided. If no information is listed to explain an offense or sanction, the application will be considered incomplete and will not be evaluated.
• You must acknowledge all criminal offense records and certificate sanctions on each application you submit, even if you have acknowledged them and they have been reviewed before. This is required in accordance with the Educator Professional Standards of Conduct. For more information about review and investigations of this type of information, you may contact Professional Practices Services at 850-245-0438.
• More frequently asked questions about the application
Submitting the Correct Processing Fee
When you apply for a Florida Educator's Certificate your application package must include appropriate processing fee for each subject or endorsement you request on your CG-10
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Application Form. There is a worksheet included with the CG-10 instructions page to assist you with calculating your fee.
• Processing fees are nonrefundable. • You may submit your payment by cashier's check, personal check or money order.
Common Errors
• Place your social security number or Florida DOE# on your check or money order to ensure proper accounting. If you do not have a U.S. social security number or Florida DOE# then include your date of birth.
• Do not staple your check to the application form. Damage to the application form will significantly delay your processing time.
• If a personal check is returned to us from the bank a fee of $30.00 will be assessed in addition to the amount of the check you submitted. Your application will not be evaluated until all fees have been received.
• More frequently asked questions about the fee
Submitting Official Transcripts
• You must submit an official transcript showing at least a bachelor's degree from an accredited or approved U.S. institution to apply for a certificate.
• If you have earned your degree(s) from outside the United States, you must hold a degree that is determined to be equivalent to a U.S. accredited bachelor's degree. This initial determination of degree equivalency is made by a credential evaluation agency. For step by step information about documenting foreign credentials for certification, visit Applicants with Foreign Academic Training.
Common Errors
• Only official transcripts will be evaluated. Do not send photocopies, grade reports, or internet printouts.
• Send official transcripts from all colleges attended. We cannot provide a complete evaluation without all of your credit and credentials officially documented in your file.
• Be sure that your social security number or Florida DOE# is on each transcript. Some institutions do not display the social security number without a specific request from the student. Therefore, ask the registrar's office when you request transcripts that your social security number be shown on your transcript. You may also write your social security number or Florida DOE# on the document.
• More frequently asked questions about transcripts
Submitting Out-of-State Certificates
If you hold a valid standard certificate from a state other than Florida or a U.S. territory, send in a photocopy of the front and back of your valid certificate with your application form.
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Common Errors
• If your certificate shows any information in code (i.e.: numbers or letters that are not defined on the certificate), send a list of what the codes represent.
• Be sure that your social security number or Florida DOE# is shown on each page you submit.
• Submit all valid certificates that you hold, regardless of whether you have recently taught in that state. We cannot provide a complete evaluation without all of your credentials in your file.
For a review of Florida's reciprocity provisions for certified educators from other states, see our Certified Teacher or Administrator section
Step 2: The Official Statement of Status of Eligibility
What is an Official Statement?
When you send a complete application package to our Bureau requesting a Florida certificate, your complete package is evaluated to determine your eligibility for a Florida certificate. The result of that determination is mailed to you as an Official Statement of Status of Eligibility.
The Official Statement is valid for three years and has two functions:
• To officially state whether or not "you are eligible" for a Temporary Certificate or a Professional Certificate in the subject area you requested, and
• To provide you with a customized list of the requirements you must complete to be issued full state certification in Florida.
If Your Official Statement Shows that "You Are Eligible" for a Certificate
1. Your Florida Temporary Certificate is issued when: o your Official Statement states that "you are eligible" for at least a Temporary
Certificate, and o you are employed as a teacher and your fingerprints are processed before your
Official Statement expires. 2. When your certificate is issued, the list of requirements on your Official Statement must
be completed before the expiration date of your Temporary Certificate. 3. If your Official Statement expires before you are employed in a Florida school, you may
re-apply for a new Official Statement. You will be then evaluated for eligibility based upon the certification laws and rules in effect at the time your next application is received.
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Steps to Take If You Are "Not Eligible" for a Certificate
1. You must qualify for at least a Temporary Certificate to be employed as a teacher. If your Official Statement indicates that you are "not eligible" for a Florida certificate, it will provide you with options for completing requirements for certification.
2. When you have completed the requirements listed on your Official Statement for the Temporary Certificate, send official documentation to the Bureau of Educator Certification. Then, your application package will be scheduled for a re-evaluation, and you will receive a "revised" Official Statement indicating that "you are eligible" for a Florida certificate.
3. Once you receive your Official Statement indicating you are eligible for a Temporary Certificate, you may then seek employment in a Florida elementary or secondary school.
You may review the options available for qualifying for a Temporary Certificate in the section titled "Meeting Specialization Requirements."
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Understanding MY Florida Statement of Status of Eligibility
NOTE: For applications received by the DOE on or after July 27, 2006
What is the Florida Statement of Status of Eligibility (SOE)?The Florida SOE is a written evaluation of your eligibility for a Florida teaching certificate.
Who receives one and how? Anyone interested in teaching in Florida must be eligible for Florida teacher certification. To determine official eligibility, a complete application package must be submitted to the Florida Department of Education (DOE), Bureau of Educator Certification, for evaluation. Once credentials have been evaluated, a Florida Statement of Status of Eligibility (SOE) is mailed to the applicant.
What does a complete application package include? • A completed application form, available online. • A check, money order, or online credit card payment for each subject area evaluation
requested. • Official transcripts showing conferral of the minimum of a bachelor’s degree, major,
grades, GPA, etc. • Holders of a valid, standard (comparable to Florida’s professional certificate) out-of-
state certificate should submit a front and back copy of the out-of-state certificate for consideration for reciprocity with Florida.
• Individuals with foreign credentials must submit an equivalency evaluation report from an approved credential evaluation agency along with certified copies (DO NOT submit originals) of original documents for all coursework and diplomas involved in the evaluation report. For a partial list of approved agencies, go to web address www.naces.org
You will not receive a SOE until your application package is complete. If your application package is considered incomplete, the Bureau of Educator Certification will notify you in writing what is needed to complete your application package. Please note that applications are valid for one year. If the application package is not complete within one year of applying, you will need to reapply with a new application and fee. All fees are nonrefundable.
It is your responsibility to maintain current personal information (address and telephone number) with the Bureau of Educator Certification. You may manage your personal information through their online service.
What is the purpose of a SOE? A SOE states whether or not you are eligible for a teaching certificate in the subject area you requested. Your SOE also provides you with a customized list of requirements you will need to complete to become eligible for a temporary and/or professional certificate from the State of Florida.
A SOE is valid for three years from the date of issuance. The expiration date is firm and cannot be changed. Revisions to a SOE may occur as the Bureau of Educator Certification receives official documentation from teachers, state offices, or other official entities validating requirements have been met. Revisions to a SOE do not change the expiration date. **The expiration date of the statement is NOT considered the certificate expiration date.
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Once you receive your SOE, it is your responsibility to satisfy requirements for certification within prescribed timeframes. Additional information for meeting NCLB highly-qualified and out-of-field requirements will be provided if necessary from the appropriate office.
Below is a sample of a SOE to use as a guide. Following the sample you will find numbered explanations that provide detailed information.
State of Florida Bureau of Educator Certification Department of Education
325 West Gaines Street, Room 201 Tallahassee, Florida 32399-0400
Official Statement of Status of Eligibility
Ima Teacher
1000 Orchid Drive Jacksonville, FL 32207
Applicant ID Number: 123456789Processing Date: July 27, 2008Expiration Date: July 27, 2011
YOU ARE ELIGIBLE FOR A FLORIDA EDUCATOR’S CERTIFICATE AS SHOWN BELOW
TEMPORARY CERTIFICATE: For issuance of a three-year nonrenewable Temporary
www.fldoe.org/edcert Certificate covering ENGLISH (GRADES 6-12), you must complete the following requirements and send official documentation to the Bureau of Educator Certification:
• verification of employment and request for issuance of certificate on the appropriate certification form from a Florida public, state supported, or nonpublic school which has an approved Professional Education Competence Program.
• results of your fingerprint processing from the Florida Department of Law Enforcement and the FBI. Your employer will assist you in completing the fingerprint process. If your application or fingerprint report reflects a criminal offense or suspension/revocation record, your file will be referred to Professional Practices Services for further review. Issuance of your certificate will be contingent upon the results of this review.
PROFESSIONAL CERTIFICATE: For issuance of a Professional Educator’s Certificate valid for five years covering ENGLISH (GRADES 6-12), the above requirements for a Temporary Certificate must be completed, and a CG-10 Application Form, appropriate non-refundable application fee, and official documentation of the following requirements must be submitted to the Bureau of Educator Certification:
• achievement of a passing score on the Florida General Knowledge Test. Current Florida law requires that an individual satisfy this requirement within one year from the date of employment in a Florida public school to continue employment in any Florida public school under the Temporary Certificate. Contact your employer for important information concerning this deadline.
