PORTFOLIO - Brevard Public Schoolsprofessionaldevelopment.brevardschools.org...certificate may be...

Brevard Public Schools Alternative Certification Program - BPS ACP

PORTFOLIO

NAME:

SCHOOL:

DISTRICT MENTOR:

Peggy Yelverton, Resource Teacher Brevard County Induction Program

633-1000 ext 242 Fax 223-4010 [email protected]

Assistance provided by Jacqueline Wyatt, Human Resources

(Revised 3/10)

mailto:[email protected]

Table of Contents ACP Agreement to Pay and Refund Policy ................................................................................. 3

Alternative Certification Routes Demographic Information Form ............................................ 4

ACP Portfolio Requirements ........................................................................................................ 5

ACP Documentation of Completion ............................................................................................. 8

ACP Requirement Contract .......................................................................................................... 9

My Ten ACP ‘People Support’ Staff Members .......................................................................... 10

Your Mentoring Team .................................................................................................................. 11

Support Team Meetings Log ...................................................................................................... 12

Requirements for the BPS ACP Portfolio .................................................................................. 13

ACP In-service Training Schedule Sample ................................................................................ 16

Educator Accomplished Practices Self-Assessment .............................................................. 22

Waiver Form ................................................................................................................................. 27

ACP Completed Accomplished Practice Check-Off List ......................................................... 28

Assessment Tasks ....................................................................................................................... 29

Accomplished Practices Activities Check-Off List .................................................................. 30

Accomplished Practices/Rubrics/Tasks

Accomplished Practice/Rubric/Task #1 .............................................................................. 33

Accomplished Practice/Rubric/Task # 2 ............................................................................. 45





Accomplished Practice/Rubric/Task # 7 ........................................................................... 108



Accomplished Practice/Rubric/Task # 10 ......................................................................... 140



ACP Summary Survey ............................................................................................................... 176

ACP Final Reflection - My Plan for the Future ......................................................................... 177

ACP Mentoring Experience - Reflection ................................................................................. 178

ACP Exit Survey.......................................................................................................................... 179

Appendix

Portfolio Reminders ..............................................................................................................180

Lesson Plan Template...........................................................................................................184

Parent/Teacher Conference Form........................................................................................185

ALTERNATIVE CERTIFICATION PROGRAM

AGREEMENT TO PAY AND REFUND POLICY

Participants in the ACP owe a total fee of $950.00 to the School Board of Brevard County. There are two options of payment; complete payment at the time of ACP registration or a payroll deduction process. Initial

I will pay the entire $950.00 amount no later than September of my enrollmentyear in the ACP Program.

Initial

I wish to pay by payroll deduction. I agree to pay $950.00 through automatic payroll deductions over 12 bi-weekly pay periods beginning in October of theenrollment year. Each deduction will be equal to $79.17.

Although payments may be spread over the term of the program as specified in the options for payment listed above, all of the $950.00 is due by May 1 of the enrollment year. IF YOU LEAVE BPS, YOU WILL BE WITHDRAWN FROM THE BREVARD PUBLIC SCHOOL ALTERNATIVE CERTIFICATION PROGRAM [BPS ACP]. REFUND POLICY

1. A participant has paid the entire $950.00 fee and during the first semester of the same school year becomes incapacitated due to a medical condition and must terminate his/her teaching position and participation in the ACP program by doctor’s written orders, we will refund $475.00 of the $950.00 already paid.

2. A participant has paid a portion of the $950.00 fee and during the same school year

becomes incapacitated due to a medical condition. Following a doctor’s written orders, he/she must terminate his/her teaching position and participation in the ACP program. All payments made are nonrefundable, and no further payments are required.

3. If a participant fails to complete all components of this program in its entirety within two

years (including assessments and attendance requirements) or is not reappointed, no refund will be given.

I hereby agree to pay the full ACP fee of $950.00 to the School Board of Brevard County under the conditions listed above. Participant Printed Name (as shown on Payroll) Employee ID Number Participant Signature Date

NOTE: Completion of this program (BPS ACP) results in eligibility for certification in Florida. The credit is not transportable (not college credit).

3


AGREEMENT TO PAY AND REFUND POLICY

Participants in the ACP owe a total fee of $950.00 to the School Board of Brevard County. There are two options of payment; complete payment at the time of ACP registration or a payroll deduction process.

Initial

I will pay the entire $950.00 amount no later than September of my enrollment year in the ACP Program.

Initial

I wish to pay by payroll deduction. I agree to pay $950.00 through automatic payroll deductions over 12 bi-weekly pay periods beginning in October of the enrollment year. Each deduction will be equal to $79.17.

Although payments may be spread over the term of the program as specified in the options for payment listed above, all of the $950.00 is due by May 1 of the enrollment year.

IF YOU LEAVE BPS, YOU WILL BE WITHDRAWN FROM THE BREVARD PUBLIC SCHOOL ALTERNATIVE CERTIFICATION PROGRAM [BPS ACP].

REFUND POLICY

1. A participant has paid the entire $950.00 fee and during the first semester of the same school year becomes incapacitated due to a medical condition and must terminate his/her teaching position and participation in the ACP program by doctor’s written orders, we will refund $475.00 of the $950.00 already paid.

2. A participant has paid a portion of the $950.00 fee and during the same school year becomes incapacitated due to a medical condition. Following a doctor’s written orders, he/she must terminate his/her teaching position and participation in the ACP program. All payments made are nonrefundable, and no further payments are required.

3. If a participant fails to complete all components of this program in its entirety within two years (including assessments and attendance requirements) or is not reappointed, no refund will be given.

I hereby agree to pay the full ACP fee of $950.00 to the School Board of Brevard County under the conditions listed above.

Participant Printed Name (as shown on Payroll)

Employee ID Number

Participant Signature

Date

NOTE: Completion of this program (BPS ACP) results in eligibility for certification in

Florida. The credit is not transportable (not college credit).

wyatt.jackieFile AttachmentACP 950-Payment Agreement.doc

Alternative Certification Routes Demographic Information Form

Name Emp ID# School Date Address Phone (Work) Home Date of Birth Sex Male Female School Email Address Alternative Certification Route you selected? ABCTE EPI BPS Race: White, Non-Hispanic ___ Black, Non-Hispanic ___ Hispanic ____ Asian/Pacific Islander ___ American Indian, Alaskan Native ___ Are you a citizen of the U.S.? ____ Are you a Military Veteran? ____ Is teaching a “second career” path for you? _____ If “yes”, what was/were your “first career(s)”? Prior Occupation Professional Licenses or Certifications (please list) Date Hired Temporary Certificate in Expires University Graduated from Degree title (Example: B.S. in social work) Other education? School Principal School Principal Email address School Name

Ply 4/09

4

Alternative Certification Routes

Demographic Information Form

Name

Emp ID#

School

Date

Address

Phone

Work

Home

Date of Birth

Sex Male

Female

School Email Address

Alternative Certification Route you selected?

ABCTE FORMCHECKBOX

EPI FORMCHECKBOX

BPS FORMCHECKBOX

Race:

White, Non-Hispanic

Black, Non-Hispanic

Hispanic

Asian/Pacific Islander

American Indian, Alaskan Native

Are you a citizen of the U.S.?

Are you a Military Veteran?

Is teaching a “second career” path for you?

If “yes”, what was/were your “first career(s)”?

Prior Occupation

Professional Licenses or Certifications (please list)

Date Hired

Temporary Certificate in

Expires

University Graduated from

Degree title (Example: B.S. in social work)

Other education?

