Conceptual Framework Assessment Indicators

The College of Education and affiliated programs prepare reflective professionals who create, organize, and disseminate knowledge; promote democratic values; and serve diverse communities. Reflective Professionalism Create, Organize and Disseminate Knowledge Democratic Values Serve Diverse Communities
1.1 Knows traditional and alternative assessment strategies appropriate to all students. x
1.2 Employs and alters a variety of assessment strategies congruent with instructional goals to determine PK-12 students’ learning. x x
1.3 Interprets data from various alternative and traditional assessments, including FCAT results. x x
1.4 Modifies instruction based on assessed student performance in relation to students’ diverse needs. x x x
2.1 Knows and identifies varied communication techniques for use with PK-12 students, including students whose home language is not standard English. x x
2.2 Demonstrates varied communication techniques that promotePK-12 student learning. x x
2.3 Communicates high expectations for all PK-12 students x
3.1 Can explain why reflection is important to continuous professional improvement. x
3.2 Improves practice through collaborating, reflecting and goal setting. x x
3.3 Knows where to find resources for continuous professional development. x
3.4 Uses student data to inform continuous improvement. x
4.1 Knows and identifies strategies, materials, and technologies to develop all PK-12 students’ creative and critical thinking. x x
4.2 Designs activities that develop all PK-12 students’ critical and creative thinking. x x x
4.3 Alters/varies activities to accommodate students’ cognitive, social, linguistic, cultural, emotional and/or physical needs. x x
5.1 Knows how race, ethnicity, gender, socio-economic status, language, and special need variables affect all PK-12 student learning x x
5.2 Demonstrates a repertoire of teaching techniques and strategies, including materials selection to effectively instruct all PK-12 students. x x x
5.3 Shows sensitivity, acceptance and value of all PK-12 students from diverse backgrounds (race, ethnicity, gender, socio-economic status, language, and special need). x x
6.1 Knows the “Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida.” x
6.2 Professional behavior is consistent with the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida x
7.1 Knows established human development/learning theories and concepts(including first and second language acquisition). x x
7.2 Bases instruction on established human development/learning theories and concepts. x x
8.1 Knows and understands subject matter sufficient to meet state and national standards. x
8.2 Facilitates student acquisition of subject matter knowledge through appropriate and engaging lessons. x x
8.3 Connects subject matter to students’ background knowledge and what students are learning in other courses/disciplines. x x
8.4 Expands knowledge of subject matter by actively seeking resources to support content. x x
9.1 Knows the principles governing effective learning environments including classroom management, individual and group motivation and goal setting. x
9.2 Establishes learning environments characterized by equity, mutual respect and democratic values that include and engage all students. x x x
10.1 Knows the principles for developing effective lesson plans that meet PK-12 students’ diverse needs. x x
10.2 Develops engaging lesson plans that address state and national content standards, and grade-level expectations. x x
10.3 Includes multiple resources and strategies in planning comprehensible instruction that meet PK-12 students’ diverse needs. x x
11.1 Knows the laws and court decrees that address the rights and obligations of students, parents, and educators. x x
11.2 Uses effective and democratic communication techniques for use with colleagues, school or community specialists, administrators, and families, including families whose home language is not English. x x
12.1 Knows how to use a variety of technologies and knows the principles that guide the effective use of technologies toenhance instruction and increase learning for all PK-12 students. x x
12.2 Uses a variety of technologies to enhance instruction and increase learning for all PK-12 students. x x x

Knowledge, Skill and Disposition

INDICATORS Disposition
Skill
Knowledge
K S D
Assessment (1)The preprofessional teacher collects and uses data gathered from a variety of sources. These sources 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.
1.1 Demonstrates knowledge of traditional and alternative assessment strategies appropriate to all students. X
1.2 Employs and alters a variety of assessment strategies congruent with instructional goals to determine PK-12 students’ learning. X X
1.3 Interprets data from various alternative and traditional assessments, including FCAT results. X
1.4 Modifies instruction based on assessed student performancein relation to student’s diverse needs. X X
Communication (2)The preprofessional teacher recognizes the need for effective communication in the classroom and the processes of acquiring techniques that she/he will use in the classroom. K S  D
2.1 Knows and identifies varied communication techniques for use with PK-12 students, including students whose home language is not standard English. X
2.2 Demonstrates varied communication techniques that promote PK-12 student learning. X
2.3 Communicates high expectations for all PK-12 student learning. X

Continuous Improvement (3)

The preprofessional teacher realizes that she/he is in the initial stages of a life-long learning process and that self reflection is one of the key components of that process. While her/his 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, work with immediate colleagues and teammates, and meeting the goals of a personal professional development plan.

