| Practice Area |
I. Preprofessional |
II. Professional |
III. Accomplished |
| I.
Assessment
|
The preprofessional teacher collects and uses data gathered from a variety of sources. These sources will include both traditional and alternate assessment strategies.
Furthermore, the teacher can identify and match the students' instructional plans with their cognitive, social, linguistic, cultural, emotional, and
physical needs. |
The professional teacher continually reviews and assesses data gathered from a variety of sources. These sources can include, but shall not be limited to, pretests, standardized tests, portfolios, anecdotal records, case studies, subject area inventories, cumulative records, and student services information, and develops the student's instructional plan that meets cognitive, social, linguistic, cultural, emotional, and physical needs. |
Uses assessment strategies (traditional and alternate) to assist the continuous
development of the learner.
|
| 2
Communication
|
The preprofessional teacher recognizes the need for effective communication in the classroom and is in the process of acquiring
techniques which he/she will use in the classroom.
|
The professional teacher constantly seeks to create a classroom that is accepting, yet businesslike, on task, and produces results. She/he communicates to all students high
expectations for learning, and
supports, encourages and gives
positive and fair feedback about
their learning efforts. This teacher
models good communication skills
and creates an atmosphere in the
classroom that encourages mutual
respect and appreciation of
different cultures, linguistic
backgrounds, learning styles, and
abilities. |
Uses effective
communication techniques with students and all other
stakeholders.
|
| 3
Continuous
Improvement
|
The preprofessional teacher realizes that he/she is in the initial stages of a lifelong
learning process and that
self-reflections is one of the key components of that process. While his/her
concentration is, of necessity, inward and personal, the role of colleagues
and school-based improvement activities increases as time passes. The
teacher's continued professional improvement is characterized
by self-reflection, working with
immediate colleagues and team-mates, and meeting the goals of a personal
professional development plan. |
The professional teacher
recognizes the need to strengthen
his/her teaching through self- reflection and commitment to
lifelong learning. The teacher
becomes aware of, and is familiar
with, the School Improvement
Plan. The teacher's continued
professional improvement is
characterized by participation in
inservice, participation in
school/community committees, and designing and meeting the goals of a professional development plan.
|
Engages in continuous
professional quality
improvement for self and
school.
|
| 4
Critical
Thinking |
The preprofessional teacher
is acquiring performance
assessment techniques and
strategies that measure
higher order thinking skills in
students and is building a
repertoire of realistic projects
and problem-solving
activities designed to assist
all students in demonstrating
their ability to think
creatively. |
The professional teacher will use a variety of performance assessment techniques and strategies that measure higher order thinking skills in students and can provide realistic projects and problem-solving activities which will enable all students to demonstrate their ability to think creatively. |
Uses appropriate
techniques and strategies which promote and enhance critical, creative,
and evaluative thinking
capabilities of students. |
| 5
Diversity |
The professional teacher
establishes a comfortable
environment which accepts
and fosters diversity. The
teacher must demonstrate
knowledge and awareness of
varied cultures and linguistic
backgrounds. The teacher
creates a climate of
openness, inquiry, and
support by practicing
strategies as acceptance,
tolerance, resolution, and
mediation. |
The professional teacher
establishes a "risk-taking"
environment which accepts and
fosters diversity. The teacher must demonstrate knowledge of varied cultures by practices such as conflict resolution, mediation,
creating a climate of openness,
inquiry, and support. |
Uses teaching and learning strategies that reflect each
student's culture, learning styles, special needs, and
socio-economic
background.
