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Brevard Public Schools Alternative Certification Program BPS ACP Dr. Brian Binggeli Superintendent Brevard Public Schools Leroy Berry Deputy Superintendent Brevard Public Schools Dr. Patricia Shelton Director Office of Certification and Instructional Professional Development Created by Peggy Yelverton, Resource Teacher Brevard County Induction Program Editing/Formatting Jacqueline Wyatt, Human Resources Brevard Public Schools Revised May 2010
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  • Brevard Public Schools Alternative Certification Program BPS ACP

    Dr. Brian Binggeli Superintendent

    Brevard Public Schools

    Leroy Berry Deputy Superintendent Brevard Public Schools

    Dr. Patricia Shelton Director

    Office of Certification and Instructional Professional Development

    Created by Peggy Yelverton, Resource Teacher Brevard County Induction Program

    Editing/FormattingJacqueline Wyatt, Human Resources

    Brevard Public Schools

    Revised May 2010

  • NONDISCRIMINATION NOTICE

    It is the policy of the School Board of Brevard County to offer the opportunity to all students to participate in appropriate programs and activities without regard to race, color, gender, religion, national origin, disability, marital status, or age, except as otherwise provided by Federal law or by Florida state law.

    A student having a grievance concerning discrimination may contact:

    Dr. Brian Binggeli Superintendent Brevard Public Schools

    Associate Superintendent Division of Curriculum

    and Instruction Coordinator

    Dr. Walter Christy, Director Office of Secondary Education

    Ms. Eva Lewis, Director ESE Program Support Services ADA/Section 504 Coordinator

    School Board of Brevard County 2700 Judge Fran Jamieson Way

    Viera, Florida 32940 (321) 631-1000

    It is the policy of the School Board of Brevard County not to discriminate against employees or applicants for employment on the basis of race, color, religion, sex, national origin, participation and membership in professional or political organizations, marital status, age, or disability. Sexual harassment is a form of employee misconduct, which undermines the integrity of the employment relationship, and is prohibited. This policy shall apply to recruitment, employment, transfers, compensation, and other terms and conditions of employment.

    An employee or applicant having a grievance concerning employment may contact:

    Ms. Susan Standley, Director Office of

    Compensation & Benefits

    Ms. Joy Salamone, Director Human Resources Services

    and Labor Relations

    School Board of Brevard County 2700 Judge Fran Jamieson Way

    Viera, Florida 32940-6699 (321) 631-1911

    This publication or portions of this publication can be made available to persons with disabilities in a variety of formats, including large print, Braille or audiotape. Telephone or written requests should include your name, address, and telephone number. Requests should be made to Kim Riddle, Exceptional Education Projects, 631-1911, extension 535, at least two (2) weeks prior to the time you need the publication.

