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COLLEGE OF EDUCATION

DEPARTMENTAL COURSE SYLLABUS

SECONDARY EDUCATION

The College of Education is dedicated to the ideas of Collaboration, Academic Excellence, and Ethics/Diversity. These are key tenets in the Conceptual Framework of the College of Education. Competence in these ideals will provide candidates in educator programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow. For more information on the Conceptual Framework, visit: www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.html

1. Course Prefix and Number: TSL 5242

2. Course Title: Language Principles, Acquisition, and Assessment for Teaching ELLs

3. Regular Instructor(s) : Dr. Adam Schwartz

4. Course Prerequisites (if any) : ESOL 1 & 2

5. Course Description: This course provides an overview of the components of language, linking them to methods and techniques of providing comprehensible instruction to English Language Learners (ELLs). Designed for preservice and in-service teachers, this course supports the development of professional literacy skills geared toward appropriate pedagogical practices for the instruction of ELL students in the United States.

6. Course Goals and Objectives:

1. Students will demonstrate comprehension of the subfields of Linguistics by defining, describing and applying to social and classroom contexts the disciplines of:

Phonetics Phonology Morphology Semantics Syntax Discourse and Text Analysis Pragmatics

2. Students will apply their comprehension of the subfields of Linguistics through: Analyzing authentic oral and written language of LEP students (from videotaped

and/or audiotaped oral samples and samples of student writing) in class

http://www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.html

Developing a case study describing an LEP student's linguistic competence

3. Students will apply their knowledge of Linguistics to developing, implementing, and evaluating appropriate instruction through:

Developing lesson plans and assessment measures for a variety of topics with appropriate instructional modifications for LEP students

Developing a case study describing an LEP student's English language and literacy development, and American cultural competency

7. Content Outline:

Developing an Understanding of Language, Sociolinguistics, and Culture

1.1 Language use across America1.2 Language as a social, economic and political tool1.3 Code-switching and transfer1.4 Learned versus chosen linguistic features1.5 Accents in, usage of and factors for language development1.6 Influence of L1 and non-L1 factors in language development1.7 Local, regional, and international variation1.8 Implications for stereotyping and prejudice1.9 Language acquisition theories and language universals

Understanding and Appreciating the Abilities in Pragmatics, Discourse and Paralanguage

2.1 Pragmatics, discourse and paralanguage and their meanings2.2 Native-like pragmatic competence in American cultural context2.3 Oral and written discourse similarities and differences2.4 Features of American English discourse2.5 Identifying American gestures, body movement and vocal features2.6 Features of first and second language acquisition of pragmatics, discourse and paralanguage

Synthesizing and Articulating the Meaning Contained in English Words, Phrases and Sentences through Semantics

3.1 Semantics and its meaning3.2 English words and their denotations and connotations3.3 Philosopher’s contributions to meaning3.4 Linguistics contributions to meaning3.5 Phrasal verbs and other English peculiarities3.6 Features of first and second language acquisition of semantics

Developing an Understanding of Underlying Structures in Language through Syntax

4.1 Syntax and its meaning4.2 Word order in phrases and sentences

4.3 Syntactic ambiguity4.4 Tree diagrams for representing syntactic structure4.5 Transformations in American English-passive, questions or negatives4.6 The five phrases and their underlying structure (specifiers, head and complements)4.7 Features of first and second language acquisition of syntax

Understanding Morphology and How Words are Formed Using Morphemes

5.1 Morphology and its meaning5.2 Morphology, word formation processes and morphemes5.3 Morpheme types and uses in American English5.4 The eight inflectional morphemes in American English5.5 Distinguishing bound from free and lexical from functional morphemes5.6 Affixes, prefixes, suffixes and in-fixes in American English5.7 Features of first and second language acquisition of morphology

Synthesizing and Articulating the Sound System for English through Phonology

6.1 Phonology, Phonetics as sound systems6.2 The sounds of American English6.3 Place of articulation and manner in producing sounds6.4 Tongue placement, height and tense6.5 The International Phonetic Alphabet (IPA)6.7 Spelling, sounds and phonology6.8 Errors, difficulties and challenges in American English sound production6.9 Features of first and second language acquisition of phonology

Integrating Linguistics into Unit Planning for ELLs and Analysis of an ELL’s Language

7.1 Linguistic implications for oral and written production and assessment7.2 Impact of linguistic knowledge on teaching, direct instruction and lesson planning7.3 Linguistic analysis of LEP characteristics, samples, knowledge, and avoidance strategies7.4 Demonstrate comprehension of the subfields of linguistics through application, definition and description of social and classroom contexts 7.5 Analysis of authentic oral and written language of ELL students (from video or audio samples and written samples of student writing)7.6 Develop a case study describing an ELL’s linguistic competence, literacy development and American cultural competency7.7 Develop lesson plans and assessment measures for a common theme with appropriate instructional modifications for ELLs.7.8 Develop appropriate interventions, tools, plans and assessments7.9 Observe differences and exceptionalities in production errors such as metathesis, additions, omissions, malapropisms and perception.