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6 • achievement of a passing score on the Professional Education Test
• achievement of a passing score on the ENGLISH (GRADES 6-12) subject area examination
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8 • completion of a Florida approved Professional Education Competence demonstration system
• 15 additional semester hours in education courses which must include:
credit in classroom management including safe learning environments credit in human development and learning credit in educational assessment to include the content measured by state
achievement tests and the interpretation and utilization of data to improve student achievement
credit in effective instructional strategies including the needs of diverse learners
credit in curriculum and special methods of teaching English in the middle or secondary school
credit in foundations of research-based practices in teaching reading
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• the Practical Teaching Experience requirement by completing one year of full-time teaching experience in an elementary or secondary school 10
Find Certification information online at the Florida Department of Education Florida Teacher Certification Examinations site.
So what does it all mean?
The dates highlighted in yellow indicate the time period the SOE is considered valid. If the SOE expires and you have not fulfilled the requirements, you will have to reapply for certification (application and fee) to receive a valid SOE based on laws in effect at the time the application was received by the Bureau of Educator Certification. 1 Indicates whether or not you are eligible for certification.
2 Obtain full-time employment with a school district in Florida that is accredited and approved to verify your competency as a teacher.
3 Once employed, the school district will submit your fingerprint record and an issuance request verifying your employment. The beginning validity of your certificate will be July 1 of the school year in which you are hired.
Once issued, your temporary certificate is valid for a three-year period. Since the certificate is nonrenewable, you will need to work towards DOE requirements to obtain your initial professional, renewable certificate.
4 To become eligible for a professional certificate, you must complete the requirements as outlined.
5 You must pass the General Knowledge Test (GK). The GK is a basic skills test covering four areas: Math, Reading, English Language Skills and Essay. If this statement appears on your SOE, you must pass all four subtests of the General Knowledge Test within the time period specified by Florida Statutes. The time period is within your first year of hire, prior to June 30th, unless you are hired after the school year begins
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For example, if you hold a temporary certificate valid from July 1, 2007 to June 30, 2010, and are hired by the first day of school, you must take and pass this exam by June 30, 2008. If you are hired after the first day of school, you must pass the exam by June 30, 2009. It is important to understand your timeline to avoid termination.
The GK is available through regular “pen and paper” test administration and via a computer-based format. For more information regarding this test or to register for the exam, please visit the Florida Teacher Certification Examination website.
If you passed portions of the Florida College-Level Academic Skills Test (CLAST) prior to July 1, 2002, you may be exempt from the GK requirement.
6 You must pass the Professional Education Test (PEd). This test assesses knowledge of pedagogy and professional practices in the field of education. The PEd is available through the regular test administration or via a computer-based format. Please visit the Florida Teacher Certification Examination website for more information.
7 You must pass the Subject Area Examination (SAE) for each subject area listed on your temporary certificate. SAEs measure content area knowledge specific to the subject area. Select SAEs are available via computer-based format and all are available through regular test administrations. For a complete list of computer-based exams and to obtain more information, please visit the Florida Teacher Certification Examination website.
8 Mastery of Professional Education Competence must be demonstrated either through written verification from your principal that you have mastered the 16 state competencies (for non-education majors) or by graduation from a state- approved education program.
9 Non-education majors are required to establish professional preparation competence. The requirement includes 15 hours of education coursework and earning one year of full-time teaching experience. The purpose is to prepare you for the classroom. The coursework credit is defined as follows:
• credit in classroom management including safe learning environments • credit in human development and learning • credit in educational assessment to include the content measured by state
achievement tests • and the interpretation and utilization of data to improve student achievement • credit in effective instructional strategies including the needs of diverse learners • credit in curriculum and special methods (of teaching the subject at the appropriate
level) • credit in foundations of research-based practices in teaching reading
Three credit hours may be satisfied with one year of full-time teaching experience in the subject.
10 The Practical Teaching Experience requirement means you must complete one year of full-time teaching in an elementary or secondary school within the validity period of your temporary certificate.
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Administrative Contacts for Induction
How to find out who my new hires and new teachers are?
633-1000 ext 242
1. Go to the AS 400 report
2. Sign in like you always do: User : Password:
3. Type 2 for Crosspointe: Student and Business Systems
4. You will see the A001. System Sign-on with your school information
Type in by Panel: Z703
5. You will see 1 through 7 information pertaining to your school:
1. Employees by Position
2. Positions by Location
3. Alpha- Tchers w/positions
4. Teacher Profile Report
5. Employee Birthday Lists
6. New Tchrs w/Cert info 2014 (Only teachers at your school who are new 2013-14 year)
7. New Tchrs w/Cert info 2013 (Only teachers at your school who are new 2012-13 year)
6. Type in either 6 for teacher new to your school for 2013-14 or 7 for new teachers last year2012-13 who will be their 2nd year in induction
7. The computer will get your list ready, wait until the computer stops and the query stopsrunning.
8. Enter F3 to exit this screen, will bring up Z 701 Administrator Business Menu
Type in Panel (at the top) prt. For HR Reports
9. Your query report will appear: type 5 for display and 2=change for print
That is how you get the names of only your new teachers for that year. The #6 is for 2013 -14 teachers- 1st year in induction and #7 for new hires 2012-13, who will be in their 2nd year.
This should help you understand who is considered new hires. You will also get other great information, such as what certificate, when hired, subject area, etc.
*To see all the information you will need to look at the screen that displays the results andnext to Control type in w+20 to move right for more spaces to read; Control w-20 to come back
Call me if you need help walking through these steps.
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Brevard Publ ic Schools
Professional Development Certification Program
1. Offer night meetings to help explain the Alternative Pathway for both employees and community.
2. Attend Assistant Principal’s meetings to publicize and explain the program and
the routes toward Professional Certification. 3. Work with offices of Certification, Recruitment and Retention to keep abreast of
all information for certifying teachers. 4. Explain in all trainings about the Alternative Pathway of the Professional Development
Certification Program. 5. School mentor for 3 years.
To educate and train our non education track teachers so that they can become professionally certified. To have all non education teachers know and select the pathway that will work best for them by the end of their first year, yso that they may meet all requirements by the end of their third year.
1. 2 tracks of obtaining the Professional Certificate: Education and Non Education 2. Education Route:
College education classes University advanced degree – Master’s Degree
3. Non Education Route: Different pathways towards Certification: ABCTE – American Board Certification of Teacher Excellence BPS DCP – Brevard Public Schools Professional Development Certification Program EPI DCP – Professional Development Certification Program
Procedures would include:
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Brevard Publ ic Schools Participants
Professional Development Certification Program
Alternative Routes for Teacher Certification
ABCTE: 1‐877‐669‐2228 ‐ www.abcte.org American Board for Cer fica on of Teacher Excellence (ABCTE) Washington, DC
Cost for most ABCTE Cer fica on is $1995. Contact: Dr. Kevin O'Connor, Ed.D Hollywood, FL Florida District Liaison [email protected] www.abcte.org/a/koconnor 815-546-1076
Professonal Development Certification Program
Open Enrollment is at the beginning of the year only. Closes Sept 16. Cost $1200.00
Contact: Peggy Yelverton District Contact and mentor (321) 633-1000 ext 242 (321) 223-4010 [email protected]
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Brevard Publ ic Schools Procedures Participants
ALTERNATIVE CERTIFICATION PROGRAM
Routes to a Professional Certificate For more information contact: [email protected]
Alternative
Non-Education Track
College
Check with local College
Classes Computer Based
Select classes
No field experience Teacher
Training
Traditional Education
Track
ters Advanced ABCTE EPI
Check with local College http://www.abcte.org/
815-546-1076
Brevard Public Schools
BPS
Individualized Plan /Computer online mentor Personal District Peer
Training while employed
FL Fee $116.40
per hr
FL fee 256.96 per hr Various fees: Approx.$1200
Classes
Select classes
Teacher Training
Trainings
Evenings/Few Saturdays
Peggy [email protected] 321-633-1000 ext 242
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Completed Accomplished Practce Check Off ListAccomplished Practice
TASKS ACTIVITIES
Upon Completion Upon Completion
1. Instructional Design and Lesson Planning
1.1. Unit Plan for Curriculum 1.1 Summer Institute Checklist
1.2. Lesson Plan Critical Thinking 1.2 CRISS Checklist
1.3. LEP/IEP Student Study/Log 1.3 Wise Checklist
1.4 Case Study Elem/Sec
1.5 Thinking Maps Checklist
2. The Learning Environment
2.1 Classroom Management Plan 2.1 Building Community Checklist
2.2 Written Communication 2.2 Love and Logic Checklist
2.3 Developmental Theorists and Application 2.3 Classroom Management Checklist
2.4 Educational Theorist Presentation 2.4 Ruby Payne Checklist