School Principal

School Principal Email address

School Name

Ply 4/09

2

PAGE

Wyatt.JackieFile AttachmentDemographic Information Form.doc

ALTERNATIVE CERTIFICATION PROGRAM PORTFOLIO REQUIREMENTS

Name Emp ID # School Date NOTE: BRING, IN A SEPARATE FOLDER, FOR FINAL REVIEW, A COPY OF EACH ITEM LISTED UNDER “SECTION 1”. I WILL COLLECT PART OF THE FOLDER FOR YOUR PERMANENT FILE HERE. Section 1. Personal Information

_____ Demographic Information, including birth date _____ Background Narrative _____ Philosophy of Education _____ In-service calendar for ACP _____ Personal/Professional Goals _____ In-service Record Individual Report (with ACP in-services highlighted) _____ Performance Appraisals for 2 years _____ Reflection of BPS ACP

Class 2. Evidence from ACP Class Work

Class Evidence Portfolio _____ Planning _____ Waiver- project

Assignments; Grade Report; Rubric 9 hours included in trainings and summer

_____ Technology Assignments; Project, web page, Rubric 9 hours ____ Waiver- project turned in_______ (Accomplished Practice: Technology)

_____ 3 Day New Teacher Academy Assessment Rubric 12 hours Needed Or 1 day Mini and 2 Classroom Management (18 hours attended) (Accomplished Practice: Ethics-3; Learning Environment-12; Subject Matter-3) _____ New Teacher ACP Orientation Assessment Rubric 6 hours Mandatory - sub (Accomplished Practice: Learning Environment-3; Planning-3) ______ Thinking Maps Project; Assessment Rubric 12 hours (Accomplished Practice: Critical Thinking-6; Follow Up-6) ______ Building Community Project; Assessment Rubric 6 hours (Accomplished Practice: Communication-6) ______ CRISS Strategies Project; Assessment Rubric 12 hours (Accomplished Practice: Human Development-6; Subject Area-6) _____ Classroom Management/Tasks Assessment Rubric 6 hours (Accomplished Practice: Learning Environment-6) _____ Ruby Payne Assessment Rubric 12 hours (Accomplished Practice: Role of the Teacher-6; Diversity-6)

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PORTFOLIO REQUIREMENTS

Name

Emp ID #

School

Date

NOTE:BRING, IN A SEPARATE FOLDER, FOR FINAL REVIEW, A COPY OF EACH ITEM LISTED UNDER “SECTION 1”. I WILL COLLECT PART OF THE FOLDER FOR YOUR PERMANENT FILE HERE.

Section 1.Personal Information

Demographic Information, including birth date

Background Narrative

Philosophy of Education

In-service calendar for ACP

Personal/Professional Goals

In-service Record Individual Report

(with ACP in-services highlighted)

Performance Appraisals 2008-09 (if worked)

and 2009-10

Reflection of BPS ACP

Class 2. Evidence from ACP Class Work

Class

Evidence

Portfolio

Planning

Waiver- project

Assignments; Grade Report; Rubric

9 hours included in trainings and summer

Technology

Assignments; Project, web page, Rubric

9 hours

Waiver - project turned in

(Accomplished Practice: Technology)

3 Day New Teacher Academy

Assessment Rubric

12 hours Needed

or 1 day Mini and 2 Classroom Management

(18 hours attended)

(Accomplished Practice: Ethics-3; Learning Environment-12; Subject Matter-3)

New Teacher ACP Orientation

Assessment Rubric

6 hours

Mandatory - sub

(Accomplished Practice: Learning Environment-3; Planning-3)

Thinking Maps

Project; Assessment Rubric

12 hours

(Accomplished Practice: Critical Thinking-6; Follow Up-6)

Building Community


6 hours

(Accomplished Practice: Communication-6)

CRISS Strategies


12 hours

(Accomplished Practice: Human Development-6; Subject Area-6)

Classroom Management/Tasks

Assessment Rubric

6 hours

(Accomplished Practice: Learning Environment-6)

Ruby Payne

Assessment Rubric

12 hours

(Accomplished Practice: Role of the Teacher-6; Diversity-6)

3

Love and Logic

Assessment Rubric

9 hours

(Accomplished Practice: Learning Environment-6; Role of the Teacher-6)

(12 complete)

Making Good Decisions

Assessment Rubric

3 hours

(Accomplished Practice: Ethics-3)

Different Assessments

Assessment Rubric

3 hours

(Accomplished Practice: Assessment-3)

Cooperative Learning

Assessment Rubric

6 hours

(Accomplished Practice: Continuous Improvement, Communication, Planning)

New Teacher Orientation

Assessment Rubric

6 hours

(Accomplished Practice: Continuous Improvement-6)

Summer Institute

Projects, Assessment Rubric

30 hours

Theorist Report

Assessment Rubric

(Accomplished Practice: Planning-6; Critical Thinking-6; Human Development-6;

Assessment-3; Role of the Teacher-6; Continuous Improvement-6)

(**If attended 2 days of Ruby Payne and attended the 3 day NTA you may only attend 4 days)

Portfolio Conference

Portfolio review

(Evidence of good writing skills)

Total in-service = 132 hours

Section 3. Reading Requirement

60 hours

FOR PD Literary Logs

Section 4. ESOL Requirement

60 hours

One of the following classes:

Empowerment, Methods OR Culture

(Culture is face to face and Methods & Empowerment are on-line

classes.)

Section 5. Participant Final Reflection

Survey on ACP/rubric

Reflection – My Plan for the Future

Section 6. Successful Competency Verification

Personal Mentor checklists; Reflection

4

*Portfolio Completion and checked off __________

by: ________________________

(Schedule your portfolio check with Peggy Yelverton before May of the year your temporary expires)

*This includes all 25 Assessments, Tasks, and rubrics.

Test Records with copies of test scores and certificates:

General Knowledge (passed CLAST)

Date Passed

Professional Education

Date Passed

Subject Area Exam. (subject )

Date Passed

will take SAE next year

Test Prep date if did not pass the tests

(GK )

Date

(Subject )

Date

(Professional )

Date

Temporary Teaching Certificate in area

Expires

Comments:

Peggy Yelverton

Resource Teacher

Induction Program

Patricia L. Shelton, Ed.D

Director of Certification and Instructional

Professional Development

5

wyatt.jackieFile AttachmentACP Portfolio Requirements Fillable.doc

_____Love and Logic Assessment Rubric 9 hours (Accomplished Practice: Learning Environment-6; Role of the Teacher-6) (12 complete) ____Making Good Decisions Assessment Rubric 3 hours (Accomplished Practice: Ethics-3) ____Different Assessments Assessment Rubric 3 hours (Accomplished Practice: Assessment-3) ____Cooperative Learning Assessment Rubric 6 hours (Accomplished Practice: Continuous Improvement, Communication, Planning) ____ New Teacher Orientation Assessment Rubric 6 hours (Accomplished Practice: Continuous Improvement-6) ____Summer Institute Projects, Assessment Rubric 30 hours ____Theorist Report Assessment Rubric (Accomplished Practice: Planning-6; Critical Thinking-6; Human Development-6; Assessment-3; Role of the Teacher-6; Continuous Improvement-6)

(**If attended 2 days of Ruby Payne and attended the 3 day NTA you may only attend 4 days) _____Portfolio Conference Portfolio review (Evidence of good writing skills) Total in-service = 132 hours

Section 3. Reading Requirement 60 hours

_____ FOR PD Literary Logs

Section 4. ESOL Requirement 60 hours

One of the following classes:

______ Empowerment, Methods OR Culture (Culture is face to face and Methods & Empowerment are on-line classes.)

Section 5. Participant Final Reflection

_____ Survey on ACP/rubric

_____ Reflection – My Plan for the Future

Section 6. Successful Competency Verification

_____ Personal Mentor checklists; Reflection

6

*Portfolio Completion and checked off __________ by: _____________________________

(Schedule your portfolio check with Peggy Yelverton before May of the year your temporary expires)

*This includes all 25 Assessments, Tasks, and rubrics.

Test Records with copies of test scores and certificates:

_____ General Knowledge (passed CLAST) Date Passed_____________________

_____ Professional Education Date Passed_____________________

_____ Subject Area Exam. (subject ________________) Date Passed_____________________

____ will take SAE next year

_____Test Prep date if did not pass the tests

(GK ________________) Date _______________________

(Subject ________________) Date _______________________

(Professional ________________) Date _______________________

_____ Temporary Teaching Certificate in area ________________________ Expires__________ Comments: ________________________________ _________________________________ Peggy Yelverton Patricia L. Shelton, Ed.D Resource Teacher Director of Certification and Instructional Induction Program Professional Development

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Brevard Public Schools Alternative Certification Program Documentation of Completion

Teacher: School:

Emp ID#: Assignment:

Beginning Date: Completion Date:

Certificate Area(s):

Support Team:

Administrator: School Mentor:

District Peer Mentor: Portfolio Reviewer:

Tests: General Knowledge Subject Area Professional Education

Documentation of Accomplished Practices Completed/Portfolio

1. Assessment 7. Human Development

2. Communication 8. Subject Matter

3. Continuous Improvement 9. Learning Environment

4. Critical Thinking 10. Planning

5. Diversity 11. Role of the Teacher

6. Ethics 12. Technology

has completed the requirements for the BPS ACP.

ACP Signature Portfolio check

Reviewer Signature

8

Brevard Public Schools Alternative Certification ProgramDocumentation of Completion

Teacher:

School:

Emp ID#:

Assignment:

Beginning Date:

Completion Date:

Certificate Area(s):

Support Team:

Administrator:

School Mentor:

District Peer Mentor:

Portfolio Reviewer:

Tests:

General Knowledge

Subject Area

Professional Education

Documentation of Accomplished Practices Completed/Portfolio

1.