|
| 6
Ethics
|
Adheres to the Code of
Ethics and Principles of
Professional Conduct of the Education Profession in
Florida. |
Adheres to the Code of
Ethics and Principles of
Professional Conduct of
the Education Profession
in Florida. |
Adheres to the Code of Ethics and Principles of Professional Conduct
of the Education Profession in Florida. |
| 7
Human
Development
and
Learning
|
Drawing upon well established human development/learning
theories and concepts and a
variety of information about
students, the preprofessional
teacher plans instructional
activities. |
Drawing upon well established
human development/learning
theories and concepts and variety
of information about students, the
professional teacher provides
learning opportunities appropriate
to student's learning style, linguistic and cultural heritage, experiential background, and developmental
level. |
Uses an understanding of learning and human
development to provide a positive learning
environment which
supports the intellectual,
personal, and social
development of all
students. |
| 8
Knowledge
of
Subject
Matter
|
The preprofessional teacher
has a basic understanding of
the subject matter and is
beginning to understand that
the subject is linked to other
disciplines and can be
applied to real world
integrated settings. The
teacher's repertoire of
teaching skills includes a
variety of means to assist
student acquisition of new
knowledge and skills using
that knowledge. |
The professional teacher has a
basic understanding of the subjects he/she teaches and is beginning to understand that his/her subject is linked to other disciplines and can be applied in real world "integrated
settings." The teacher seeks out
ways/sources to expand his/her
knowledge. The commitment to
learning about new knowledge
includes keeping abreast of sources which will enhance teaching. The teacher's repertoire of teaching skills includes a variety of means to assist student acquisition of new knowledge. |
Demonstrates knowledge and understanding of the
subject matter.
|
| 9
Learning
Environments
|
The preprofessional teacher
understands the importance
of setting up effective
learning environments and
has techniques and strategies
to use to do so, including
some that provide
opportunities for student
input into the processes. The
teacher understands that
she/he will need a variety of
techniques and is working to
increase his/her knowledge
and skills.
|
The professional teacher
understands the importance of
setting up effective learning
environments and begins to
experiment with a variety of them,
seeking to identify those which
work best in a particular situation.
The teacher provides the
opportunities for student input into behavioral expectations by helping students develop a set of shared values and beliefs, by encouraging them to envision the environment in which they like to learn, by providing occasions for reflection upon the rules and consequences which would create such an environment, and by honoring dissent. |
Creates and maintains
positive learning
environments in which
students are actively
engaged in learning, social
interaction, cooperative
learning, and self-motivation.
|
| 10
Planning
. |
Recognizes the importance of
setting high expectations for
all students, and works with
other professionals to design
learning experiences that
meet students' needs and
interests. The teacher
candidate continually seeks
advice/information from
appropriate resources
including feedback,
interpreting the information,
and modifying her/his plans
appropriately. Planned
instruction will incorporate a
creative environment and
utilize varied and
motivational strategies and
multiple resources for
providing comprehensible
instruction for all students.
Upon reflection, the teacher
continuously refines outcome
assessment and learning
experiences. |
Sets high expectations for all
students and uses concepts from a variety of concept areas, the
professional teacher plans
individually with students and with other teachers to design learning experiences that meet students needs and interests. The teacher continues to seek
advice/information from
appropriate resources including
feedback, interprets the
information, and modifies plans.
Comprehensible instruction is
implemented in a creative
environment using varied and
motivating strategies and multiple
resources. Outcomes are assessed using traditional and alternative approaches. Upon reflection, the teacher continuously refines
learning experiences.
|
Plans, implements, and
evaluates effective
instruction in a variety of learning environments
|
| 11
Role
of
the
Teacher |
The preprofessional teacher
communicates and works
cooperatively with families
and colleagues to improve
the educational experiences
at the school. |
The professional teacher
establishes open lines of
communication and works
cooperatively with families,
educational professionals, and
other members of the student's
support system to promote
continuous improvement of the
educational experiences. |
Works with various
education professionals,
parents, and other
stakeholders in the
continuous improvement
of the educational
experience of students. |
| 12
Technology
|
The preprofessional teacher
uses technology, as available,
at the school site and as
appropriate to the learner.
She/he provides students
with opportunities to actively
use technology and facilitates
access to the use of electronic
resources. The teacher also
uses technology to manage,
evaluate, and improve
instruction. |
The professional teacher uses
technology, as appropriate, to
establish an atmosphere of active
learning with existing and
emerging technologies available at the school site. She/he provides students with opportunities to use
technology to gather and share
information with others and
facilitates access to the use of
electronic resources. |
Uses appropriate
technology in teaching and learning processes.
|