2.5 Educational Theorist Integration of
Technology 2.5 New Teacher Academy Checklist
2.6 Wise Checklist
3. Instructional Delivery and Facilitation
3.1 Interdisciplinary Lesson Plan 3.1 Cooperative Learning Checklist
3.2 Literacy strategies 3.2 New Teacher Orientation Checklist
3.3 Lesson Plan including Cooperative Learning
Structures for Engagement 3.2 Wise Checklist
4. Assessment
4.1 Formative and Assessment Task (new) 4.1 Assessment Checklist
4.2 Assessment and Analysis 4.2 Wise Checklist
4.3 Resources from the internet for assessing
5. Continuous Professional Improvement
5.1 Professional Growth Plan 5.1 Mentoring Sessions
5.2 School Improvement Involvement 5.2 Wise Checklist
5.3 Collaboration Professional Development
6. Professional Responsibility and Ethical Conduct
6.1 Scenario Issues 6.1 Making Good Decisions Checklist
6.2 Jeopardies and Infractions 6.2 Wise Checklist
6.3 Kids in Crisis
Mentoring Session ‐ All Checklist and Observations need to be completed Contributing
Caring
Communicating
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Brevard Public Schools Professional Development Program
Portfolio Reminders
(This does not list all the requirements, just a reminder of things to remember and keep)
Accomplished Practice #1 Instructional Design & Lesson Planning
1.1 Unit Plan for Curriculum • Set of units for grading period high standards • SSS • Logical sequence • Bloom’s taxonomy • Comprehensive set of goals, objectives, activities ,
materials Lesson plans – open body and close • Included assessments • 2 lesson plans from the unit with 2 different strategies
for teaching 1.2 Lesson Plan for Critical Thinking
• Lesson with one objective for each pair of Bloom’s taxonomy
o 2 questions per objective o Teacher modeling
• Thinking map examples/assessment • Blooms • Give feedback on students’ work • Modifications listed and follow up in lesson
1.3 LEP or IEP Student Log
• Find student with IEP or LEP • Keep log on student • Work to help improve student • Summative Observations • Strengths and weaknesses • Annual goals • Summative • Complete form in portfolio (Summary of student help)
Accomplished Practice #2 The Learning Environment
2.1 Classroom Management System • Procedures listed for daily routine • Include Consequences and rewards • Approved by administrator • Develop shared vision
2.2 Written Communication
• 2 examples of each written communications: 10 documents
o High expectations o Learn from one another o Conveys ideas clearly
Contributing
Caring
Communicating
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o Appropriate techniques to community, administrators
o Individual and group inquiry 2.3 Developmental Theorist and Application
• Together in Summer Institute • Write up on 7 theorists and how it applies to your
classroom 2.4. Educational Theorist Presentation
• Together in Summer Institute • Oral presentation
2.5. Technology Theorist
• Summer Institute Presentation • Include power point • Show use of technology skills
Accomplished Practice #3 Instructional Delivery and Facilitation
3.1 Interdisciplinary Lesson
• Unit interdisciplinary and includes a math lesson • Linked to SSS • Developed collaboratively with teacher in other
content area • Linked to real world standards • Pre‐assessment • Technology used • Math skills incorporated • Fill out form in portfolio that goes with lesson
3.2 Literacy Strategies: Integrating Literacy Skills into Instruction
• Pre‐reading strategy • Improvement identified • Student writing activity • Teacher reflection • Student samples of written log on what they learned • Assignment from FORPD class
3.3 Written Communication
• Lesson plan to include: Cooperative learning structures, modeling
• Copies of student work showing Cooperative learning activities such as round table
• Directions for Cooperative learning are written out and given to students to follow along
• Feedback is given on activity
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Accomplished Practice #4 Assessment
4.1 Formative and Summative Assessment • Make a list of at least 10 different types of
assessments that can be used in the classroom with examples of each
• 2 lessons are written that included the assessments • Lesson cycle is incorporated in the lesson and all
elements are included (Use lesson template) • “I do, We do, You do” is incorporated in the lesson • Reflection is written up to explain use and impact • Incorporate technology in this lesson • Written suggestions are given for remedial help
4.2 Alternative and analysis
• Make up a test that is based on standards you are testing
• Include test questions with Bloom’s Taxonomy 5 of each Knowledge/Comprehension (Remembering and Understanding); Application/Analysis (Applying and Analyzing) ; Synthesis/Evaluation (Evaluating and Creating)
• Test Chart/table • Rubric and correct answers • Strategy to reteach • Need copies of Student’s work • Suggestions • Directions are clear and Accommodations • Analyses of incorrect answers • How to share information with family and appropriate
personnel • Answer narrative sheet in portfolio
4.3 Comprehensive Resource list of internet and helpful resources
• Check out websites and rate them • 3 examples of: lesson plans, classroom management,
applications, assessments, and resource materials • Websites in book: Summer Institute
Accomplished Practice #5 Continuous Professional Improvement
5.1 Professional Growth Plan• Plan clearly relates to student performance data • Objectives clearly defined/continuous professional
dev. • Evaluation tool • Reflection of craft knowledge
5.2 School Improvement
• Teacher participated in overall school improvement process
• Letter indicating participation
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5.3 Collaboration Professional Development • Attend training • Complete a pre and post assessment to show impact
to learning • Teach lesson • Have lesson plan to include a Thinking Map (Can use a
pre and post) • Use different colors or highlight the pre from the post • Give feedback to show improvement on student work • Explain impact to learning
Accomplished Practice #6 Professional Responsibility & Ethical Conduct
6.1 Scenarios: Ethics • Together in Summer Institute
6.2 Multiple Jeopardies
• Together in Summer Institute 6.3 Kids in Crisis
• Child abuse‐ Mentoring Session/Summer Institute
****Make sure all mentoring and coaching checklists are completed. All trainings and activities completed****
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Adapted from the Brevard County IPPAS Appraisal – revised 2011
Teacher Name: ` Observer Name: Date:
Data Collection Tool #1 Instructional Design & Planning Conference
Directions: Use ‘S’ for Shows Evidence or ‘N’ for Needs More Time for each time a behavior is demonstrated or not demonstrated. Indicate N/O if you did not have opportunity to observe behavior in session. Use space provided to record concrete examples. This tool should be used as a conference with mentor/mentee to enable an effective lesson and learning cycle.
OUTCOMES S N Concrete Examples 1. Aligns instruction for NGSSS 2. Objectives/Agenda/Goals are posted 3. Content is Relevant 4. Sequence elements of the lesson 5. Uses Students’ prior knowledge to design lesson
LESSON COMPONENTS / ASSESSMENTS S N Concrete Examples 6. Lesson includes Anticipatory set or relevant examples 7. Essential questions are used 8. High Order questions are used 9. Learning cycle is used:
• Why? Set the stage • What? Lesson Taught – Model • How? Guided Practice • If? Assessment- Did students learn
ASSESSMENTS S N Concrete Examples 10. Several types of Formative testing is evident:
• Pre-assessments • Checks for Understanding • Teacher-made quizzes • Value lines
11. Designs summative and formative assessments prior to planning the lesson 12. Uses a variety of data to improve lesson 13. Aligns assignment to include homework/assessment 14. Engaging activities are planned 15. Differentiated instruction is evident
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Data Collection Tool #1 Instructional Design & Planning - continued 16. Activities include B.E.S.T., CRISS, Thinking Maps 17. Cooperative Learning Structures are planned
STRATEGIES & ACTIVITIES S N Concrete Examples 18. Allows for guided practice 19. Allows for independent practice 20. Concepts are:
• Defined
• Attributes
• Examples, non-examples
• Cause and effect
• Academic rules
Questions to discuss while conference about lesson development:
1. How will new knowledge, concepts, and skills be introduced?
2. How will you find out what students already know and how will you help them access what they know and have experienced?
3. How will you help build prior experiences?
4. How will you check for understanding?
5. How will you assess their knowledge learned?
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Adapted from the Brevard County IPPAS Appraisal – revised 2011
Teacher Name: Observer Name: Date:
Data Collection Tool #2 Learning Environment Observation
Directions: Use ‘S’ for Shows Evidence or ‘N’ for Needs More Time for each time a behavior is demonstrated or not demonstrated. Indicate N/O if you did not have opportunity to observe behavior in session. Use space provided to record concrete examples.
SAFETY S N Concrete Examples 1. Creates a safe environment 2. Has flexible room arrangement to match instructional activity 3. Class set up is designed for easy access
LEARNING - CENTERED S N Concrete Examples 4. Student-led discussions 5. Standards are the curriculum 6. Collaboration is evident in the classroom 7. Use of concrete objects, modeling to support instruction
MANAGEMENT / DISCIPLINE S N Concrete Examples 8. Begins instruction promptly 9. Agenda and/or objectives are posted 10. Students know and follow the rules and they are posted 11. Transitions are smooth 12. Procedures in place for distributing and collecting materials 13. Orients students to academic focus 14. Attends to task and behavior simultaneously 15. Gives low-key praise / Praises specific conduct
DIVERSITY S N Concrete Examples 16. Verbal and non-verbal responses that value students 17. Models respect 18. Models acceptance of all students
COMMUNICATION S N Concrete Examples 19. Emphasizes important points 20. Expresses enthusiasm verbally and challenges students 21. Uses body language that shows interests 22. Gives short, clear non-academic directions 23. Uses correct subject area vocabulary
TECHNOLOGY S N Concrete Examples 24. Lesson consists of different types of technology 25. Edline is used and accurate 26. Students engage in technology
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0
Adapted from the Brevard County IPPAS Appraisal – revised 2011
Teacher Name: Observer Name: Date:
Data Collection Tool #3 Instructional Delivery and Facilitation Observation
Directions: Use ‘S’ for Shows Evidence or ‘N’ for Needs More Time for each time a behavior is demonstrated or not demonstrated. Indicate N/O if you did not have opportunity to observe behavior in session. Use space provided to record concrete examples.