Assessment

7.

Human Development

2.

Communication

8.

Subject Matter

3.

Continuous Improvement

9.

Learning Environment

4.

Critical Thinking

10.

Planning

5.

Diversity

11.

Role of the Teacher

6.

Ethics

12.

Technology

has completed the requirements for the BPS ACP.

ACP Signature

Portfolio check

Reviewer Signature

6

PAGE

Wyatt.JackieFile AttachmentBPS ACP Documentation of Completion.doc

Brevard County Public Schools Alternative Certification Program

Requirement Contract

As a non-education major teaching in the Brevard Public Schools (BPS), you may seek certification by either completing college coursework or by completing the Brevard Public Schools Alternative Certification Program (BPS ACP). The BPS ACP is designed to offer non-education majors, who hold at least a bachelor’s degree in a subject for which a professional certificate may be issued, the opportunity to be trained as an educator through training offered by BPS. After completion of the BPS ACP the teacher may seek a professional certificate through the state of Florida. The BPS ACP is a five-part program that includes:

Demonstration of the Preprofessional Accomplished Practices for the Educators of the Twenty-First Century by the District Peer Mentor Teacher and their administrators.

The teaching experience under the supervision of a trained ACP support team (school mentor, district peer, administrator),

Passing of all 3 tests (General Knowledge, Subject Area, Professional Education Tests).

Professional development components designed to provide participants with quality professional development including modeling, practice and follow up (Trainings, reading FOR PD, ESOL).

Completion of a portfolio of tasks, artifacts and evidence of strategies and skills learned from the training.

o Demographic information o Philosophy of Education o Personal and professional goals o 2 years of effective Performance Appraisal evaluations by the

participant’s building administrator o Background narrative o 12 Accomplished Practices evidence of successful

completion/understanding o Reflection of the BPS ACP program, how to enhance or what to change o Training Calendar for the year you started o Individual Inservice record printed from the ERO system o Evidence of each training, with:

Samples of activities in lessons Student samples

o Portfolio reviewed This program was explained to me and I realize that in order for me to complete all my requirements to receive my Professional Certificate, I must successfully complete the above requirements. _________________________________ ________________________ Signature Date

Contributing

Caring

Communicating

9

Brevard County Public Schools

Alternative Certification Program

Requirement Contract

As a non-education major teaching in the Brevard Public Schools (BPS), you may seek certification by either completing college coursework or by completing the Brevard Public Schools Alternative Certification Program (BPS ACP). The BPS ACP is designed to offer non-education majors, who hold at least a bachelor’s degree in a subject for which a professional certificate may be issued, the opportunity to be trained as an educator through training offered by BPS. After completion of the BPS ACP the teacher may seek a professional certificate through the state of Florida.

The BPS ACP is a five-part program that includes:

· Demonstration of the Preprofessional Accomplished Practices for the Educators of the Twenty-First Century by the District Peer Mentor Teacher and their administrators.

· The teaching experience under the supervision of a trained ACP support team (school mentor, district peer, administrator),

· Passing of all 3 tests (General Knowledge, Subject Area, Professional Education Tests).

· Professional development components designed to provide participants with quality professional development including modeling, practice and follow up (Trainings, reading FOR PD, ESOL).

· Completion of a portfolio of tasks, artifacts and evidence of strategies and skills learned from the training.

· Demographic information

· Philosophy of Education

· Personal and professional goals

· 2 years of effective Performance Appraisal evaluations by the participant’s building administrator

· Background narrative

· 12 Accomplished Practices evidence of successful completion/understanding

· Reflection of the BPS ACP program, how to enhance or what to change

· Training Calendar for the year you started

· Individual Inservice record printed from the ERO system

· Evidence of each training, with:

· Samples of activities in lessons

· Student samples

· Portfolio reviewed

This program was explained to me and I realize that in order for me to complete all my requirements to receive my Professional Certificate, I must successfully complete the above requirements.

Signature

Date

7

Communicating

Caring

Contributing

Wyatt.JackieFile AttachmentBPS ACP Requirements Contract.doc

MY TEN ACP “PEOPLE SUPPORT” STAFF MEMBERS

1. My Personal Mentor

2. My Induction Program Peer Mentor

3. My NBCT Mentor(s)

4. My Resource Teacher reference at Viera

5. My Induction Program Resource Teacher Peggy Yelverton

6. My ACP Coordinator Peggy Yelverton

7. My Certification Contact at Viera Dinah Kramer

8. A fellow ACPer I can call on for support

9. My School Administrator who can help me with school policies and procedures

10. A fellow teacher in my school who will help me “get through the year”

ACP Forms 2008 bk 10

MY TEN ACP “PEOPLE SUPPORT” STAFF MEMBERS

1. My Personal Mentor

2. My Induction Program Peer Mentor

3. My NBCT Mentor(s)

4. My Resource Teacher reference at Viera

5. My Induction Program Resource TeacherPeggy Yelverton

6. My ACP CoordinatorPeggy Yelverton

7. My Certification Contact at VieraDinah Kramer

8. A fellow ACPer I can call on for support

9. My School Administrator who can help me with school policies and procedures

10. A fellow teacher in my school who will help me “get through the year”

ACP Forms 2008 bk

Wyatt.JackieFile AttachmentACP- 10 People Support Staff Members 2008.doc

(OPTIONAL)

YOUR MENTORING TEAM

Name:___________________

School:__________________

INSTRUCTIONAL STRATEGIES

TECHNOLOGY

READING

MATH

CLASSROOM MANAGEMENT

CHALLENGING STUDENTS

ENGAGEMENT

RIGOR & RELEVANCE

LESSON PLANNING

INSTRUCTIONAL ORGANIZATION

SCIENCE

FINE ARTS

ASSESSMENT

PRESENTATION OF SUBJECT MATTER

RELATIONSHIPS

PROFESSIONAL DEVELOPMENT

ESOL

COMMUNICATION

EVALUATION

SCHOOL MENTOR

11

(OPTIONAL)

YOUR MENTORING TEAM

Name:

School:

INSTRUCTIONAL STRATEGIES

TECHNOLOGY

READING

MATH

CLASSROOM MANAGEMENT

CHALLENGING STUDENTS

ENGAGEMENT

RIGOR & RELEVANCE

LESSON PLANNING

INSTRUCTIONAL ORGANIZATION

SCIENCE

FINE ARTS

ASSESSMENT

PRESENTATION OF SUBJECT MATTER

RELATIONSHIPS

PROFESSIONAL DEVELOPMENT

ESOL

COMMUNICATION

EVALUATION

SCHOOL MENTOR

9

PAGE

Wyatt.JackieFile AttachmentYour Mentoring Team Fillable.doc

(Optional) Brevard Public Schools

ACP Program Support Team Meetings Log

Mentor: ACP Teacher:

Administrator:

Date Topic

Key Points Comments/Follow-up

Date Topic


Date Topic


Date Topic


Date Topic


12

(Optional)Brevard Public Schools

ACP Program

Support Team Meetings Log

Mentor:

ACP Teacher:

Administrator:

Date

Topic

Key Points

Comments/Follow-up

Date

Topic

Key Points

Comments/Follow-up

Date

Topic

Key Points

Comments/Follow-up

Date

Topic

Key Points

Comments/Follow-up

Date

Topic

Key Points

Comments/Follow-up

wyatt.jackieFile AttachmentSupport Team Meetings Log.doc

Requirements for the BPS ACP Portfolio Objective of the Portfolio:

1. The Portfolio will demonstrate the successful completion of the 12 Accomplished Practices.

2. You will need to have examples of your work that reflect the learning

that has been acquired through the trainings that have been provided.

3. Divide your portfolio into 15 sections for each Accomplished Practice (

include the 25 Assessments, Tasks and Rubrics under the Accomplished Practice that it coordinates to) and add appropriate artifacts, projects, products to show successful understanding of the 12 Accomplished Practices:

Section 1: Personal Information:

Demographics, Philosophy, Professional and personal goals, background narrative, Performance Appraisals for years worked Inservice record highlighted with ACP in-services

Section 2-13: Divided into 12 sections for each Accomplished Practice (AP). Put all evidence of trainings, projects and rubrics into each section. You are to show demonstration that you have mastered each one of the AP by including sample projects, lesson plans, communications, etc. Examples but not limited are listed below.