8. Evaluation of Student Outcomes:

All readings, activities, and assignments of this course are filled with numerous varied evaluation activities to support mastery of the knowledge and skills needed for effective teaching of LEP students.

Grading Scale: The final grade will be based on the following 100 percent scale:

(a) Analysis of an ELL (CT)*(b) ESOL Infused Unit Plan (CT)*(c) Performance Tests(d) Activities(e) Quizzes

(25%)(25%)(20%)(15%)(15%)

*NCATE Core Task for course – submit to Chalk and Wire Note: All assignments must be completed on time to receive full credit. The following assignments will be assessed by the corresponding Florida Educator Accomplished Practices and ESOL Standards.

1 Analysis of an ELL (25%). You will work throughout the semester to compile an analysis of an English language learner. Look for all details within the “Content Modules” section in BB. This assignment should be submitted to Chalk and Wire (see the C&W policy below).

2 ESOL Infused Unit Plan (25%). Another ongoing project given the same weight as the ELL analysis. Look for all details within the Content Modules section in BB. This assignment will also be submitted to Chalk and Wire (see the C&W policy below).

3 Performance Tests (20%). A midterm and final activity covering course material will be given. The midterm will consist of multiple choice, open-ended and/or essay questions. The final activity will require students to rely on their cumulative knowledge of the course content. You must achieve a 70% on the midterm exam to successfully complete the course.

4 Activities (15%). Students will be completing various activities that relate to the topics covered in this course. Certain activities may be done alone and others in pairs or groups; I will try to design activities so that you have a choice of either working by yourself or with others. All activities must be completed to receive the final ESOL check-off sheet.

5 Quizzes (15%). These will be given on selected weeks. See tentative course outline. All quizzes must be completed to receive the final ESOL check-off sheet.

All readings, activities, and assignments of this course are filled with numerous varied evaluation activities to support mastery of the knowledge and skills needed for effective teaching of LEP students.

9. Grading Criteria:

All course assignments, book chapter reviews, and the paper and projects will need to meet the following criteria:

Demonstration of understanding of the principles of the course through their appropriate application

Creativity and/or critical thinking Thoroughness and accuracy Use of proper APA form for any citations

Final Grades will be assigned using the following standard:

Grade Point Value Score Grad

ePoint Value Score Grade Point

Value Score

A+ 4.00 100-97% A 4.00 96-93% A- 3.67 92-90%

B+ 3.33 89-87% B 3.00 86-83% B- 2.67 82-80%

C+ 2.33 79-77% C 2.00 76-73% C- 1.67 72-70%

D+ 1.33 69-67% D 1.00 66-63% D- .67 62-60%

F 0 59%- lower

10. Textbook(s) and Readings:

Required Text: “Linguistics for Educators - A Practical Guide.” 2nd Ed. Steven Landon West.

Required Course Packet : The ESOL 3 packet is available through Pro-Copy, 5219 E. Fowler Ave, phone: 988-5900.

11. USF Policies:

a. ADA Statement: Students in need of academic accommodations for a disability may consult with the office of Students with Disabilities Services to arrange appropriate accommodations. Students are required to give reasonable notice prior to requesting an accommodation. Contact SDS at 974-4309 or www.sds.usf.edu b. Academic Dishonesty: Plagiarism is defined as “literary theft” and consists of the unattributed quotation of the exact words of a published text, or the unattributed borrowing of original ideas by paraphrase from a published text. Punishment for Academic Dishonesty will depend on the seriousness of the offense and may include receipt of an “F” with a numerical value of zero on the item submitted, and the “F” shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of F or FF (the latter indicating dishonesty) in the course. “Detection of Plagiarism: The University of South Florida has an account with an automated plagiarism detection service which allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit assignments to