CONTENT KNOWLEDGE S N Concrete Examples 1. Talks on subject matter 2. Learning Cycle is evident in the lesson 3. Definitions and vocabulary used correctly 4. Deepens and enriches students’ understanding 5. Conducts lesson review
QUESTIONING S N Concrete Examples 6. Questions involve high and low order 7. Questions involve extended responses: open-ended 8. Wait time is used
STRATEGIES S N Concrete Examples 9. B.E.S.T. strategies used
• 21st Century technology is embedded in lesson • Cooperative Learning Structures used • Marzano Instructional Strategies used • Other
ENGAGEMENT S N Concrete Examples 10. Begins instruction on time 11. Students connect learning to real life 12. Lesson is relevant and challenging 13. Majority of students engaged in learning activities 14. Delivers engaging and challenging lesson
DIFFERENTIATION S N Concrete Examples 15. Provides variety of learning strategies for same lesson 16. Lesson involves more than one avenue for success
FEEDBACK S N Concrete Examples 17. Gives correct, immediate, and/or specific feedback 18. Probes, amplifies, restates student response 19. Responds to all students
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0
Adapted from the Brevard County IPPAS Appraisal – revised 2011
Teacher Name: Observer Name: Date:
Data Collection Tool #4 Assessment Conference
Directions: Use ‘S’ for Shows Evidence or ‘N’ for Needs More Time for each time a behavior is demonstrated or not demonstrated. Indicate N/O if you did not have opportunity to observe behavior in session. Use space provided to record concrete examples.
ANALYZES & DIAGNOSES DATA S N Concrete Examples 1. Uses pre-assessments for developing lessons 2. Gathers data during instruction to use for instruction 3. Uses formative and summative tests for mastery
INFORM INSTRUCTION S N Concrete Examples 4. Students make changes in their learning 5. Teachers adjust their teaching 6. Reviews test items/gives reasons for answers 7. Provides test-taking practice
FORMATIVE & SUMMATIVE LEADS TO MASTERY S N Concrete Examples 8. Variety of formative test used and embedded in lesson
• Quizzes; thumbs-up; exit slips; value lines; corners 9. Assessments are developed prior to the lesson 10. Results are used to drive instruction 11. Summative assessments check for mastery 12. Checking for understanding is done regularly
TEACHER MADE ASSESSMENTS S N Concrete Examples 13. Addresses ability and learning styles 14. Allows students choices for assessments 15. Differentiates assessments by process, product, & content
COMMUNICATES S N Concrete Examples 16. Purpose of test 17. Importance of results 18. Positive expectations 19. Test taking strategies 20. Clear concise non-academic test – taking directions 21. Results on Edline and up to date 22. Parent conferences
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Adapted from the Brevard County IPPAS Appraisal – revised 2011
Teacher Name: Observer Name: Date:
Data Collection Tool #5 Professional Responsibility and Ethical Conduct Observation / Conference
Directions: Use ‘S’ for Shows Evidence or ‘N’ for Needs More Time for each time a behavior is demonstrated or not demonstrated. Indicate N/O if you did not have opportunity to observe behavior in session. Use space provided to record concrete examples.
PROFESSIONAL DEVELOPMENT S N Concrete Examples 1. Continuously works on Professional Growth Plan 2. Sets purposeful professional goals 3. Uses clear, concise and grammatically correct language in oral and written
communication
4. Seeks out growth opportunities and reflective practice 5. Seeks out and uses professional expertise for assistance and guidance in
supporting students
6. Collaborates with colleagues to improve academic achievement PROFESSIONAL RESPONSIBILITIES S N Concrete Examples
7. Performs supervisory duties as assigned 8. Submits reports correctly and on time 9. Grade book is updated and legible 10. Attends required meetings promptly 11. Provides substitute with thorough instructional plans and notes on
classroom procedure
12. Continues to use Data and Edline ETHICS S N Concrete Examples
13. Understands legal rights and responsibilities 14. Knows school/district policy 15. Knows Copyright laws 16. Knows district and school library media & technology guidelines and abides
by them
17. Makes professional decisions in dealing with children and parents 18. Handles situations involving staff members in a professional manner
ASSESSMENTS - DIVERSITY S N Concrete Examples 19. Differentiates assessments to address learning styles and abilities 20. Choices are given for formative assessments 21. Teacher uses different types of assessments
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Adapted from the Brevard County IPPAS Appraisal – revised 2011
Teacher Name: Observer Name: Date:
Data Collection Tool #6 Relationships With Students Observations
Directions: Use ‘S’ for Shows Evidence or ‘N’ for Needs More Time for each time a behavior is demonstrated or not demonstrated. Indicate N/O if you did not have opportunity to observe behavior in session. Use space provided to record concrete examples.
BUILDING COMMUNITY S N Concrete Examples 1. Greets students at the door with smile, words of encouragement,
handshake, etc.
2. Models respect in word spoken, voice tone, eye contact, body language
3. Uses students’ culture as basis for connecting instruction to personal
4. Encourages students to monitor their own academic progress
5. Recognizes student effort
6. Shows respect to students as individuals
7. Promotes intrinsic motivation rather than extrinsic
8. Changes strategies to meet the students’ needs
9. Aware of students’ individual needs
10. Recognizes responses and gives corrective feedback
11. Circulates and assists students
12. Gives low-key quiet praise
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Adapted from the Brevard County IPPAS Appraisal – revised 2011
Teacher Name: Observer Name: Date:
Data Collection Tool #7 Relationships With Parents Conference / Observation
Directions: Use ‘S’ for Shows Evidence or ‘N’ for Needs More Time for each time a behavior is demonstrated or not demonstrated. Indicate N/O if you did not have opportunity to observe behavior in session. Use space provided to record concrete examples.
BUILDING COMMUNITY S N Concrete Examples 1. Establishes professional relationships with families and community
2. Shares grading information with parents
3. Helps parents understand the instructional program at the school
4. Is available for conferences with parents
5. Seeks parents out and helps them to be involved with their child’s work
6. Reaches out to the community for involvement in their classroom
7. Sends home written communication
8. Keeps parents informed by updating Edline
9. Invites family and community into the classroom for instruction
10. Involves families with the education of the students
11. Is on a committee or school improvement that works with parents
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Adapted from the Brevard County IPPAS Appraisal – revised 2011
DATA COLLECTION TOOL #8
Mentor Classroom Observation Mentor Teacher Observation Log
Mentee being observed: Date: Time:
Subject: Mentor Observing:
I noticed the below activities/strategies taking place in the classroom I am observing:
Objectives, SSS, and/or Goals posted ? B.E.S.T. Strategies Used ? Students engaged in lesson
? Procedures & Rules posted ? Cooperative Learning ? Formative Assessments
Materials organized Instructional Strategies Checking for Understanding
? Essential Questions posted ? High Order Questions ? Allows for Practice
What went well in the lesson? What were the students learning?
How did you know if the students were learning the material? What else could I have done to help the students learn?
Questions that surfaced:
Points to Ponder:
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?
Adapted from the Brevard County IPPAS Appraisal – revised 2011
DATA COLLECTION TOOL #9
Peer Observation Log New Teacher Reflections on Highly Effective Teachers
Teacher being observed: Date: Time:
Subject: Observed By:
What I Learned from this observation was… How will I apply this new knowledge in my classroom…
Resources I liked… Ideas I liked…
Questions that surfaced:
Points to Ponder:
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I noticed the below activities/strategies taking place in the classroom I am observing:
Objectives, SSS, and/or Goals posted B.E.S.T. Strategies Used Students engaged in lesson
Procedures & Rules posted Cooperative Learning Formative Assessments
Materials organized Instructional Strategies Checking for Understanding
Essential Questions posted High Order Questions Allows for Practice
DATA COLLECTION TOOL #10
New Teacher Mentoring Log for Mentee
Use this log to write down what has gone well (Home Run) and what you want to discuss (Strike) Strikes are not necessarily outs but are points to ponder and think about.