 K  S  D
3.1 Can explain why reflection is important to continuous professional improvement. X
3.2 Improves practice through collaborating, reflecting and goal setting. X X
3.3 Knows where to find resources for continuous professional development. X
3.4 Uses student data to inform continuous improvement. X

Critical Thinking (4)

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.

  K  S  D
4.1 Knows and identifies strategies, materials, and technologies to develop all PK-12 students’ creative and critical thinking. X
4.2 Designs activities that develop all PK-12 students’ critical and creative thinking. X
4.3 Alters/varies activities to accommodate students’ cognitive, social, linguistic, cultural, emotional and/or physical needs. X

Diversity (5)

The preprofessional 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 such as acceptance, tolerance, resolution, and mediation.

K  S  D
5.1 Knows how race, ethnicity, gender, socio-economic status, language, and special need variables affect all PK-12 student learning X
5.2 Demonstrates a repertoire of teaching techniques and strategies, including materials selection to effectively instruct all PK-12 students. X
5.3 Shows sensitivity, acceptance and value of all PK-12 students from diverse backgrounds (race, ethnicity, gender, socio-economic status, language, and special need). X

Ethics (6)

The preprofessional teacher adheres to the “Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida.”

 K S  D
6.1 Knows the “Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida X
6.2 Professional behavior is consistent with the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida X X

Human Development and Learning (7)

The preprofessional teacher plans instructional activities that draw upon well-established human development/learning theories and concepts and a variety of information about students.

 K S  D
7.1 Knows established human development/learning theories and concepts (including first and second language acquisition). X
7.2 Bases instruction on established human development/learning theories and concepts. X X

Knowledge of Subject Matter (8)

The preprofessional teacher has a basic understanding of the subject field 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.

 K  S  D
8.1 Knows and understands subject matter sufficient to meet state and national standards. X
8.2 Facilitates student acquisition of subject matter knowledge through appropriate and engaging lessons. X
8.3 Connects subject matter to students’ background knowledgeand what students are learning in other courses/disciplines. X
8.4 Expands knowledge of subject matter by actively seeking resources to support content. X

Learning Environments (9)

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 to increase his/her knowledge and skills.

 K  S  D
9.1 Knows the principles governing effective learning environments including classroom management, individual and group motivation and goal setting. X
9.2 Establishes learning environments characterized by equity and mutual respect and democratic values that include and engage all students. X X

Planning (10)

Recognizing the importance of setting high expectations for all students, the preprofessional teacher works with other professions to design learning experiences that meet students’ needs and interests. The teacher candidate continually seeks advice/information from appropriate resources (including feedback), interprets the information, and modifies her/his plans appropriately. Planned instruction incorporates a creative environment and utilizes 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.

 K  S  D
10.1 Knows the principles for developing effective lesson plans that meet PK-12 students’ diverse needs. X
10.2 Develops engaging lesson plans that address state and national content standards, and grade-level expectations. X
10.3 Includes multiple resources and strategies in planningcomprehensible instruction that meet PK-12 students’ diverse needs. X X

Role of the Teacher (11)

The preprofessional teacher communicates and works cooperatively with families and colleagues to improve educational experiences at the school

 K S  D
11.1 Knows the laws and court decrees that address the rights and obligations of students, parents, and educators. X
11.2 Uses effective and democratic communication techniques for use with colleagues, school or community specialists, administrators, and families, including families whose home language is not English. X X

Technology (12)

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 electronic resources. The teacher also uses technology to manage, evaluate, and improve instruction

 K  S  D
12.1 Knows how to use a variety of technologies and knows the principles that guide the effective use of technologies to enhance instruction and increase learning for all PK-12 students. X
12.2 Uses a variety of technologies to enhance instruction and increase learning for all PK-12 students X X