SafeAssignment.com, or 3) ask students to submit their assignments to SafeAssignment.com through my USF. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student’s paper was plagiarized. For more information about SafeAssignment and plagiarism, go to http://www.c21te.usf.edu and click on Plagiarism Resources. For information about plagiarism in USF’s undergraduate catalogue, go to: http://www.ugs.usf.edu/catalogs/0304/adadap.htm#plagiarism “c. ESOL & Florida Accomplished Practices (FAP) Requirements (for ESOL-infused courses and other courses where assignments need to be collected by students to complete their portfolios): Please note certain assignments are marked (e.g., AP4 and 8, and/or ESOL22) or (*) and should be saved once graded, as appropriate documentation for one or more of the Florida Accomplished Practices/ESOL Performance Standard.d. All 3 ESOL courses can be completed on any Campus, but submissions must be signed off for graduation at the home campus.e. USF Policy on Religious Observances All students, faculty, and staff within the USF System have a right to expect reasonable accommodation of their religious observances, practices and beliefs.

The USF System will, at the beginning of each academic term, provide written notice of the class schedule and formal examination periods. The USF System, through its faculty, will make every attempt to schedule required classes and examinations in view of customarily observed religious holidays of those religious groups or communities comprising the USF System’s constituency.

Students are expected to attend classes and take examinations as determined by the USF System. No student shall be compelled to attend class or sit for an examination at a day or time prohibited by his or her religious belief. However, students should review the course requirements and meeting days and times to avoid foreseeable conflicts, as excessive absences in a given term may prevent a student from completing the academic requirements of a specific course.

Students are expected to notify their instructors at the beginning of each academic term if they intend to be absent for a class or announced examination, in accordance with this policy. Students absent for religious reasons, as noticed to the instructor at the beginning of each academic term, will be given reasonable opportunities to make up any work missed. In the event that a student is absent for religious reasons on a day when the instructor collects work for purposes of grading (homework, pop quiz, etc.), the student shall be given a reasonable opportunity to make up such work or shall not have that work averaged into the student's grade at the discretion of the instructor.

Any student who believes that he or she has been treated unfairly with regard to the above may seek review of a complaint through established USF System Academic Grievance Procedures (found in the Graduate and Undergraduate Catalogs) and those provided by the University's Office of Diversity and Equal Opportunity.f. In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

College of Education’s Conceptual Framework

The College of Education CAREs

The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethics/Diversity. These are key tenets in the Conceptual Framework of the College of Education. Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow. For more information on the Conceptual Framework, visit: www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.html

Attachment I

COLLEGE OF EDUCATIONDEPARTMENTAL COURSE SYLLABUS

ATTACHMENT I

1. Rationale for Setting Goals and Objectives:

Appropriate and effective schooling of LEP students is a major concern for all State Boards of Education, other educators, parents, and students in the United States, but a particularly critical one for the state of Florida. Florida, like California and Texas, has a significant number of LEP students enrolled in its public schools today and this number keeps growing. Educating these students so that they are equipped with the knowledge and skills needed to be productive citizens, i.e. possessing higher levels of language, math, and reasoning skills, is most important if Florida (and the United States) intends to grow and be competitive in a global economy. The fact that a number of LEP students tend to drop out of school must be taken into consideration and addressed, and one effective way of doing so is to educate better, that is, make school a more meaningful and academically and socially rewarding place for LEP students.

Florida also has a legal responsibility for the appropriate schooling of LEP students. In 1990, as a result of a lawsuit by a coalition of agencies representing the interests of LEP students (META), Florida’s State Board of Education entered into a consent decree that outlines a plan for serving LEP students. Under the provisions of the plan, LEP students will be identified and assessed; programming aimed at providing access to the curriculum will be implemented; teachers will be trained in ESL and bilingual approaches, methods, techniques and strategies; principals and administrators will be trained in the provisions of the Florida Consent Decree; and outcome measures will be developed.