DATES HOME RUN STRIKES
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MENTORING PROFESSIONAL DEVELOPMENT PLAN
Observation # 1 PRE OBSERVATION CONFERENCE DATE POST-OBSERVATION CONFERENCE DATE OBSERVER’S SIGNATURE TEACHER’S SIGNATURE
OBSERVATION SUMMARY/COMMENTS: (Behaviors to continue and/or maintain) DEVELOPMENTAL AREAS: ACTIVITIES, SUGGESTIONS OR STRATEGIES RECOMMENDED for Improvement: (Behaviors to reduce and/or eliminate) Responsibilities: Date to Follow up: Completion Date: Observer’s Signature Teacher’s Signature Induction Program 10/04
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PITCH For Mentors to use with Mentees
Power In Teaching C la r i fy ing H in ts
Date Seen
HINTS
I WILL TRY
Common beginning of class information - Date, Agenda, Objective Use of a bell ringer or opening activity Bell to Bell Instruction Procedures and routines are established Lesson planning is clear and implemented Incorporates multiple and varied instructional strategies Integrates technology into lessons Teachers provide multiple examples and non examples Graphic organizers are used to capture and explain concepts Uses Formative and Summative Assessments High Order Questions are used consistently and naturally Anticipatory set is used to engage learners Conveys high expectations Standards are used as the curriculum and instruction Data is used to differentiate instruction Accommodates diverse needs of students Delivers engaging, challenging and relevant lessons B.E.S.T. is incorporated in lessons Modeling takes place Guided Practice occurs Check for understanding regularly Cooperative activities and structures are used Students monitor their own behavior Utilizes students' prior knowledge Movies support instruction Immediate feedback is provided for student work Rubrics are used & Assessment tasks are embedded in lessons Student-Centered learning environment Involved with lesson study - Focus on what you want students to learn
Mentee Signature: ________________________Mentor: __________________Date Discussed: ____ _______
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D.R.I.V.E. Designing Rituals for Implementing Vibrant Engagement
Date Date Date HINTS for Brain Based Learning to increase engagement
Connecting to students’ lives
Positive, safe learning environment
Classroom organized
Offers choices for students
Offers multiple forms of assessments
Uses concrete objects and manipulatives in the classroom when needed
Establishes positive rituals
Procedures posted in the room
Rules 3-5 posted
Greets students at the door
Uses humor in the room
Uses appropriate body language to convey positive feedback
High Expectations are evident in the classroom
Students are able to develop and monitor their learning gains
Replaces “Yes, but…” with “Here’s how…”
Student’s work is displayed around the room
Learning is alive and projects are relevant to real life
Incorporates movement into daily lessons
Natural light or artificial light is evident in the classroom
Music is used in the classroom
Nutritious snacks & water encouraged & accessible
Student led discussions are regularly promoted
Creating methods to assess students that integrate technology
Comparing and contrasting strategy used regularly
Essential questions posted and used regularly
Higher order questions asked regularly
Uses wait time before and after asking questions
Offers both Intrinsic and Extrinsic rewards
Transition regularly to reduce distractions
Chunking material
Changes groupings regularly
Pays attention to brain states
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1. Instructional Design and Lesson Planning Applying concepts from human development and learning theories, the effective educator consistently:
1.a Aligns instruction with state-adopted standards at the appropriate level of rigor;
1.b Sequences lessons and concepts to ensure coherence and required prior knowledge;
1.c Designs instruction for students to achieve mastery;
1.d Selects appropriate formative assessments to monitor learning;
1.e Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons; and
1.f Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.
Examples: Based on rubric for the 2011 BPS Instructional Personnel Performance Appraisal System Dimensions
Lesson Plans should: (*Proficient or **Distinguished) • Be aligned to the district adopted curriculum maps and the district and state assessments.* • Be aligned with the NGSSS.* • Correlate with the Common Core Curriculum.* • Check for understanding, using prior student knowledge when making instructional decisions.* • Be planned in detail around clearly-defined lesson objectives.* • Include progression and pacing of planned learning, instructional strategies, activities, use of
resources and assessment tasks in a timely manner.* • Be aligned with the lesson objective and NGSSS.* • Have lesson objectives written in a student-friendly language and in plain view for all to see each
day.* • Be evident so that students understand what they are expected to know and be able to do by the end
of each lesson.* • Have instructional goals and objectives consistently clear.** • Focus on student learning, achievement of standards and end result complete.** • Procedures and content are appropriate and clear to all students.** • Routinely provide for instruction to meet the needs of students with varied levels.**
Florida Education Accomplished Practices (FEAPS) Overview FOUNDATIONAL PRINCIPLES OF FEAPs
The Accomplished Practices are based upon and further describe three essential principles: 1. The effective educator creates a culture of high expectations for all students by promoting the importance of education and each student's capacity for academic achievement. 2. The effective educator demonstrates deep and comprehensive knowledge of the subject taught. 3. The effective educator exemplifies the stands of the profession. The Educator Accomplished Practices are the foundation to an effective teacher.
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Teachers should: • Examine data at the item level to find strengths and challenges for disaggregated groups of students
to appropriately plan for instruction for whole and small group instruction.* • Show demonstration of skills and competencies as developed in advance of instruction.* • Use data to accurately refine and modify instruction for whole groups, small groups and
individuals.** • High quality classroom formative and summative assessments are designed to accurately measure
student learning of the lesson or objective.** • Have assessment tasks that are embedded within the lesson and or require performance component
for students to demonstrate what they know and are able to do.**
Mentor/Coaching reflection, questions, based on Marzano's Instructional Design questions: 1. What will I do to establish and communicate learning goals, track student progress, and celebrate
success? a. Action Steps: Do I as a teacher....
i. Make distinctions between the learning goals, activities or assignments? ii. Write rubrics or scale for each learning goal? iii. Have students identify their own learning goals? iv. Assess my students using a formative approach and check for understanding on a regular
basis? v. Have students chart their progress on each learning goal? vi. Recognize and celebrate growth?
2. What will I do to develop effective lessons organized into a cohesive unit? a. Action Steps: Do I as a teacher....
i. Identify the focus of an instructional unit? ii. Plan for lesson segments that will be routine components of every lesson? iii. Plan for content-specific lesson segments? iv. Plan for on the spot actions that need to take place? v. Develop a flexible draft of daily activities for a unit? vi. Review critical aspects of effective daily teaching?
3. How do I use the lesson cycle in preparing my lessons? a. Action Steps: Do I as a teacher....
i. Start with the "End in Mind" by starting with a clear understanding of your goal and where you are going?
ii. What do we want our students to know? iii. Do I address the "Why" in the lesson, with a hook to a real experience to a personal
connection? iv. Do I address the "What" in a lesson? v. Do I have a mental model, check for understanding? vi. Do I offer plenty of guidance and independent practice? vii. Is it practice that relates to the "What"? viii. Allow for formative assessments to see that my students understand what they have
learned? Trainings: CRISS, Thinking Maps, B.E.S.T. Strategies/Concepts: Learning Cycle, Differentiated Instruction, Theorists Tasks: Read in the WISE Manual and write 2 reflections on how to use or implement 3 strategies from the book about the quality of instruction.
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2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:
2.1 Organizes, allocates, and manages the resources of time, space, and attention;
2.2 Manages individual and class behaviors through a well-planned management system;
2.3 Conveys high expectations to all students;
2.4 Respects students’ cultural, linguistic and family background;
2.5 Models clear, acceptable oral and written communication skills;
2.6 Maintains a climate of openness, inquiry, fairness and support;
2.7 Integrates current information and communication technologies;
2.8 Adapts the learning environment to accommodate the differing needs and diversity of students; and
2.9 Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.
Examples: Based on rubric for the 2011 BPS Instructional Personnel Performance Appraisal System Dimensions
Lesson Plans should: (*Proficient or **Distinguished) • Include teaching the established procedures and implement classroom routines. • Engage students in problem solving inquiry-based activities through the use of high-level questioning
techniques, discovery learning, shared inquiry/Socratic discussions and direction instruction.