AP # 1: Assessment: copy of month assessment and assessment included, list of procedures, policies and rules, example of quiz, unit test, project, print out of grades, page on how you used test data to assess learning mastery, SSS, FCAT. AP # 2: Communication: Samples of written communication of projects, homework, assignments, procedures, etc.

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AP # 3: Continuous Improvement: Samples of subject matters taught, units, statement on how you continuous work on student achievement, listing and short explanation of trainings taken and any Professional Learning Communities or other trainings attended. AP # 4: Critical Thinking: Examples of lesson plans using higher order learning, use of other high level thinking and actives such as scaffolding in teaching a lesson, Cooperative learning, problem solving, technology, etc. AP # 5: Diversity: Use information from your ESOL class for verification, List activities that you do to promote diversity in your classroom, projects, research, strategies, activities for all learning styles (GSP, Varying Exceptionalities, Ethic, Gender etc. AP # 6: Ethics: Create a brochure or project to explain ethics in your classroom, statements on professional ethics, statements on child abuse, other abuses, etc. AP # 7: Human Development & Learning: Statements on how to use review in your lesson plans, show samples of lessons including review, project or product of any learning theories that you use in your classroom as strategies for learning. AP # 8: Knowledge of Subject Matter: List and a statements describing training in subject matter that you attended, research or articles that helped with subject matter, copy of unit that includes understanding of motivation, anticipatory set, objectives and SSS that relate to subject matter. Copy of transcript of classes and highlight ones associated with your teaching assignment. AP # 9: Learning Environments: Examples of lesson plans, time, sequence and scope, questioning strategies, methods used to increase feedback in the classroom, examples of cooperative learning structures used in your classroom, pictures, projects, to illustrate use.

14

AP # 10: Planning: Examples of: daily lesson plan, weekly, SSS listed on each, materials used, models, graphics. AP # 11: Role of the Teacher: Examples of communication with parents, students, community and other teachers, goals set for the class, how you use parent volunteers, trainings on drug abuse, interventions, and counselor meetings. AP # 12: Technology: Examples of technology use in the classroom: website, power points, word documents, excel, data, CD-Rom, interactive, videos, and electronic equipment used in the classroom, how meet needs of all students.

Section # 14: Reading Requirement/ESOL Requirements Sample of Literacy Log, several strategies used in each training, copy of Completion of Course, Copy of students’ work of strategies earned in training.

Section # 15: Participant Final Reflection Copy included and suggestions on what went well and what suggestions you have.

Section # 16: Personal Mentor Checklists. Copy of the report included here with reflections

Section # 17: Test results included.

Bring your check book and be ready to apply for your Professional Certificate at the time of the portfolio check off. Remember the portfolio stays with the county for 5 years. Our plan is to have an electronic portfolio before you complete the program. More information on that soon, as of now use paper as your portfolio.

15

Title Date(s) Time Location Details

ASSESSMENTS, MULTIPLE

Assessment - 3

December 9, 2009 2010 4401003 001 4:30 - 7:30 ESFRms 5 & 6Discussing different types of assessments,

SSS and FCAT.

ACP ORIENTATION September 23, 2009 2010 5404001 004 8:30 - 3:30 ESFRms 5 & 6

Mandatory meeting for Brevard Public Schools Alternative Certification program

teachers (BPS ACP). This will be an orientation and classroom management

strategies for the beginning of the school year. Procedures and routines and

strategies will be shared. (Portfolio review of components)

COOPERATIVE LEARNINGSTRATEGIES

Communication - 3Continuous Improvement - 3

October 14, 2009November 12, 2009 - Pt 1November 19, 2009 - Pt 2January 21, 2010April 19, 2010 - Pt 1April 20, 2010 - Pt 2

2010 2408006

001002003004005006

8:30 - 3:304:30 - 7:304:30 - 7:308:30 - 3:304:30 - 7:304:30 - 7:30

ESFRms 5 & 6

Learn Kagan Cooperative Learning Structures

for the classroom

The School Board of Brevard CountyAlternative Certification Program (ACP) Requirements

2009-2010Teachers must have at least 3 years teaching experience before taking CET training

To register use the Electronic Register Online SRN # listed

SCHOOLS ARE RESPONSIBLE FOR THEIR OWN FUNDING OF SUBSTITUTESDenotes District Professional Development Day

ERO SRN #

Sample

16




ERO SRN #

CRISS:CREATING INDEPENDENCE

THROUGH STUDENT-OWNED STRATEGIES

Human Development and Learning - 12

December 7 & 8, 2009February 16 & 18, 2010 2010 2013006

001002 8:30 - 3:30

ESFRms 5 & 6

Creating Independence through Student - Owned Strategies. Learn Various

principle, strategies and philosophy of this program to use in your classroom.

DISCIPLINE/CLASSROOM STRATEGIES

Classroom Management

Learning Environments - 6

September 14, 2009October 13, 2009January 19, 2010February 15, 2010

2010 5404001

002006011013

8:00 - 3:308:30 - 3:308:30 - 3:308:00 - 3:30

ESFRms 5 & 6

Attend one of the full day trainings and learn about strategies to help in the

classroom - procedures and routines, differentiated instruction, and lesson

planning.


Mini New Teacher Academy

Learning Environment – 6

October 17, 2009(Saturday) 2010 5404001 007 8:00 - 3:30

Board Rm & All Training

Rooms

1 day Mini New Teacher Academy offered with training in classroom management.

‘Ethics’, Wong Tapes, and ‘Survival Skills’ to help prepare you for teaching.Sam

ple

17




ERO SRN #


New Teacher Orientation

Continuous Improvement - 6

Attend any 2 sessions

September 15, 2009October 13, 2009November 10, 2009December 8, 2009January 19, 2010February 9, 2010April 12, 2010

2010 5404001

003005008009010012014

4:30 - 7:30 ESFRms 5 & 6

Helpful hints to help new teachers to Brevard County. Different topics will be

discussed: Classroom management, procedures and routines, Lesson planning,

Cooperative Learning, Love and Logic, Strategies and discussions to help.


Summer Institute

Planning - 6Critical Thinking - 6

Human Development - 6Assessment - 6

Role of Teacher - 6

TBD 2010 TBD TBD TBD TBD

A week long summer institute to train in areas of the Accomplished Practices -

application and practice.1- Lesson Planning

2 - Cooperative Learning3 - Differentiated Instruction

4 - Assessment5 - Follow Up Ruby Payne

LEGAL AND HEALTH ISSUES FOR TEACHERS & STAFF

Making Good Decisions

Ethics – 3

October 15, 2009February 11, 2010 2010 6410001

001002 4:30 - 7:30

ESFRms 5 & 6

Discussing making good decisions in the classroom.

9 ESSENTIAL SKILLS FOR THE LOVE AND LOGIC CLASSROOM

Love and Logic

Learning Environment - 6Role of the Teacher - 6

September 16, 2009 - Pt 1September 17, 2009 - Pt 2November 13, 2009February 8, 2010February 16, 2010 - Pt 1February 17, 2010 - Pt 2April 13, 2010

2010 6404003

001002003004005006007

4:30 - 7:304:30 - 7:308:30 - 3:308:30 - 3:304:30 - 7:304:30 - 7:308:30 - 3:30

ESFRms 5 & 6

Learn strategies to help build relationships with students and help deal with

challenging students. From the Jim Fay and Foster Cline Love and Logic training

Sample

18




ERO SRN #

MENTORING - BREVARD COUNTY INDUCTION

PROGRAM

Mentoring Session

September 29, 2009October 14, 2009November 18, 2009December10, 2009January 20, 2010February 10, 2010March 18, 2010March 25, 1010April 14, 2010

2010 8409001

001003004006007013009010011

4:30 - 7:30

ESF Rms 5 & 6

Rms 3 & 4Rms 5 & 6

Sessions to help mentor/coach teachers in lesson planning, classroom management

and more.

PARENT INVOLVEMENT STRATEGIES

Building Community with Parents and Students

Communication - 6

October 15, 2009 2010 2413001 001 8:30 - 3:30 ESFRms 5 & 6Learn strategies for communicating with

students and parents.

RUBY PAYNE’S FRAMEWORK FOR UNDERSTANDING

POVERTY: INSTRUCTIONAL APPLICATIONS

Role of the Teacher - 12

December 10, 2009 - Pt 1December 11, 2009 - Pt 2April 14, 2010 - Pt 1April 15, 2010 - Pt 2

2010 6404001

001002003004

8:30 - 3:30 ESFRms 5 & 6

‘Frameworks of Poverty’ training to help understand students from various

backgrounds and how to best work with them.