  • Table of Contents Requirements for BPS ACP .......................................................................................................................... 5 ACP Support Team Members ....................................................................................................................... 7 ACP Requirement Contract .......................................................................................................................... 9 ACP Documentation of Completion ........................................................................................................... 10 ACP Agreement to Pay and Refund Policy ............................................................................................... 11 Alternative Certification Routes Demographic Information Form .......................................................... 12 ACP Initial Preparation Description ........................................................................................................... 13 ACP Introduction ......................................................................................................................................... 14 Three Day New Teacher Academy Agenda Sample ................................................................................. 15 Orientation Agenda ..................................................................................................................................... 18 Support Team Description .......................................................................................................................... 19 Your Mentoring Team ................................................................................................................................. 21 Support Team Meetings Log ...................................................................................................................... 22 Observation/Coaching ................................................................................................................................. 23 My Ten ACP ‘People Support’ Staff Members .......................................................................................... 24 Clinical Education and Mentoring Council In-service Training Schedule .............................................. 25 Mentoring Feedback Forms Mentoring Feedback Form - Assessment 01 ...................................................................................... 26 Mentoring Feedback Form - Assessment 02 ...................................................................................... 27 Mentoring Feedback Form - Assessment 04 ...................................................................................... 28 Mentoring Feedback Form - Assessment 05 ...................................................................................... 29 Mentoring Feedback Form - Assessment 07 ...................................................................................... 30 Mentoring Feedback Form - Assessment 08 ...................................................................................... 31 Mentoring Feedback Form - Assessment 09 ...................................................................................... 32 Mentoring Feedback Form - Assessment 10 ...................................................................................... 33 Mentoring Feedback Form - Assessment 12 ...................................................................................... 34 Mentoring Tips ............................................................................................................................................. 35 Supporting Roles of Collaborative Partners ............................................................................................. 41 Partnership with the Educator Preparation Institute ................................................................................ 42 Professional Development Components ................................................................................................... 43 Descriptions of Content Area ..................................................................................................................... 45 All Trainings ................................................................................................................................................. 47 Align Training to FEAPs ............................................................................................................................. 51 ACP In-service Training Schedule ............................................................................................................. 54 Reading In-service Flyer ............................................................................................................................. 58 ESOL In-service Flyer ................................................................................................................................. 59 Test Preparation Flyer ................................................................................................................................ 60 Assessment System ................................................................................................................................... 61 ACP Completed Accomplished Practice Check-Off List .......................................................................... 63 Assessment Tasks ...................................................................................................................................... 64 Accomplished Practices Activities Check-Off List ................................................................................... 65 Methods for Demonstration of Accomplished Practices for Educators ................................................. 68 WISE MANUAL Checklist for Successful Completion ............................................................................. 83 Activities Checklist for Successful Completion Training ........................................................................ 84 ACP Program Evaluation ............................................................................................................................ 85 Aligning the Assessment asks to the FEAPs ........................................................................................... 86 Rubrics and Tasks 1.1 Alternative Assessment ............................................................................................................. 88 1.2 Remediation Student Case Study ............................................................................................. 93 2.1 Written Communication from the Teacher .............................................................................. 97 2.2 Communication ........................................................................................................................ 100 3.1 Continuous Improvement - Professional Development Plan ................................................ 103 3.2 Continuous Improvement - School Improvement .................................................................. 107 4.1 Lessons to Teach Critical and Creative Thinking .................................................................. 109 4.2 Portfolio of Student Work ........................................................................................................ 113 5.1 Individual Planning for Intervention ........................................................................................ 116