Teachers should: • Implement and routinely reinforce school behavioral rules and regulations.* • Establish procedures that ensure student safety.* • Foster a stimulating and inclusive learning environment.* • Assume responsibility for student learning.* • Establish classroom procedures so students follow them.* • Use the physical resources and space for access to all students' ability.* • Set high standards for student conduct and physical environment supports a nurturing learning
environment.* • Demonstrate "with-it-ness" and be alert to student behavior at all times.* • Develop consequences for inappropriate behavior that are reasonable, clear and consistently
applied.* • Encourage a classroom culture that challenges all students to continuously improve.* • Create an environment where student interactions are respectful.* • Convey verbal and nonverbal messages to the students that indicate that he/she is valued and
respected.* • Model clear directions, procedures and feedback to students.* • Model correct spoken and written language that is Standard English.* • Model respect and good communication skills.* • Engage students in problem solving inquiry-based activities through the use of high-level questioning
techniques, discovery learning.* • Use technology to construct teaching materials and learning activities.* • Use technology to create products that have students actively engaged in a lesson.* • Establish and maintain a comfortable, safe, and inviting learning environment that is organized to
facilitate a focus on learning.** • Foster and create, through collaboration with students, a stimulating and inclusive learning
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environment.** • Create an environment where students assume responsibility and hold themselves accountable for
their learning.** • Instructional time that is protected by students' adherence to classroom procedures.** • Create activities, experiences, and physical spaces are highly organized.** • Allow for students to design their classroom rules and standards of conduct so all will adhere to the
rules.** • Teacher monitoring is subtle and proactive, with students monitoring their own behavior.** • Establish a vulture of excellence and students feel safe to be supportive of each other.** • Model interactions with students, fellow teachers and staff in a respectful manner.**
Mentor/Coaching reflection, questions, based on Marzano's Instructional Design questions: 1. What will I do to engage my students?
a. Action Steps: Do I as a teacher… i. Use games that focus on academic content? ii. Manage questions and response rates? 1. Wait time? 2. Response cards? 3. Choral response? 4. Value lines? iii. Use physical movement/activity? iv. Use appropriate pacing? v. Demonstrate intensity and enthusiasm for content? vi. Engage students in friendly controversy? vii. Provide opportunities for student collaboration? viii. Cooperative learning structures?
2. What will I do to establish or maintain classroom rules and procedures? a. Action Steps: Do I as a teacher…
i. Organize the classroom for effective teaching and learning? ii. Establish a small set of rules and procedures? iii. Interact with students about classroom rules and procedures? iv. Periodically review rules and procedures, making changes when necessary? v. Plan for classroom meetings? vi. Model, teach, practice, and rehearse procedures until they become routines?
3. What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures? a. Action Steps: Do I as a teacher…
i. Use simple verbal and nonverbal acknowledgements? ii. Use tangible recognition when appropriate? iii. Involve the home in recognition of positive student behavior? iv. Have "With-it-ness"? 1. By being proactive? 2. Occupying the entire room? 3. Noticing potential problems? 4. Using a series of graduated actions? 5. Looking and moving in direction of students involved? 6. Stop class if necessary to confront behavior? v. Use direct cost consequences? vi. Use group contingency (short-term motivator and not a preferred method)? vii. Have a strategy for high-intensity situations? 1. Recognize the student is out of control? 2. Step back and calm myself? 3. Listen actively to the student and plan action?
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viii. Design an overall plan for disciplinary problems? 4. What will I do to establish and maintain effective relationships with students?
a. Action Steps: Do I as a teacher... i. Know something about each student? ii. Engage in behaviors that indicate affection for each student? iii. Bring students interests into the content and personalize learning activities? iv. Engage in physical behaviors that communicate interest? v. Use humor when appropriate-never sarcasm? vi. Consistently enforce positive and negative consequences? vii. Project a sense of emotional objectivity? 1. Recognize emotions? 2. Monitor your thoughts and emotions? 3. Reframe? viii. Maintain a cool exterior?
5. What will I do to communicate high expectations for all students? a. Action Steps: Do I as a teacher …
i. Identify your expectation levels for students? ii. Identify differential treatment for students? iii. Make sure low-expectancy students receive verbal and nonverbal indications that they are
valued and respected? iv. Ask questions of low-expectancy students? v. When low-expectancy students do not answer a question correctly or completely, stay
with them? 1. Use the non-opt out rule (come back to them if they don't know the answer after
calling on another student)? 2. Demonstrate gratitude for student's response? 3. Do not allow negative comment from other students? 4. Point out what is correct and incorrect about student's responses? 5. Provide way to temporarily let students of the hook?
6. What procedures and routines will be used? a. Action Steps: Do I as a teacher. ..
i. Have students involved with making the rules of the class? ii. Teach the procedures? iii. Model the procedures? iv. Reteach the procedures?
7. What consequences for rules and procedures will I have in place? a. Action Steps: Do I as a teacher...
i. Have a plan for the positive consequences in the classroom? ii. Have a plan for the negative consequences in my classroom? iii. Am I sensitive to the needs of the students?
8. Do I spend time building good relationships in my classroom with parents and students? a. Action Steps: Am I as a teacher…
i. Allowing for Differentiated Instruction? ii. Recognizing the values of my students' interests and cultural heritage? iii. Becoming aware of my students' needs...special needs, instructional needs, physical
needs? iv. Establishing contact with parents early in the school year? v. Establishing a relationship of mutual trust and respect with students? vi. Establishing a relationship of mutual trust and respect with parents? vii. Being accessible to parents by listening to their concerns, and address issues in a timely
manner? viii. Providing information about academic, social and behavioral issues to parent?
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Trainings: ABC's of Classroom Management, B.E.S.T., Seven Simple Secrets of Classroom Management, What Great Teachers do Differently, Love and Logic, Cooperative Learning, Building Community with Parents and Students, ESOL, Ruby Payne, "Frameworks of Poverty" Strategies/Concepts: Diversity, Differentiated Instruction, procedures, routines, rules, time management. Tasks: Read in the WISE Manual and write 3 reflections on how to use or implement strategies from the book about the learning environment.
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3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:
3.1 Deliver engaging and challenging lessons;
3.2 Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter;
3.3 Identify gaps in students’ subject matter knowledge;
3.4 Modify instruction to respond to preconceptions or misconceptions;
3.5 Relate and integrate the subject matter with other disciplines and life experiences;
3.6 Employ higher-order questioning techniques;
3.7 Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding;
3.8 Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students;
3.9 Support, encourage, and provide immediate and specific feedback to students to promote student achievement; and
3.10 Utilize student feedback to monitor instructional needs and to adjust instruction.
Examples: Based on rubric for the 2011 BPS Instructional Personnel Performance Appraisal System Dimensions
Lesson Plans should: (*Proficient or **Distinguished) • Be based on solid content knowledge that is accurate and current.* • Include activities and lessons that engage students, model instruction, guide practice, provides
feedback and promotes student demonstration of learning.* • Include teacher questions that encourage thoughtful and extended responses.* • Be designed to provide students with rigorous curriculum that is intellectually engaging.* • Demonstrate the subject's importance and relation to life situations.* • All for students to state how the subject being studied is relevant to their own learning.* • Include differentiated instruction to meet the needs of students with varying learning styles.* • Be based on rich content knowledge that is accurate, current and consistent with sound practices of
the discipline.** • Include all students being engaged in learning experiences, discussions, questioning, and
demonstrations of learning.** • Include variety of checking for understanding to identify learning gaps and adjust instruction.** • Include strategic questioning that requires students to think critically, problem solve, and defend or
justify their answers.** • Include multiple resources with extensive repertoire of instructional strategies.** • Be designed to maximize productive time.** • Be created so that students can explain how the lesson relates to other disciplines and to
themselves.** • Include differentiated instruction efficiently and appropriately by content, process, and/or product to
address the unique learning differences of students.** • Clearly address the learning styles and abilities of all students.**
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Teachers should: • Engage students, model instruction, guide practice; provide feedback, and promote student
demonstration of learning.* • Encourage thoughtful and extended responses to questions, with some low level responses.* • Encourage all students to participate.* • Show awareness of resources through school and district.* • Use multiple instructional strategies to maintain focus, engage students and support instructional
outcomes for all students.* • Provide timely and consistent feedback.* • Be clear about what they expect from their students.* • Anticipate problems and use multiple intervention strategies to assist student understanding and
performance.** • Question that require thinking critically, problem solving, and defending or justifying their answers.** • Learn to take a back seat and let students lead their discussions.** • Stay abreast of current research through professional organizations, universities, local resources, and
technology use.** • Incorporate innovative ideas and materials.** • Clearly demonstrate and articulate how content relates and applies to instructional activities, life,
work and community.** • Allow for student choice in demonstrating mastery of learning goals.**
Mentor/Coaching reflection questions, based on Marzano's Instructional Design questions: 1. What will I do to help students effectively interact with new knowledge?
a. Action Steps: Am I able to... i. Identify critical-input experiences by: 1. Previewing? 2. Chunking? 3. Active processing? 4. Summarizing and note taking? 5. Nonlinguistic representations? 6. Questioning? 7. Reflection? 8. Cooperative Learning? ii. Preview the content prior to critical input experiences? 1. What do you think you know? 2. Overt linkages? 3. Preview questions? 4. Brief teacher summary? 5. Skimming? 6. Teacher prepared notes? iii. Organize students into groups to enhance the active processing of information? iv. Present information in small chunks and ask for descriptions, discussions, and predictions? 1. Reciprocal teaching? 2. Jigsaw? 3. Concept attainment? v. Ask questions that require students to elaborate on information? 1. General inferential questions? 2. Elaborative interrogations? vi. Have students write out their conclusions or represent their learning non-linguistically? 1. Notes? 2. Thinking maps/organizer? 3. Dramatic enactments? 4. Mnemonic devices employing imagery?
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5. Academic notebooks? vii. Have students reflect on their learning?
2. What will I do to help students practice and deepen their understanding of new knowledge? a. Action Steps: Am I able to...