THINKING MAPS

Critical Thinking - 6Follow-up - 6

October 16, 2009February 12, 2010 2010 2408018

001002

8:00 - 3:308:30 - 3:30

ESFRms 5 & 6

Thinking Maps are visual tools that foster and encourage lifelong learning. It

becomes a common visual language for learning within and across disciplines for the students and teachers. Mandatory for

ACP Participants Follow up sessions

Sample

19




ERO SRN #

TECHNOLOGY APPLICATIONS Technology 12 - with SI November 16, 2009 2010 3409002 001 8:30 - 3:30

ESFRms 5 & 6

Training for BPS ACP participants to learn the Accomplished Practices’ requirements

and how to use technology in the classroom. Learn about the tasks and assessments expected for completion.

ESOLDiversity - 60

ESOL-CROSS CULTURALCOMMUNICATION & UNDERSTANDING

ESOL-CURRICULUM, METHODS, & MATERIALS

ESOL-EMPOWERING ESOL TEACHERS

TBD

FOR PD

Knowledge of Subject Matter - 60

(READING-FOUNDATIONS OF RESEARCH-BASED

PRACTICES-FOR PD)- (COMPETENCY 2)

TBD

Total of in-service needed:

2 classes needed:

132 In-Service Hours

2 classes @ 60 hours eachfor a total of 120 hours

Required to take one class of ESOL: Culture, or Empowerment, or Methods

Culture is face to face and Methods and Empowerment are on line classes.

http://secondarypgms.brevard.k12.fl.us/esol.htm

Course Catalog:

ESOL

FOR PD Foundations of Research-Based Practices (Competency 2)

Contact the people listed for any information on when they will be taught.

Don’t wait until the last year to take them.

Course Catalog:

Reading

These can be found under Course Catalog:

ReadingESOL

Sample

20




ERO SRN #

FOR PD Reading

ESOL

Portfolio Check


Contact Peggy Yelverton when ready for check -

[email protected]

Test Preparation

TBDContact Ruth Howell at

Ocean Breeze Elementary for details

[email protected]

Reach & Teach Partnership

ESF

If you have not passed your GK, Subject Area, and/or Professional Education Tests, you need to attend test

prep classes.TBD

Questions or concerns - call or email:Peggy Yelverton, Induction Program Resource Teacher

633-1000 ext. [email protected]

Bring in completed portfolio with evidence of all work completed, projects, tests, etc. If on line portfolio is

ready, make an appointment to complete the paper work for your professional certificate.

Contact Lynn Conroy

Conroy.Lynn @Brevardschools.org

Sample

21

Educator Accomplished Practices Self-Assessment Instructions: Beside each critical skill listed below, supply the score that best describes your level of competency in that Educator Accomplished Practice (EAP) at the present time. The results of this self-assessment, combined with a personal interview, classroom observations, and any other assessments that your district chooses to use, will determine the path that you will take through Florida's Alternative Certification Program Ed-venture learning activities and competency demonstration projects. If you rate yourself as highly competent in an area and that judgment is supported by your classroom performance, your support team may advise you to take a "short cut" and by-pass one or more learning activities. If an area of weakness is identified at any time during your participation in the Alternative Certification Program, your support team may identify alternative or additional learning activities for you to complete.

SCORING: 1 - I consider myself a beginner at this skill. 2 - I am familiar with this skill but need increased knowledge/practice. 3 - I believe that I am very competent in this area.

Competency Target and Critical Skills EAP 1: Assessment: I use data from a variety of sources to evaluate and ensure student learning at higher and lower levels. These sources include formal and informal, traditional and alternative, observational and anecdotal records, and teacher and student self assessments. Based on assessment data, I align instruction with individual and group needs (cognitive, social, linguistic, cultural, emotional, and physical); determine individual and group strengths, weaknesses, and mastery; modify instruction and assessment strategies to improve student learning; interpret student progress knowledgeably; and communicate progress responsibly to students, parents, and colleagues. I prepare all students for the assessment process and am committed to using ongoing assessment to check progress and to monitor and promote learning for all students. Score Critical Skills:

__1.1: I use a variety of data sources. __1.2: I accurately identify individual and group strengths, weaknesses, and mastery __1.3: I modify instruction to Improve student learning. __1.4: I communicate student progress, accurately, responsibly, and without omissions. __1.5: I am committed to assessment, assessing consistently, adequately, and systematically EAP 2: Communication I model reflective communication strategies in conveying ideas and information and in asking questions to stimulate discussion. I establish high expectations for students and provide feedback to help students improve performance and behavior. My interactions with students are positive, supportive, and constructive, and create a positive learning environment with incentives and consequences. I listen to, and communicate effectively verbally, non-verbally, and in writing with students, parents, colleagues, and administrators, including families whose home language is not English, exhibiting sensitivity to cultural and gender differences. I send and receive communication in ways that invite and enable parties to understand each other and work well together to promote student achievement.

22

Educator Accomplished Practices Self-Assessment

Instructions: Beside each critical skill listed below, supply the score that best describes your level of competency in that Educator Accomplished Practice (EAP) at the present time. The results of this self-assessment, combined with a personal interview, classroom observations, and any other assessments that your district chooses to use, will determine the path that you will take through Florida's Alternative Certification Program Ed-venture learning activities and competency demonstration projects. If you rate yourself as highly competent in an area and that judgment is supported by your classroom performance, your support team may advise you to take a "short cut" and by-pass one or more learning activities. If an area of weakness is identified at any time during your participation in the Alternative Certification Program, your support team may identify alternative or additional learning activities for you to complete.

SCORING:1 - I consider myself a beginner at this skill.2 - I am familiar with this skill but need increased knowledge/practice.3 - I believe that I am very competent in this area.

Competency Target and Critical Skills

EAP 1: Assessment:

I use data from a variety of sources to evaluate and ensure student learning at higher and lower levels. These sources include formal and informal, traditional and alternative, observational and anecdotal records, and teacher and student self assessments. Based on assessment data, I align instruction with individual and group needs (cognitive, social, linguistic, cultural, emotional, and physical); determine individual and group strengths, weaknesses, and mastery; modify instruction and assessment strategies to improve student learning; interpret student progress knowledgeably; and communicate progress responsibly to students, parents, and colleagues. I prepare all students for the assessment process and am committed to using ongoing assessment to check progress and to monitor and promote learning for all students.

Score

Critical Skills:

_ _1.1:

I use a variety of data sources.

_ _1.2:

I accurately identify individual and group strengths, weaknesses, and mastery

_ _1.3:

I modify instruction to Improve student learning.

_ _1.4:

I communicate student progress, accurately, responsibly, and without omissions.

_ _1.5:

I am committed to assessment, assessing consistently, adequately, and systematically

EAP 2: Communication

I model reflective communication strategies in conveying ideas and information and in asking questions to stimulate discussion. I establish high expectations for students and provide feedback to help students improve performance and behavior. My interactions with students are positive, supportive, and constructive, and create a positive learning environment with incentives and consequences. I listen to, and communicate effectively verbally, non-verbally, and in writing with students, parents, colleagues, and administrators, including families whose home language is not English, exhibiting sensitivity to cultural and gender differences. I send and receive communication in ways that invite and enable parties to understand each other and work well together to promote student achievement.

Score

Critical Skills:

_ _2.1:

I convey ideas and information clearly or adequately.

_ _2.2:

I establish high expectations for students and provide feedback to help students.

_ _2.3:

I listen to and communicate effectively verbally and/or non-verbally with students, parents, colleagues, administrators, and/or community specialists.

_ _2.4:

I use good grammar in written and spoken English.

EAP 3: Continuous Improvement:

I am reflective practitioner who recognizes that learning is a life-long process and that self-reflection is on of the key components of that process. I have high expectations for myself and model these expectations for students. I recognize problems, identify and implement solutions, and evaluate outcomes. I continually evaluate the effects of my actions on others (students, parents, and other professionals in the learning community) and actively seek out opportunities to grow professionally. I use data from my own learning environment as a basis for reflecting upon and experimenting with personal teaching practices, seek diverse perspectives and ideas in planning, and participate in the improvement of the school. I work with other professionals and conduct independent activities to ensure that I am both using and continuing to develop best practices.

Score

Critical Skills:

_ _3.1:

I reflect on my practice in meaningful ways.

_ _3.2:

I recognize my own problems and typically do not rely on others to identify problems and propose solutions.

_ _3.3:

I have great concern for helping others and/or am not self-centered in my interactions with colleagues.

_ _3.4:

I am committed to continuing professional development and the use of best practice.