This course is designed to address primarily the first three of the above criteria. As the capstone course in the ESOL endorsement sequence, this course integrates students' prior education and experiences regarding teaching LEP students and connects them to in-depth study of Second Language Acquisition and Applied Linguistics theory as well as to an advanced and intensive field experience with LEP pupils. In so doing, this course focuses primarily on three of the five subject areas pertinent to teaching LEP students: Applied Linguistics, Methods in Teaching ESL, and Curriculum Development. Because this course's prerequisite, FLE 4317/ TSL 4080 – ESOL 1, gives predominant focus to Language Testing and Cross-cultural Communication and Understanding, this course builds upon their content by associated field experience assignments. (These areas are those identified as necessary for the ESOL endorsement on Florida teaching certificates.) Content in this course includes the fundamental principles, concepts, theories, methods, techniques, strategies, etc. of 2nd language teaching and learning as found and advocated by leading researchers in the fields of Applied Linguistics (TESOL), Second Language Acquisition, Sociolinguistics, and other related disciplines. Such researchers include: J. Cummins, A. Carrasquillo, S. Krashen,. M. Long. V. Collier, M. Saville-Troike, N. Seelye, G. Valdes, Y. Padron, D. Hymes, L. Beebe, H.D. Brown, J. Kenworthy, M. Swain, D. Larsen-Freeman, L. Vygotsky, M. McCloskey, A. Chamot, J.M. O’Malley, P. A. Richard-Amato, J. K. Peyton, T. Piper, A. Raimes, J. A. Crandall, and G. Cantoni-Harvey.

In addition to this its content being grounded in research findings, this course addresses the Florida Teacher Standards for the ESOL Endorsement and the Florida’s Florida Educator Accomplished Practices. Indicators for the Accomplished Practices are also evidenced in the course syllabus above.

2. In 2010, Florida’s Department of Education established the following

Florida Teacher Standards for ESOL Endorsement, which includes 12 standards and 58 indictors. This course assesses 5 of the standards and addresses 46 of the indicators.

ESOL Performance Standards : See 2010 ESOL Standards at: http://www.fldoe.org/aala/ApprovedTeacherStandards.pdf :

3. Are there field-based experiences in this course? If so, please briefly indicate nature and duration.

Yes. The course requires students to complete an analysis of an LEP pupil's linguistic development, including a description of her/his phonetic, phonological, morphological, semantic, syntactic, discourse, pragmatic, and sociocultural competence as well as her/his literacy development.

4. Is technology used in this course? If so, please briefly indicate type of technology and how it is used to manage, evaluate and improve instruction. Are students provided opportunities to access and/or demonstrate use of technology in instruction in this course? If so, please briefly describe. (See Accomplished Practice #2g)

Both the campus course and the distance learning course emphasize the use of instructional technologies because they are effective media for comprehensible instruction, which is a primary consideration when teaching LEP students.

NOTE: The distance learning class is computer-based, i.e. most of its instruction is conducted via the Internet (with supplementary videotapes and audiotapes).

Some ways in which technology is incorporated in the course are as follows:

A. Computers (WWW, email, CD-ROM, etc.)

Uses, on a personal basis, computer applications, such as word processors, databases, and presentation tools

Utilizes instructional and other electronic networks to gather and share information (electronic learning logs/dialogue journals, email discussion lists, chat rooms, WWW tutorials and simulations, etc.)

Selects and utilizes educational software for instructional and management purposes (record keeping/grading software, CALL software, tutorials, games, simulations, etc.)

Uses computer applications to create visuals and other materials (graphics software, word processors, calculators, etc.)

Incorporates educational software in lesson preparation and implementation (tutorials, simulations, games, etc.)

Uses virtual libraries for information gathering and referencing

B. Video

Uses videotapes that demonstrate various teaching points

Uses in lesson and material preparation

Uses videotapes for reflective teaching

C. Audio

Uses audiotapes to collect oral language samples


Uses videotapes for reflective teaching

D. Display Units

Uses overhead projectors or other display units to “visualize” instruction


5. List the specific competencies addressed from the Florida Adopted Subject Area Competencies, if applicable.

Twenty-two of the Florida Adopted Subject Area Competencies for English for Speakers of Other Languages in K-12 Programs are addressed in the ESOL Performance Standards (#2).

6. Are there any components of the course designed to prepare teacher candidates to help K-12 students achieve the Sunshine State Standards? Is so, please identify.

LEP students are accountable for achieving the Sunshine State Standards for Language Arts. Teachers of these students are responsible for ensuring that these standards are met by employing ESOL methods, techniques and strategies. This course focuses on preparing preprofessional teachers to teach LEP students.

DEPARTMENTAL COURSE SYLLABUS

Attachment I (cont'd)

MATRIX

7. Matrix showing the association among (1) course objectives (item #6 of syllabus), (2) related topics, (3) evidence of achievement of objectives (including performance-based assessments, as appropriate), and (4) Accomplished Practices (Undergraduate and Plan II Master's Programs).