  • Table of Contents continued Tasks continued 5.2 Observation for Equity ............................................................................................................. 119 6.1 Analysis of Situational Scenarios ........................................................................................... 124 6.2 Multiple Jeopardies and Infraction Penalties ......................................................................... 139 7.1 Assessing Developmental Characteristics ............................................................................. 145 7.2 Human Development ................................................................................................................ 147 8.1 Interdisciplinary Unit ................................................................................................................ 151 8.2 Integrating Literacy Skills into Instruction ............................................................................. 154 9.1 Classroom Management System ............................................................................................. 158 9.2 Case Study on Classroom Management and Motivation ...................................................... 162 10.1 Curriculum Plan for Grading Period and Individual Unit Plan .............................................. 168 10.2 Comprehensive Resource File ................................................................................................ 172 11.1 Parent/Teacher/Student Conference ....................................................................................... 175 11.2 Kids in Crisis ............................................................................................................................. 181 12.1 Computer-Enhanced Instructional Delivery ........................................................................... 184 12.2 Resource Materials from the Web ........................................................................................... 186 12.3 Technology Use Theorist Presentation .................................................................................. 208 Professional Development Program Plan ............................................................................................... 210 Educator Accomplished Practices Self-Assessment ............................................................................. 211 Waiver Form ............................................................................................................................................... 216 Contract Statement ................................................................................................................................... 217 Educator Accomplished Practices Waiver of Component Packet ........................................................ 218 ACP Program Evaluation .......................................................................................................................... 222 ACP Portfolio Requirements .................................................................................................................... 223 Requirements for the BPS ACP Portfolio ................................................................................................ 226 PITCH for Teachers .................................................................................................................................... 229 ACP Summary Survey .............................................................................................................................. 230 ACP Final Reflection - My Plan for the Future ......................................................................................... 231 ACP Mentoring Experience - Reflection ................................................................................................. 232 ACP Exit Survey ......................................................................................................................................... 233 Criteria for Theorist Presentation ............................................................................................................ 234 Technology/Assessment .......................................................................................................................... 235 Thinking Maps ........................................................................................................................................... 236 CRISS ......................................................................................................................................................... 237 Making Good Decisions ............................................................................................................................ 238 Different Assessments ............................................................................................................................. 239 New Teacher Academy ............................................................................................................................. 240 Summer Institute ....................................................................................................................................... 241 Ruby Payne ................................................................................................................................................ 243 Communicating with Parents and Students - Students ......................................................................... 244 Communicating with Parents and Students - Portfolio Requirements ................................................. 246 Cooperative Learning ............................................................................................................................... 247 New Teacher Orientation .......................................................................................................................... 248 ACP Orientation ......................................................................................................................................... 249 Love & Logic .............................................................................................................................................. 250 Classroom Management ........................................................................................................................... 251 Procedures for Obtaining your Professional Certificate ....................................................................... 252 Routes Toward a Professional Certificate ............................................................................................... 253 The Twelve Florida Education Accomplished Practices with Corresponding Assessment Tasks .... 255 Education Theorists Selection ................................................................................................................. 260 Educator Accomplished Practices - Preprofessional Competencies for Teachers ............................ 262 FORMS Lesson Plan Data ................................................................................................................................ 277 Single Lesson Plan.............................................................................................................................. 278 Lesson Plan ........................................................................................................................................ 279 Parent Communication Log ............................................................................................................... 280 Note Pages ................................................................................................................................................. 281

  • Brevard Public Schools

    Alternative Certification Program (BPS ACP)

    [email protected]

    Requirements for BPS ACP

    The teacher in the BPS ACP will:

    1. Be employed with Brevard Public Schools as a full time teacher.

    2. Apply and receive a temporary Florida Teaching Certificate.

    3. Be given a Brevard District Mentor Teacher who will mentor and be available to help

    answer questions, concerns and offer suggestions and strategies to help become an ef-

    fective teacher.

    • This district mentor will observe for demonstrations of evidence for the

    effective use of knowledge and implementation of nine out of twelve of the

    Accomplished Practices. Assessment; Communication; Critical Thinking;

    Diversity; Human Development and Learning; Knowledge of Subject Mat-

    ter; Learning Environments; Planning; and Technology.

    • The district mentor may play different roles while mentoring the BPS ACP

    teacher. If the BPS ACP teacher receives any “N’s or U’s” on the evalua-

    tion, they will need assistance in a preventative manner and will be placed

    on a Professional Development Assistance Plan (PDAP). The BPS ACP

    teacher has flexibility with the District Mentor teacher as the BPS ACP

    mentor, however will be given a mentor for the PDAP by the school admin-

    istrator.

    4. Successfully complete all required trainings for the BPS ACP within the validity period

    of the teacher’s temporary certificate.

    5. Successfully complete one 60 hour reading course FOR PD Competency 2 and one 60

    hours of an ESOL course (Empowerment for Teachers, Cross-Cultural Outreach, or

    Methods, Curriculum and Materials). The ESOL course may also be used for your dis-

    trict commitment.

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    Requirements for BPS ACP - continued

    6. Two years of overall effective evaluations on their annual Instructional Personnel Per-

    formance Appraisal System (IPPAS) evaluation completed by their school administra-

    tor. If their annual IPPAS receives any “N’s or U’s” on any of the Instructional Strands,

    they will receive a Professional Development Assistance Plan by their administrator and

    will also be required to complete a BPS ACP Professional Development Program Plan to

    help improve their teaching techniques.