1. Provide students with tasks that require them to examine similarities and differences? 2. Comparing? 3. Classifying? 4. Creating Metaphors and similes? 5. Creating analogies? viii. Help students identify errors in thinking faulty logic? 1. Attacks? 2. Weak references? 3. Misinformation? ix. Provide opportunities for students to practice skills, strategies, and processes? 1. Practice sessions: a. Structured, spaced, close together, gradually less structured and more varied? 2. Procedural Knowledge? 3. Declarative knowledge? 4. Error analysis? 5. Provide opportunities for student to practice skills, strategies and processed? 6. Assign purposeful homework that involves appropriate participation from home? a. Follow the rules of practice? b. Deepen knowledge? c. Enhance fluency on procedural knowledge? 7. Have students systematically revise and make corrections in their academic notebooks?
3. Am I being sensitive to the needs of my students? 4. What specific techniques will I use to ensure that students actively process the new information, and
what will my role be in those techniques? 5. What techniques for engaging students should I be ready to use this week?
Trainings: ABC's of Classroom Management, B.E.S.T., What Great Teachers do Differently, Love and Logic, Cooperative Learning, ESOL, Ruby Payne, "Frameworks of Poverty" Strategies/Concepts: Differentiated Instruction, Lesson Study, Bloom's, Demonstrating Mastery, Time Management. Tasks: Read in the WISE Manual and write 3 reflections on how to use or implement strategies from the book about the learning environment.
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4. Assessment The effective educator consistently:
4.1 Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process;
4.2 Designs and aligns formative and summative assessments that match learning objectives and lead to mastery;
4.3 Uses a variety of assessment tools to monitor student progress, achievement and learning gains;
4.4 Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge;
4.5 Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s);
4.6 Applies technology to organize and integrate assessment information.
Examples: Based on rubric for the 2011 BPS Instructional Personnel Performance Appraisal System Dimensions
Lesson Plans should: (*Proficient or **Distinguished) • Include pre-formative and summative assessments data strategically to set and adjust learning goals
based on student needs.* • Be used as a basis for instructional planning and used to evaluate overall student progress toward
meeting the standards.* • Be consciously planned and use pre-, formative and summative assessments in a continuous
improvement cycle based on student achievement.** • Include formative and summative assessments as part of the unit design prior to instruction.** • Embed formative tasks within the lesson.**
Teachers should:
• Gather data during instruction and use that data to inform instruction. • Analyze multiple assessments regular and adjusts instruction.* • Use the results of the assessments as a basis for instructional planning.* • Use assessments to evaluate overall student progress toward meeting the standards.* • Modify assessments to wide range of students.* • Regularly complete grades and progress reports and update Edline.* • Design a system for documenting an reporting student leaning.* • Analyze student data results from multiple assessments to make decisions about their progress and
develop appropriate interventions.** • Use program monitoring data to regularly provide specific feedback to individual students and
analyze teaching results. ** • Evaluate the results from the formative assessment tasks and use that information for re-teaching or
improving future lessons.** • Clearly communicate assessment criteria, due dates, and grading methodology.** • Proactively create and maintain an effective two-way communication with students and parents.
Mentor/Coaching reflection questions, based on Marzano's Instructional Design questions:
1. What will I do to establish and communicate learning goals and celebrate success? a. Action Steps: Do I as a teacher...
i. Make distinctions between the learning goals, activities or assignments? ii. Write rubrics or scale for each learning goal? iii. Have students identify their own learning goals? iv. Assess my students using a formative approach and check for understanding on a regular
basis? v. Have students chart their progress on each learning goal? vi. Recognize and celebrate growth?
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b. What will I do to establish and track student progress? i. Make distinctions between the learning goals, activities or assignments? ii. Write rubrics or scale for each learning goal? iii. Have students identify their own learning goals? iv. Assess my students using a formative approach and check for understanding on a regular
basis? v. Have students chart their progress on each learning goal? vi. Recognize and celebrate growth?
c. What type of formative assessments do I use in my classroom? i. Teacher made tests? ii. Value lines? iii. Stand up, sit down? iv. KWL? v. Play? vi. Project? vii. Checking for understanding? viii. Essential Questions?
d. What type of summative tests do I use in my classroom? i. End of the year tests? ii. End of semester? iii. FCAT? iv. SAT 10? v. AP/IB? vi. Fine Arts Performance Assessments?
e. Do I implement the strategies of assessment for learning? i. Where am I going? (What standard?) 1. Provide a clear statement of the learning goal, expectation? 2. Use examples and models? ii. Where is the student now? 1. Offer regular descriptive feedback? 2. Teach students to self-assess and set goals? iii. How can I close the gap? 1. Design targeted lessons? 2. Teach students focused revision? 3. Engage students in self-reflection; let them keep track of and share their learning?
Trainings: B.E.S.T., Assessment Strategies/Concepts: Differentiated Instruction, Lesson Study, Bloom's, Demonstrating Mastery, Time Management. Tasks: Read in the WISE Manual and write 3 reflections on how to use or implement strategies from the book about the learning environment.
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5. Continuous Professional Improvement. The effective educator consistently:
5.1 Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;
5.2 Examines and uses data-informed research to improve instruction and student achievement;
5.3 Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement;
5.4 Engages in targeted professional growth opportunities and reflective practices, and
5.5 Implements knowledge and skills learned in professional development in the teaching and learning process.
Examples: Based on rubric for the 2011 BPS Instructional Personnel Performance Appraisal System Dimensions
Lesson Plans should: (*Proficient or **Distinguished) • Incorporate engaging activities.* • Correlate with Common Core and NGSSS.* • Be a collaboration of fellow teachers, including lesson study.* • Be based on researched, data-informed rationale.**
Teachers should: • Create an individual professional growth plan (PGP) based on student data that aligns with the
School Improvement Plan and District Strategic Plan.* 1. Monitor his or her own progress in meeting these goals.* 2. Fulfill the legal requirements for professional development.* 3. Make accurate use of data including information from the learning management system
when making instructional decisions.* 4. Uses a researched, data-informed rationale to develop and analyze units and lessons.* 5. Analyze student assessment data to develop individual professional growth plans and link to
school improvement goals and the district strategic plan.* 6. Participate regularly in learning teams to design and analyze lessons and assessments for the
classroom.* Mentor/Coaching reflection questions, based on Marzano's Instructional Design questions:
1. What will I do to establish and communicate learning goals, track student progress, and celebrate success? a. Action Steps: Do I as a teacher...
i. Make distinctions between the learning goals, activities or assignments? ii. Write rubrics or scale for each learning goal? iii. Make distinctions between the learning goals, activities or assignments? iv. Write rubrics or scale for each learning goal? v. Have students identify their own learning goals? vi. Assess my students using a formative approach and check for understanding on a regular
basis? vii. Have students chart their progress on each learning goal? viii. Recognize and celebrate growth? ix. What will I do to help students generate and test hypotheses about new knowledge?
b. Action Steps: Do I see teachers ... i. Teaching students about effective support? ii. Engaging students in experimental inquiry tasks that require them to generate and test
hypothesis? iii. Engaging students in problem-solving tasks that require them to generate and test a
hypothesis?
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iv. Engaging students in decision-making tasks that require them to generate and test the hypothesis?
v. Engaging students in investigative tasks that require them to generate and test the hypothesis?
vi. Having students design their own tasks? vii. Considering the extent to which cooperative learning structures will be used?
Trainings: B.E.S.T., Classroom Management, New Teacher Orientation, Mentoring Sessions Strategies/Concepts: Differentiated Instruction, Lesson Study, Bloom's, Demonstrating Mastery, Time Management. Tasks: Read in the WISE Manual and write 3 reflections on how to use or implement 3 strategies from the book about the Continuous Improvement.
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6. Professional Responsibility and Ethical Conduct. The effective educator consistently:
Understands that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to State Board of Education Rules 68-1.001 and 681.006, F.A.C, and fulfills the expected obligations to students, the public and the education profession.