Course Goals and Objectives

Topics Evidence of Achievement

Accomplished Practices

1. Students will demonstrate basic comprehension of the subfields of Linguistics by defining and describing the disciplines of: Phonetics Phonology Morphology Semantics Syntax Discourse and Text

Analysis Pragmatics







Linguistic Subfield Quizzes

Bilingual Reading Quizzes

Weeks 1 & 2 Quizzes LEP Analysis Lesson Plans Exams

Conceptual Framework1, 2, 5, 6FEAP1a; 2c; 3c; 3f; 3i; 3jESOL Standards2.1a; 2.1b; 2.1e; 2.2c; 4.1a; 4.1bPerformance Indicators1.1.a ; 1.1.d; 1.1.e; 1.1.f; 2.1.a; 2.1.b; 2.1.c; 2.1.d; 2.1.e; 2.2.a; 2.2.b; 2.2.c; 2.2.d; 2.3.c; 2.3.d; 2.3.e; 3.2.a.; 3.2.b; 3.2.c; 3.2.d; 3.2.e; 3.2.f; 3.2.i; 3.2.j; 3.2.k; 4.1.a; 4.1.b; 4.1.c; 4.1.e; 5.1.a; 5.1.b; 5.1.c; 5.1.d; 5.1.e; 5.2.b; 5.3.a; 5.3.b; 5.3.c; 5.3.d; 5.3.e; 5.3.f

2. Students will apply their comprehension of the subfields of Linguistics through: Analyzing authentic

oral and written language of LEP students (from videotaped and/or audiotaped oral samples and samples of student writing) in class

Developing a case study describing an LEP student's linguistic competence

Integrating Linguistics into Unit Planning for ELLsand Analysis of an ELL’s Language

LEP Analysis Lesson Plans

Conceptual Framework1, 2, 5, 6FEAP1a; 2c; 3c; 3f; 3i; 3jESOL Standards2.1a; 2.1b; 2.1e; 2.2c; 4.1a; 4.1bPerformance Indicators2.1.a; 2.1.b; 2.1.c; 2.1.d; 2.1.e; 2.2.c; 2.3.c; 2.3.d; 2.3.e; 3.2.a.; 3.2.b; 3.2.c; 3.2.d; 3.2.e; 3.2.f; 3.2.i; 3.2.j; 3.2.k; 4.1.a; 4.1.b; 4.1.c; 4.1.e; 5.1.a; 5.1.b; 5.1.c; 5.1.d; 5.1.e; 5.2.b; 5.3.a; 5.3.b; 5.3.c; 5.3.d; 5.3.e; 5.3.f

3. Students will apply their knowledge of Linguistics and the second language acquisition process to developing, implementing, and evaluating appropriate instruction through:

Developing lesson plans and assessment measures for a variety of topics with appropriate instructional modifications for LEP students

Developing a case study describing an LEP student's literacy development







LEP Analysis Lesson Plans

Conceptual Framework1, 2, 5, 6FEAP1a; 2c; 3c; 3f; 3i; 3jESOL Standards2.1a; 2.1b; 2.1e; 2.2c; 4.1a; 4.1bPerformance Indicators2.1.a; 2.1b; 2.1.c; 2.1.d; 2.1.e; 2.2.c; 2.3.c; 2.3.d; 2.3.e2.1.a; 3.2.a; 3.2.b; 3.2.c; 3.2.d; 3.2.e; 3.2.f; 3.2.g; 3.2.i; 3.2.j; 3.2.k; 4.1.a; 4.1.b; 4.1.c; 4.1.e; 5.1.a; 5.1.b; 5.1.c; 5.1.d; 5.1.e; 5.2.b; 5.3.a; 5.3.b; 5.3.c; 5.3.d; 5.3.e; 5.3.f

ESOL III at the Indicator LevelAssignment: Description ESOL Performance

IndicatorBilingual Readings Quizzes, reading checks and original discussion posts and responses on understanding

cultural values and beliefs1.1.a

Weeks 1 & 2 Material Quizzes, activities and original discussion posts and responses on understanding diverse ELL populations, levels, and communities

1.1.d; 1.1.e; 1.1.f; 2.2.a; 2.2.b; 2.2.d

ELL Analysis LEP Analysis project of the application of Linguistics to developing, implementing, and evaluating appropriate instruction through developing a case study describing an LEP student's English language and literacy development, and American cultural competency

2.1.a; 2.1b; 2.1.c; 2.1.d; 2.1.e; 2.2.c; 2.3.c; 2.3.d; 2.3.e

Unit Plan ESOL Infused Unit Plan of the application of Linguistics to developing, implementing, and evaluating appropriate instruction through developing lesson plans and assessment measures for a variety of topics with appropriate instructional modifications for LEP students

