ACCOMPLISHED
PRACTICE #1
ASSESSMENT
Uses assessment strategies (traditional and alternate) to assist the continuous development of the learner.
Professional: 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.
Preprofessional: 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 student's instructional plan with their cognitive, social, linguistic, cultural, emotional, and physical needs.
ACCOMPLISHED
PRACTICE #2
COMMUNICATION
Uses effective communication techniques with students and all other stakeholders.
Professional: 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.
Preprofessional: The preprofessional teacher recognizes the need for effective communication in the classroom and is the process of acquiring techniques which she/he will use in the classroom.
ACCOMPLISHED
PRACTICE #3
CONTINUOUS
IMPROVEMENT
Engages in continuous professional quality improvement for self and school.
Professional: The professional teacher recognizes the need to strengthen her/his teaching through self reflection and commitment to life-long 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.
Preprofessional: 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 increase 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.
ACCOMPLISHED
PRACTICE #4
CRITICAL
THINKING
Uses appropriate techniques and strategies which promote and enhance critical, creative, and evaluative thinking capabilities of students.
Professional: 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.
Preprofessional: 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.
ACCOMPLISHED
PRACTICE #5
DIVERSITY
Uses teaching and learning strategies that reflect each student's culture, learning styles, special needs, and socio-economic background.
Professional: 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.
Preprofessional: 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 as acceptance, tolerance, resolution, and mediation.
ACCOMPLISHED
PRACTICE #6
ETHICS
Adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida.
ACCOMPLISHED
PRACTICE #7
HUMAN
DEVELOPMENT AND LEARNING
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.
Professional: 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 learning style, linguistic and cultural heritage, experiential background and developmental level.
Preprofessional: Drawing upon well established human development/learning theories and concepts and variety of information about students, the preprofessional teacher plans instructional activities.
ACCOMPLISHED
PRACTICE #8
KNOWLEDGE
OF SUBJECT MATTER
Demonstrates knowledge and understanding of the subject matter.
Professional: The Professional teacher has a basic understanding of the subjects she/he teaches and is beginning to understand that her/his subject is linked to other disciplines and can be applied in real world "integrated settings". The teacher seeks out ways/sources to expand her/his knowledge. The commitment to learning about new knowledge included keeping abreast of sources which will enhance teaching. The teacher's repertoire of teaching skills include a variety of means to assist student acquisition of new knowledge.
Preprofessional: 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 include a variety of means to assist student acquisition of new knowledge and skills using that knowledge.
ACCOMPLISHED
PRACTICE #9
LEARNING
ENVIRONMENTS
Creates and maintains positive learning environments in which students are actively engaged in learning, social interaction, cooperative learning and self-motivation.
Professional: The professional teacher understands the importance of setting up effective learning environments and begin 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.
Preprofessional: 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 provides opportunities for student input into the processes. The teacher understands that she/he will need a variety of techniques and are working to increase their knowledge and skills.
ACCOMPLISHED
PRACTICE #10
PLANNING
Plans, implements, and evaluates effective instruction in a variety of learning environments.
Professional: 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.
Preprofessional: Recognizes the importance of setting high expectations for all professionals 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 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.
ACCOMPLISHED
PRACTICE #11
ROLE
OF THE TEACHER
Works with various education professionals, parents, and other stakeholders in the continuous improvement of the educational experiences of students.
Professional: 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 experience.
Preprofessional: The preprofessional teacher communicates and works cooperatively with families and colleagues to improve the educational experiences at the school.
ACCOMPLISHED
PRACTICE #12
TECHNOLOGY
Uses appropriate technology in teaching and learning processes. 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.
Professional: 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.
Preprofessional: The preprofessional teacher uses technology as available at the school site and as appropriate to the learner.