Examples: Based on rubric for the 2011 BPS Instructional Personnel Performance Appraisal System Dimensions
Lesson Plans should: (*Proficient or **Distinguished) • Be maintained with current and useful information. ** • Correlate with the Core Curriculum and NGSSS. **
Teachers should: • Comply with school rules, policies and procedures.* • Be on time for meetings, class and completion of all paperwork.* • Have a system in place for maintaining information on students, lesson plans, reports and other data.* • Understand and abide by the legal and professional responsibilities pertaining to education.* • Comply fully with the district and school policies, rules, procedures, and Code of Ethics.* • Model professional and ethical standards of decorum throughout the school setting.* • Deal with students, parents, and/or colleagues with honesty and integrity.* • Participate and implement school and district initiatives.* • Provide regular information about the instructional program.* • Be available to parents, students and staff.* • Use technology to communicate student learning and assessment.* • Update Edline on a weekly basis.* • Act proactively in fostering compliance amongst colleagues with standards of excellence and demonstrate leadership in exhibiting a high ethical standard of decorum throughout the school setting. ** • Display conduct based on the highest standards; act honestly and with integrity when dealing with parents, colleagues and/or the community. ** • Promote a two way partnership between school and home. ** • Maintain regular communication about student instructional progress. ** • Use technology to organize, monitor, and communicate student learning and assessment information. **
Mentor/Coaching reflection questions, based on Marzano's Instructional Design questions: 1. What will I do to establish, model, and communicate ethical behavior in my classroom? 2. What will I do to help my students prepare for end of the year exams, FCAT, etc? 3. How do I find out about issues when I am not sure of the outcome or answer? 4. Do I support a positive manner to promote student learning and school-wide success through
team efforts? 5. Am I accommodating when meeting for discussions on common assessments, PLC's, Lesson
Study and grade / subject level meetings? 6. Do I model professional behavior all the time? 7. Do I include my parents and or students on my personal social networking?
a. Twitter, Facebook, etc. 8. Do I teach "Bell to Bell" and give students 100% of me when I am teaching? 9. Do I display responsibility on a regular basis?
a. Do I have lesson plans on a regular basis? b. Do I teach by the standards? c. Do I turn in all materials, reports, lessons on time?
i. Deadlines mean deadlines; they are not guidelines!
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10. Do I show respect on a regular basis? a. Am I on time to all grade level meetings? b. Am I on time to all faculty meetings? c. Am I on time to my classroom? d. Do I arrive in my classroom by the correct time? e. Do I attend trainings on time? f. Do I turn in all school and district reports in on time?
Trainings: B.E.S.T., Ethics, Making Good Decisions, New Teacher Orientations Strategies/Concepts: Responsibility, judgments.
Tasks: Read in the WISE Manual and write 3 reflections on how to use or implement 3
strategies from the book about the Ethics.
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Procedures Guidelines
MENTORING COUNCIL PEGGY YELVERTON
Brevard Publ ic Schools
“By 2014, the Mentoring Council will have strong mentoring programs in 100 % of the schools to assist teachers in the development of high standards to increase student achievement.”
“To coach and mentor every teacher with excel-
lence as a standard.”
1. The school administration selects one teacher who will represent their school at the Men-
toring Council Meetings. A. Approximately six will be held per year at night. B. They may choose an alternate teacher, in case the first one cannot attend. C. If you select more than one person, please share with all so that there will be continuity in the training.
2. The representatives will share all information with their administration before sharing
with the staff. 3. It is the responsibility of the Mentoring Council representative to find another representa-
tive to obtain the handouts, in case the alternate person cannot attend.
4. The representatives are asked to return to school and share the information with the staff on what they learned at the training. They may share it in grade level or subject area meetings, faculty meetings, etc. (Their choice, but they are to give out the information to all teachers or new, depending on the need.)
5. The representatives are asked to facilitate mentoring or coaching sessions at school to help
new teachers learn the school culture and policies. 6. The representatives facilitate the process for professional learning communities in schools. 7. The representatives are responsible for any follow-up assignments that are discussed at the
meetings. 8. The representatives follow the Mentoring Council Expectations.
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Brevard Publ ic Schools Procedures Vision/Mission/Beliefs
MENTORING COUNCIL “To coach and mentor every teacher with excel-
lence as a standard.”
District’s Vision
“Our Vision is that Brevard Public Schools will be first in student achievement in the state of Florida, and among the top five in the nation.”
District’s Mission
“To Serve Every Student with Excellence as a Standard.”
Mentoring Council Vision
“By 2014, the Mentoring Council will have strong mentoring programs in 100% of the schools to assist teachers in
the development of high standards to increase student achievement.”
Mentoring Council Mission
To coach and mentor every teacher with excellence as a standard.
Beliefs
New teachers deserve unlimited opportunities to incorporate their craft knowledge.
Honesty and integrity are evident in all phases of our lives.
All decisions are made in the best interest of our students.
Effective professional learning communities provide for on-going professional development in our schools.
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Brevard Publ ic Schools Procedures Expectations
MENTORING COUNCIL “To coach and mentor every teacher with excel-
lence as a standard.”
1. To take back to your school and share with both veteran teachers and new teachers the information shared at each meeting. 2. To be the sole school representative on the council or be willing to share the role and meet regularly so that both of you will know the role you hold. 3. To attend every meeting. 4. If unable to attend the meeting, send a substitute or have a friend from another school collect your handouts. 5. To help set up regularly scheduled meetings for your new teachers at your school. To discuss Open House, conferences, paper-work, etc., activities that new teachers need to learn to be effective. 6. To help organize professional learning communities in your school. 7. To be a positive influence in your school and help to promote professional development opportunities in your school. 8. To share the Staff Development Protocol for all trainings:
Planning Learning Implementing Evaluating
9. To support the district’s initiatives in increasing student achievement. 10. To share all the professional development opportunities such as:
Test Preps In-services New Teacher Orientations New Teacher Academy
11. To share craft knowledge regularly with other teachers.
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LESSON STUDY
Why Do Lesson Study?
Lesson study helps us: • Design better lessons that get students engaged and thinking • Deepen our content knowledge • Examine the cause-and-effect relationship between teaching and learning • Discern more effective and less effective teaching strategies • Become more astute observers of students • Build supportive collegial relationships and enrich our professional lives
What is Lesson Study?
• A model of ongoing professional development. • A team of teachers collectively planning, teaching, observing, and analyzing lessons. • A cycle of learning in which new insights are integrated into subsequent lesson planning. • The work of a professional learning community (school) that puts student learning at its
center.
The Lesson Study Team
Team of 3-6 teacher researchers who: • Teach at the same grade level or same content area • Work and learn together • Meet regularly to participate in lesson study cycles together • Share a spirit of inquiry about their students and their teaching practice
The Lesson Study Cycle
Phase 1: Lesson Planning Phase 2: Observation and Data Collection Phase 3: Data Analysis and Debrief
Phase 1: Lesson Planning (3-4 hours)
The lesson study team meets to: • Plan a research lesson • Agree on which team member will teach the research lesson and in which classroom it
will be taught in • Decode what data the team will collect and how to collect it
This phase happens one day to one week before phases 2 and 3 of the cycle
Phase 2: Observation and Data Collection (about 1 hour)
Lesson study team members are released from their classroom duties to: • Meet briefly to get ready to observe the research lesson being taught • Gather in the designated classroom to observe the research lesson • Collect data on teacher actions and student responses
The team moves directly into Phase 3 after the lesson.
Phase 3: Data Analysis and Debrief (2-3 hours)
Lesson study team members reassemble to: • Compile and analyze the data • Study what the students did in relation to what the teacher taught • Think about how the lesson might be revised • Reflect on and share new insights
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Teacher Researchers Ask Themselves
When things go well, we ask ourselves: “What in my teaching made this happen?” When things don’t go well, we ask ourselves the same question: “What in my teaching made this happen?”
Two-year Guided Implementation Plan
The Year 1 activities are: • Staff Meeting: Introducing Lesson Study • Team Meeting: Preparing for Lesson Study • Lesson Study Cycle 1 (fall) • Lesson Study Cycle 2 (winter) • Team Meeting: Determining a Team Research Focus • Lesson Study Cycle 3 (spring)
The Year 2 activities are:
• Staff Meeting: Growing Lesson Study in Our School • Team Meeting: Revisiting the Team Research Focus • Lesson Study Cycle 4 (fall) • Lesson Study Cycle 5 (winter) • Lesson Study Cycle 6 (spring) • Staff Meeting: Sharing and Reflecting About Lesson Study
Goal of the two-year Plan
At the end of two years, lesson study teams will have acquired the knowledge, skills, and experience to continue lesson study on their own, without an outside facilitator.
1st & 2nd Cohorts
• Year 1, the 1st group or cohort, of 3 to 4 lesson study teams begins the 2-year implementation plan, working with the facilitator.
• Year 2, a 2nd cohort of teams observes a lesson study cycle by the 1st cohort. • Year 3, the 2nd cohort begins the 2-year implementation plan with the facilitator. • New cohorts are added each year, as needed, until the whole school has experienced the
2-year guided implementation and are successfully doing lesson study on their own.
Growing Lesson Study in Our School
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Reflecting on Our Professional Lives
Talk at your table following the directions below and reflect on the questions. 1. Person with the closest birthday to today will read question 1. 2. Next person will reflect on the question. 3. Person on their left will go next until all have answered the first question. 4. Next person reads question 2 and follows same format as the first question.
Question #1 What significant experiences have helped to shape who you are as a teacher? Question #2 What professional learning experiences have been most helpful to you? Least helpful? Question #3 What have your past or present students taught you? Question #4 How do you see yourself changing as a teacher in the future? Question #5 How do you see PLCs and Lesson Study? Complete a double bubble by comparing and contrasting how Professional Learning Communities and Lesson Study are similar and how they are different.
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