2.1.a; 3.2.a; 3.2.b; 3.2.c; 3.2.d; 3.2.e; 3.2.f; 3.2.g; 3.2.i; 3.2.j; 3.2.k; 4.1.a; 4.1.b; 4.1.c; 4.1.e; 5.1.a; 5.1.b; 5.1.c; 5.1.d; 5.1.e; 5.2.b; 5.3.a; 5.3.b; 5.3.c; 5.3.d; 5.3.e; 5.3.f

Florida Reading Endorsement AlignmentCompletion of Phonology Module: Formative Assessment – Indicator Levels Summative Assessment – Competency LevelsCompetency 1: Foundations in Language & Cognition

Indicator Codes: 1.A.2; 1.A.7; 1.B.1; 1.C.1; 1.C.2; 1.C.4; 1.C.5; 1.D.1; 1.D.2; 1.D.3; 1.D.4; 1.D.5; 1.F.1; 1.F.2; 1.F.3; 1.G.2

After completion Module 2 viewing, students will participate in 2 discussions & reflect on 3 prompts in the module. Assessment: Class discussion and reflective journal entries and a quiz.

Written exam comprised of multiple choice questions reflecting the candidates’ understanding of the six components of reading as a process.

Competency 2: Foundations in Research-Based Practices

Indicator Codes: 2.C.1; 2.C.2; 2.C.3; 2.C.5; 2.D.1; 2.D.2; 2.D.3; 2.D.4; 2.F.3;

Completion of Interview, Transcription and Analysis of Data including a written and reading sample.

Unit Plan and Case Study reflecting the candidates’ application of principles of research-based reading instruction and the integration of the six components of reading. As well as the teachers’ engagement in systematic problem-solving process.

ATTACHMENT II

Departmental Course Syllabus

Preprofessional Benchmarks for the Accomplished Practices

Preprofessional Benchmarks for the Accomplished Practices

1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently:

a. Aligns instruction with state-adopted standards at the appropriate level of rigor; b. Sequences lessons and concepts to ensure coherence and required prior knowledge;c. Designs instruction for students to achieve mastery; d. Selects appropriate formative assessments to monitor learning; e. Uses diagnostic student data to plan lessons; andf. Develops learning experiences that require students to demonstrate a variety of applicable skills

and competencies.

2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:

a. Organizes, allocates, and manages the resources of time, space, and attention;b. Manages individual and class behaviors through a well-planned management system;c. Conveys high expectations to all students;d. Respects students’ cultural linguistic and family background; e. Models clear, acceptable oral and written communication skills; f. Maintains a climate of openness, inquiry, fairness and support;g. Integrates current information and communication technologies; h. Adapts the learning environment to accommodate the differing needs and diversity of students;

andi. 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 Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:

a. Deliver engaging and challenging lessons;b. Deepen and enrich students’ understanding through content area literacy strategies,

verbalization of thought, and application of the subject matter;c. Identify gaps in students’ subject matter knowledge;d. Modify instruction to respond to preconceptions or misconceptions;e. Relate and integrate the subject matter with other disciplines and life experiences;f. Employ higher-order questioning techniques;g. Apply varied instructional strategies and resources, including appropriate technology, to

provide comprehensible instruction, and to teach for student understanding;h. Differentiate instruction based on an assessment of student learning needs and recognition of

individual differences in students;

i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement; and

j. Utilize student feedback to monitor instructional needs and to adjust instruction.

4. Assessment. The effective educator consistently:

a. 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;

b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery;

c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains;d. Modifies assessments and testing conditions to accommodate learning styles and varying levels

of knowledge;e. Shares the importance and outcomes of student assessment data with the student and the

student’s parent/caregiver(s); andf. Applies technology to organize and integrate assessment information.

5. Continuous Professional Improvement. The effective educator consistently:

a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;

b. Examines and uses data-informed research to improve instruction and student achievement;c. 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;d. Collaborates with the home, school and larger communities to foster communication and to

support student learning and continuous improvement;e. Engages in targeted professional growth opportunities and reflective practices; andf. Implements knowledge and skills learned in professional development in the teaching and

learning process.

6. Professional Responsibility and Ethical Conduct. Understanding 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 Rules 6B-1.001 and 6B-1.006, F.A.C., and fulfills the expected obligations to students, the public and the education profession.

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