EAP 4: Critical Thinking:

I demonstrate and model the use of higher-order thinking skills in the classroom. I encourage all students in their development of critical and creative thinking, problem solving, and performance skills, and use a variety of strategies to teach and assess their acquisition of these skills. I provide opportunities for critical and creative expression, developing a repertoire of problem solving strategies, activities, and projects to assist all students in demonstrating their ability to use higher order thinking. Students in my classroom demonstrate that they can think critically and creatively and solve problems.

Score

Critical Skills:

_ _4.1:

I model critical/creative thinking in the classroom.

_ _4.2:

I encourage students to think creatively/critically.

_ _4.3:

I am focusing significant portions of instruction at the application and higher levels so that children learn and use critical/creative thinking and problem solving.

EAP 5: Diversity

I value students from diverse cultures and linguistic and experiential backgrounds, treating all students equitably. I model behavior and implement lessons that teach acceptance, tolerance, resolution, and mediation. I establish a comfortable environment that fosters diversity and exhibits a climate of openness, inquiry and support. I create a range of instructional opportunities that include multicultural activities and materials. I identify, adapt, and design instruction appropriate to students’ strengths, stages of development, learning styles, socioeconomic status, disabilities and challenges, level of language acquisition, and other needs. I make provisions for individual students who have particular talents, perspectives and needs. I use my knowledge of families, cultures, and communities to connect instruction to students’ experiences and use school, family, and community resources in instructional activities.

Score

Critical Skills:

_ _5.1

I treat students equitably.

_ _5.2

I demonstrate acceptance, tolerance, resolution, and mediation behaviors.

_ _5.3:

I have established an open and supportive environment.

_ _5.4:

I deliver instruction appropriate to students’ individual talents, perspectives, and needs.

_ _5.5:

I understand the impact of family cultures, and communities on student leaning.

EAP 6: Ethics:

I demonstrate a professional concern for my students and an enthusiasm and positive attitude for teaching. I exhibit integrity and sound professional judgment. I know and understand the Florida Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida. I can identify situations in which the Code has been violated and the penalties imposed for various kinds of violations. I can project potential violations of the Code and actions required to respond ethically.

Score

Critical Skills:

_ _6.1:

I exhibit concern for students and their well-being.

_ _6.2:

I exercise sound professional judgment.

_ _6.3:

I fully understand the Florida Code of Ethics.

_ _6.4:

I have committed no ethical infractions during my participation in Florida’s Alternative Certification Program.

EAP 7: Human Development and Learning:

I understand theories and concepts of how children learn and develop (how students construct knowledge, acquire skills, and develop habits of mind). I use this knowledge to select developmentally appropriate material for instruction and remediation. I assess individual and group performance in order to design instruction that meets learner’s current needs in each domain (cognitive, affective, and psychomotor) and link new ideas to already familiar ideas. I use multiple activities that engage and motivate students at appropriate developmental levels and vary activities to accommodate different needs, levels, background, and heritage.

Score

Critical Skills:

_ _7.1:

I understand human development and learning theory.

_ _7.2:

I am successful at balancing the cognitive, affective, and psychomotor needs of most children.

_ _7.3:

I engage and motivate student with different needs.

EAP 8: Knowledge of Subject Matter:

I have a command of the subject matter. I use a variety of teaching skills to create learning experiences that make the subject matter meaningful for students. This is accomplished by linking the subject matter to both the student’s prior knowledge and experience, to other discipline, and then applying it to real world integrated settings. I work collaboratively with colleagues and use the materials from professional organizations and the literature of the field to plan interdisciplinary lessons and ensure currency. In teaching the content, I use multiple representations and explanations of disciplinary concepts use a variety of materials and technologies, represent and use different viewpoints, and engage students in generating knowledge and testing hypotheses. I am competent in diagnosing basic skills problems in language arts and mathematics. I devise strategies to remediate basic skills within the content area.

Score

Critical Skills:

_ _8.1:

My command of the subject matter is current and connected to other disciplines.

_ _8.2:

I use a variety of teaching strategies.

_ _8.3:

I create meaningful learning experiences for students related to the real world and their prior knowledge and experiences.

_ _8.4:

I accurately diagnose basic skill problems, and remediate the, within the content area.

EAP 9: Learning Environment:

I understand individual and group motivation and behavior. I use this knowledge in combination with a repertoire of techniques and strategies to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation for all children (including culturally and linguistically diverse). I provide opportunities for student input and for students to work effectively together. I have an approach to classroom management that incorporates smooth and efficient routines. I arrange the learning environment and activities to meet student needs. I provide clear directions, reinforcement, and constructive feedback (based on established rules and standards), use learning time effectively, maintain instructional momentum and focus, and motivate students. I create a learning community in which students assume responsibility, and engage in purposeful learning activities.

Score

Critical Skills:

_ _9.1:

I understand individual and group motivation and behavior.

_ _9.2:

I establish smooth and efficient routines and apply established rules and standards for behavior consistently and equitably.

_ _9.3:

I provide clear directions, reinforcements, and constructive feedback.

_ _9.4:

I can motivate students to engage in purposeful learning activities, and to work effectively together.

EAP 10: Planning:

Individually and in collaboration with other professionals, I plan instruction based upon knowledge of subject matter, student need, the community, curriculum goals, and specified learning outcomes. I set high expectations for students and select effective study skills and test-taking strategies. I also ensure that instructional experiences are relevant to learners who have diverse interests, learning styles, and learning needs. I provide learning experiences that are varied, motivational, and comprehensible for all students and are linked to the Sunshine State Standards. I create short and long-term plans and adapt them as needed based on student performance and feedback.

Score

Critical Skills:

_ _10.1:

I plan and adapt instruction to meet short and long-term goals/outcomes related to subject matter and curricular requirements from the state (Sunshine State Standards) and district.

_ _10.2:

I set high expectations for all students.

_ _10.3:

I plan for varied, motivated, and comprehensible instruction for all children.

_ _10.4:

I plan instruction that incorporates effective study skills and test-taking strategies.

EAP 11: Role of the Teacher

I serve as an advocate for students, provide meaningful feedback on student progress to both families and colleagues, and propose ways in which families can support and reinforce learning. I communicate and work cooperatively with colleagues and diverse families and relevant colleagues improve the educational experiences and learning of my students. My work has a positive impact on the school itself.

Score

Critical Skills:

_ _11.1:

I work collaboratively with families and colleagues to improve the learning of individual students in need of assistance.

_ _11.2:

I advocate for students.

_ _11.3:

I recognize and report overt signs of student emotional distress which may indicate substance abuse and/or child abuse.

_ _11.4:

I am actively involved in the school, including school improvement efforts, and follow all school policies.

EAP 12: Technology:

I use technology to manage, evaluate, and improve instruction. My classroom applications of technology include instructional activities for students, lesson and material preparation, data management and record keeping. I use standard references in electronic form. I actively engage my students in learning via computer-based instructional activities, and instruct the student sin the use of computers or other technology. I work with on-site technology specialists to improve instructional delivery. I seek ways to provide students with hands-on experiences with technology.

Score

Critical Skills:

_ _12.1:

I use a range of available technology to improve instructional delivery, relying only partially on paper-based resources.

_ _12.2:

I use a range of available technology to manage and evaluate instruction, relying only partially on paper-based resources.

PAGE

wyatt.jackieFile AttachmentEducator Accomplished Practices - Self Assessment 050306.doc

Score Critical Skills:

__2.1: I convey ideas and information clearly or adequately. __2.2: I establish high expectations for students and provide feedback to help students. __2.3: I listen to and communicate effectively verbally and/or non-verbally with students, parents,

colleagues, administrators, and/or community specialists. __2.4: I use good grammar in written and spoken English. EAP 3: Continuous Improvement: I am reflective practitioner who recognizes that learning is a life-long process and that self-reflection is on of the key components of that process. I have high expectations for myself and model these expectations for students. I recognize problems, identify and implement solutions, and evaluate outcomes. I continually evaluate the effects of my actions on others (students, parents, and other professionals in the learning community) and actively seek out opportunities to grow professionally. I use data from my own learning environment as a basis for reflecting upon and experimenting with personal teaching practices, seek diverse perspectives and ideas in planning, and participate in the improvement of the school. I work with other professionals and conduct independent activities to ensure that I am both using and continuing to develop best practices. Score Critical Skills:

__3.1: I reflect on my practice in meaningful ways. __3.2: I recognize my own problems and typically do not rely on others to identify problems and propose

solutions. __3.3: I have great concern for helping others and/or am not self-centered in my interactions with

colleagues. __3.4: I am committed to continuing professional development and the use of best practice. EAP 4: Critical Thinking: I demonstrate and model the use of higher-order thinking skills in the classroom. I encourage all students in their development of critical and creative thinking, problem solving, and performance skills, and use a variety of strategies to teach and assess their acquisition of these skills. I provide opportunities for critical and creative expression, developing a repertoire of problem solving strategies, activities, and projects to assist all students in demonstrating their ability to use higher order thinking. Students in my classroom demonstrate that they can think critically and creatively and solve problems. Score Critical Skills:

__4.1: I model critical/creative thinking in the classroom. __4.2: I encourage students to think creatively/critically. __4.3: I am focusing significant portions of instruction at the application and higher levels so that children

learn and use critical/creative thinking and problem solving. EAP 5: Diversity I value students from diverse cultures and linguistic and experiential backgrounds, treating all students equitably. I model behavior and implement lessons that teach acceptance, tolerance, resolution, and mediation. I establish a comfortable environment that fosters diversity and exhibits a climate of openness, inquiry and support. I create a range of instructional opportunities that include multicultural activities and materials. I identify, adapt, and design instruction appropriate to students’ strengths, stages of development, learning styles, socioeconomic status, disabilities and challenges, level of language acquisition, and other needs. I make provisions for individual students who have particular talents, perspectives and needs. I use my knowledge of families, cultures, and communities to connect instruction to students’ experiences and use school, family, and community resources in instructional activities.

23

Score Critical Skills:

__5.1 I treat students equitably. __5.2 I demonstrate acceptance, tolerance, resolution, and mediation behaviors. __5.3: I have established an open and supportive environment. __5.4: I deliver instruction appropriate to students’ individual talents, perspectives, and needs. __5.5: I understand the impact of family cultures, and communities on student leaning. EAP 6: Ethics: I demonstrate a professional concern for my students and an enthusiasm and positive attitude for teaching. I exhibit integrity and sound professional judgment. I know and understand the Florida Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida. I can identify situations in which the Code has been violated and the penalties imposed for various kinds of violations. I can project potential violations of the Code and actions required to respond ethically. Score Critical Skills:

__6.1: I exhibit concern for students and their well-being. __6.2: I exercise sound professional judgment. __6.3: I fully understand the Florida Code of Ethics. __6.4: I have committed no ethical infractions during my participation in Florida’s Alternative

Certification Program. EAP 7: Human Development and Learning: I understand theories and concepts of how children learn and develop (how students construct knowledge, acquire skills, and develop habits of mind). I use this knowledge to select developmentally appropriate material for instruction and remediation. I assess individual and group performance in order to design instruction that meets learner’s current needs in each domain (cognitive, affective, and psychomotor) and link new ideas to already familiar ideas. I use multiple activities that engage and motivate students at appropriate developmental levels and vary activities to accommodate different needs, levels, background, and heritage. Score Critical Skills:

__7.1: I understand human development and learning theory. __7.2: I am successful at balancing the cognitive, affective, and psychomotor needs of most children. __7.3: I engage and motivate student with different needs. EAP 8: Knowledge of Subject Matter: I have a command of the subject matter. I use a variety of teaching skills to create learning experiences that make the subject matter meaningful for students. This is accomplished by linking the subject matter to both the student’s prior knowledge and experience, to other discipline, and then applying it to real world integrated settings. I work collaboratively with colleagues and use the materials from professional organizations and the literature of the field to plan interdisciplinary lessons and ensure currency. In teaching the content, I use multiple representations and explanations of disciplinary concepts use a variety of materials and technologies, represent and use different viewpoints, and engage students in generating knowledge and testing hypotheses. I am competent in diagnosing basic skills problems in language arts and mathematics. I devise strategies to remediate basic skills within the content area. Score Critical Skills:

__8.1: My command of the subject matter is current and connected to other disciplines. __8.2: I use a variety of teaching strategies. __8.3: I create meaningful learning experiences for students related to the real world and their prior

knowledge and experiences. __8.4: I accurately diagnose basic skill problems, and remediate the, within the content area.

24

EAP 9: Learning Environment: I understand individual and group motivation and behavior. I use this knowledge in combination with a repertoire of techniques and strategies to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation for all children (including culturally and linguistically diverse). I provide opportunities for student input and for students to work effectively together. I have an approach to classroom management that incorporates smooth and efficient routines. I arrange the learning environment and activities to meet student needs. I provide clear directions, reinforcement, and constructive feedback (based on established rules and standards), use learning time effectively, maintain instructional momentum and focus, and motivate students. I create a learning community in which students assume responsibility, and engage in purposeful learning activities. Score Critical Skills:

__9.1: I understand individual and group motivation and behavior. __9.2: I establish smooth and efficient routines and apply established rules and standards for behavior

consistently and equitably. __9.3: I provide clear directions, reinforcements, and constructive feedback. __9.4: I can motivate students to engage in purposeful learning activities, and to work effectively together. EAP 10: Planning: Individually and in collaboration with other professionals, I plan instruction based upon knowledge of subject matter, student need, the community, curriculum goals, and specified learning outcomes. I set high expectations for students and select effective study skills and test-taking strategies. I also ensure that instructional experiences are relevant to learners who have diverse interests, learning styles, and learning needs. I provide learning experiences that are varied, motivational, and comprehensible for all students and are linked to the Sunshine State Standards. I create short and long-term plans and adapt them as needed based on student performance and feedback. Score Critical Skills:

__10.1: I plan and adapt instruction to meet short and long-term goals/outcomes related to subject matter and curricular requirements from the state (Sunshine State Standards) and district.

__10.2: I set high expectations for all students. __10.3: I plan for varied, motivated, and comprehensible instruction for all children. __10.4: I plan instruction that incorporates effective study skills and test-taking strategies. EAP 11: Role of the Teacher I serve as an advocate for students, provide meaningful feedback on student progress to both families and colleagues, and propose ways in which families can support and reinforce learning. I communicate and work cooperatively with colleagues and diverse families and relevant colleagues improve the educational experiences and learning of my students. My work has a positive impact on the school itself. Score Critical Skills:

__11.1: I work collaboratively with families and colleagues to improve the learning of individual students in need of assistance.

__11.2: I advocate for students. __11.3: I recognize and report overt signs of student emotional distress which may indicate substance abuse

and/or child abuse. __11.4: I am actively involved in the school, including school improvement efforts, and follow all school

policies.

25

EAP 12: Technology: I use technology to manage, evaluate, and improve instruction. My classroom applications of technology include instructional activities for students, lesson and material preparation, data management and record keeping. I use standard references in electronic form. I actively engage my students in learning via computer-based instructional activities, and instruct the student sin the use of computers or other technology. I work with on-site technology specialists to improve instructional delivery. I seek ways to provide students with hands-on experiences with technology. Score Critical Skills:

__12.1:

I use a range of available technology to improve instructional delivery, relying only partially on paper-based resources.

__12.2: I use a range of available technology to manage and evaluate instruction, relying only partially on paper-based resources.

26

Brevard Public Schools Alternative Certification Program

BPS ACP Waiver Form

Name: School: Introduction to Education Teaching Diverse Populations Technology for Educators Total with 3 or higher Total with 3 or higher Both 3

_____ Assessment _____ Diversity _____ Technology

_____ Communication _____ Ethics

_____ Continuous Improvement _____ Human Development and Learning

_____ Critical Thinking _____ Learning Environment

_____ Planning _____ Role of the Teacher

_____ Total _____ Total _____ Total

16 or more for waiver/20 16 or more for waiver/20 2 for waiver 2/2

Waiver available Waiver available Waiver available

27

ACP Completed Accomplished Practice Check-Off List Accomplished Practice

TASKS ACTIVITIES Upon Completion 1 - Assessments Upon Completion

1.1 Alternative Assessment 1.5, 1.12 1.8 Training Checklist 1.1

1.2 Case Study 1.1, 1.4, 1.8 - 1.10, 1.12, 1.13 1.7 Wise Checklist 1.2 2 - Communication

2.1 Written Communication 2.5, 2.7, 2.8, 2.10 2.10 Building Comm Training Checklist 2.1

2.2 Interaction 2.5, 2.6, 2.7 2.2 Mentor Interaction Checklist 2.2

2.11 Wise Checklist 2.3

3 - Continuous

3.1 Professional Development Plan 3.1, 3.3, 3.4, 3.9-3.11, 3.13-3.15 3.10 Coop Learning NTO Train Checklist 3.1

3.2 School Improvement Team Involvement

3.1, 3.2 3.7, 3.8, 3.14, 3.15 3.13 Professional Learning Community 3.2

4 - Critical Thinking

4.1 Lesson Plan 4.1, 4.2, 4.6, 4.7, 4.8 4.7, 4.2, 4.1 Thinking Maps Checklist 4.1

4.2 Portfolio of Student Work 4.1, 4.2, 4.3, 4.8 4.3 Wise Checklist 4.2

5 - Diversity

5.1 Individual Planning for Intervention 5.7, 5.8, 5.10, 5.12 5.3 Diversity Checklist 5.1

5.3 Observation for Equity 5.2, 5.5, 5.6, 5.8, 5.9, 5.12 6 - Ethics

6.1 Scenario Issue All 6.4, 6.1 Ethics Training Checklist 6.1

6.2 Jeopardies and Infractions All 6.9, 6.2 Judgment Video 6.2

7 - Human Development & Learning

7.1 Assessing Developmental Character 7.1 7.6 Human Dev Summer Inst. Checklist 7.1

7.2 Education Theorist Presentation 7.6 7.7 Wise Checklist 7.2

8 - Subject Matter

8.1 Interdisciplinary Lesson Plans 8.1, 8.3, 8.4, 8.5 8.2, 8.1 Reading Training Checklist 8.1

8.2 Intergrading Literacy Skills and Instruction

8.1 8.6, 8.2 Subject Area Training 8.2

9 - Learn Environments

9.1 Classroom Management Plan 9.3, 9.6, 9.12 Mentoring Coaching Checklist 9.1

9.2 Case Study in Classroom Management 9.1, 9.2, 9.4, 9.5, 9.6,9.10, 9.13,9.14

9.11, 9.9 Wise Strategies 9.2

10 - Planning

10.1 Curriculum Plan 10.1 - 10.4, 10.6, 10.10, 10.12,

10.13, 10.14 10.9 List of Activities 10.1

10.2 Resource File 10.7, 10.8, 10.16 10.2 Wise Checklist 10.2

11 - Role of the Teacher

11.1 Parent/Teacher/Student Conference 11.2, 11.3 11.8 FEAPs Mentoring 11.1

11.2 Kids in Crisis 11.1, 11.6, 11.7 12 - Technology

12.1 Computer Enhanced Instruction 12.5, 12.7, 12.8, 12.9

12.2 Resource Materials Web 12.2, 12.4, 12.6, 12.7, 12.8

12.3 Technology Use Theorist 12.5, 12.11

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Caring

Assessment Tasks Task # Task Name Indicators

Assessment

1.1 Alternative Assessment 1.5, 1.12 1.2 Case Study of A Student needing Assistance 1.1, 1.4, 1.8, 1.9, 1.10, 1.12, 1.13

Communication

2.1 Written Communication from the Teacher 2.5, 2.7, 2.8, 2.10 2.2 Interaction in the Classroom - Cooperative Learning 2.5, 2.6, 2.7


3.1 Professional Development Plan 3.1, 3.3, 3.4, 3.9, 3.10, 3.11, 3.13, 3.14, 3.15 3.2 School Improvement Team Involvement 3.1, 3.2, 3.7, 3.8, 3.14, 3.15

Critical Thinking

4.1 Lesson Teaching Critical and Creative Thinking 4.1, 4.2, 4.6, 4.7, 4.8 4.2 Portfolio of Student Work 4.1, 4.2, 4.3, 4.8

Diversity: Instructional Strategies for All

5.1 Individual Planning for Intervention 5.7, 5.8, 5.10, 5.12 5.2 Observation for Equity 5.2, 5.5, 5.6, 5.8, 5.9, 5.12

Ethics

6.1 Analysis of Situational Scenarios All 6.2 Multiple Jeopardies and Infraction Penalties All

Human Development and Learning

7.1 Assessing Developmental Characteristics 7.1 7.2 Educator/Theorist Presentation 7.6

Subject Matter Curriculum and Trends

8.1 Interdisciplinary Unit 8.1, 8.3, 8.4, 8.5 8.2 Integrating Literacy Skills in Instruction 8.1

Learning Environments

9.1 Classroom Management System 9.3, 9.6 9.2 Case Study on Classroom Management and Motivation 9.1, 9.2, 9.4, 9.5, 9.6, 9.10, 9.13, 9.14

Planning for Instruction

10.1 Curriculum Plan and Individual Unit Plan 10.1 - 10.4, 10.6, 10.10, 10.12 - 10.14 10.2 Comprehensive Resource File 10.7, 10.8, 10.16

Role of the Teacher

11.1 Parent/Teacher/Student Conference 11.2, 11.3 11.2 Kids in Crisis 11.1, 11.6, 11.7

Technology in Education

12.1 Computer-Enhanced Instructional Delivery 12.5, 12.7, 12.8, 12.9 12.2 Resource Materials from the Web 12.2, 12.4, 12.6, 12.7, 12.8 12.3 Technology Use Theorist Presentation 12.5, 12.11

© Copyright 2002, Florida Department of Education

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Communicating

ACCOMPLISHED PRACTICES ACTIVITIES

ACCOMPLISHED PRACTICE #1 - Assessment Activities

Activity 1.1: Successful completion of 2 trainings of assessments. (Indicators: 1.8) Activity 1.2: The teacher will read Chapter 1 in the WISE Manual pages 6-36 and write a summary of how the information will help them in their teaching. This will be included in their portfolio. (Indicators: 1.7)

Trainings Assessment

ACCOMPLISHED PRACTICE #2 - COMMUNICATION Activities

Activity 2.1: Role planning in the 6-hour training of Building Community with Parents and Students. (Indicators: 2.10) Activity 2.2: The teacher collaborates with a mentor teacher to have a positive impact on student learning. (Indicators: 2.2) Activity 2.3: The teacher will use the information from the WISE Manual pages 39-70 to complete the above tasks and show evidence of competency in their portfolio. (Indicators: 2.11)

Trainings Building Community with Parents and Students.

ACCOMPLISHED PRACTICE #3 - CONTINUOUS IMPROVEMENT Activities

Continuous Improvement Plan Activity 3.1: The teacher will create a folder of cooperative learning structures to use in their lessons. (Indicators: 3.10) Continuous Improvement Plan Activity 3.2: The teacher participates in a Professional Learning Community in their school or district. (Indicators: 3.13)

Trainings Ruby Payne, Love and Logic, Classroom Management, New Teacher Orientation, CRISS, Cooperative Learning, and Thinking Maps

ACCOMPLISHED PRACTICE #4 - CRITICAL THINKING Activities

Critical Thinking Activity 4.1: Thinking Maps (Indicators: 4.1, 4.2, 4.7) Critical Thinking Activity 4.2: The teacher will use the material from the Wise manual pgs 80 through 91 and demonstrate competency in using critical thinking skills in their lessons. (Indicators: 4.3)

Trainings CRISS and Thinking Maps.

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Wyatt.JackieNoteUnmarked set by Wyatt.Jackie

Wyatt.JackieNoteAccepted set by Wyatt.Jackie

Wyatt.JackieNoteNone set by Wyatt.Jackie

ACCOMPLISHED PRACTICES ACTIVITIES

ACCOMPLISHED PRACTICE #1 - Assessment

Activities

FORMCHECKBOX

Activity 1.1: Successful completion of 2 trainings of assessments.

(Indicators: 1.8)

FORMCHECKBOX

Activity 1.2: The teacher will read Chapter 1 in the WISE Manual pages 6-36 and write a summary of how the information will help them in their teaching. This will be included in their portfolio.

(Indicators: 1.7)

Trainings

Assessment

ACCOMPLISHED PRACTICE #2 - COMMUNICATION

Activities

FORMCHECKBOX

Activity 2.1: Role planning in the 6-hour training of Building Community with Parents and Students.

(Indicators: 2.10)

FORMCHECKBOX

Activity 2.2: The teacher collaborates with a mentor teacher to have a positive impact on student learning.

(Indicators: 2.2)

FORMCHECKBOX

Activity 2.3: The teacher will use the information from the WISE Manual pages 39-70 to complete the above tasks and show evidence of competency in their portfolio.

(Indicators: 2.11)

Trainings

Building Community with Parents and Students.

ACCOMPLISHED PRACTICE #3 - CONTINUOUS IMPROVEMENT

Activities

FORMCHECKBOX

Continuous Improvement Plan Activity 3.1: The teacher will create a folder of cooperative learning structures to use in their lessons.

(Indicators: 3.10)

FORMCHECKBOX

Continuous Improvement Plan Activity 3.2: The teacher participates in a Professional Learning Community in their school or district.

(Indicators: 3.13)

Trainings

Ruby

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