    7. Attend the Brevard Public Schools 3 Day New Teacher Academy held two weeks prior to

    the start of school. The third day of this academy will be an Alternative Certification In-

    formational meeting where a decision is made about which alternative program you

    choose to complete.

    8. Complete a portfolio including all the requirements for the program. A rubric will be

    used for successful completion. 25 successfully completed tasks and rubrics are to be

    included in portfolio.

    9. Personal information will be included in the portfolio including: Philosophy of Educa-

    tion, Personal/Professional Goals, (2) Performance Appraisals, In-service transcripts of

    the trainings you have attended with evidence of successful implementation of the skills

    and strategies, background narrative, and copies of successfully passing the 3 tests re-

    quired for certification and reflections of your BPS ACP experiences.

    10. Successful completion of the Summer Institute, which will consist of each participant

    preparing a report on an educational theorist or theory to include a PowerPoint, sum-

    mary and oral presentation, along with the successful completion of the week long train-

    ing.

    11. Successfully passing the 3 tests: General Knowledge (GK) within the first school year,

    Subject Area test and Professional Education Test.

    12. Successful completion of the ACP BPS Portfolio with evidence of successful implementa-

    tion of the strategies and skills learned throughout the trainings.

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    Brevard Public Schools

    Alternative Certification Program (BPS ACP)

    [email protected]

    6

    mailto:[email protected]

  • ACP SUPPORT TEAM MEMBERS

    All ACP teachers will have a school support team that consists of a mentor and an administrator.

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    ACP SCHOOL MENTOR SELECTION REQUIREMENTS

    • Three years of successful teaching. • Completion of Clinical Educator course. • Recommendation from principal.

    ACP CONTENT MENTOR SELECTION REQUIREMENTS

    • National Board Certification. • Teach the same grade level/content area that the ACP candidate teaches. • Completion of Clinical Educator Training.

    TRAINING

    • 3-Day Clinical Educator Training. • 4 Mentoring Council Meetings. • Support.

    SUPPORT TEAM MEETINGS

    • Will consist of the school administrator, school mentor, district mentor, and ACP participant. Meetings will be held when necessary, or when any member needs to schedule a meeting. Meetings are not limited to a schedule, but may be completed through emails, phone calls, mentoring sessions or trainings.

    • Two (2) observations using either the Clinical Educator Training Data Collection Tools or the

    Florida Performance Measurements System. • The District mentor will have monthly scheduled Mentoring Sessions available for BPS ACP

    teachers to attend. Two (2) will be required. • After each training, mentoring sessions will be available for follow-up and rubric check offs. • Visitations will be required to check off documentation of 9 of the Accomplished Practices.

    Program Completion

    • Successful Brevard Public Schools Alternative Certification Program (BPS ACP) completion will be based on all of the following:

    • Complete all the requirements on the Temporary Certificate or the BPS ACP program

    requirements for obtaining a Professional Certificate. • Written verification from the ACP Support Team of successful comprehensive competency

    demonstration through nine of the twelve Accomplished Practices. • Written verification of successful completion of teaching experience through the use of

    the evaluation by the school site administrator on the Instructional Personnel Performance Appraisal System. If there are any Needs Improvement, extra training will be provided.

    • Rubrics of successful completion of professional development trainings. • Successful passing of the 3 tests: General Knowledge, Subject Area and Professional

    Education Tests.

    7

  • Program Completion - continued • Completion of the Brevard Public Schools Induction Program. (Evidence of the 12

    Accomplished Practices and Documentation of Completion.) • Submission of complete portfolio. • Successful IPPAS (Instructional Personnel Performance Appraisal System).

    CERTIFICATION In order to obtain a State of Florida Professional Certificate, the participant must:

    • Meet requirements for a three-year temporary certificate in an area in which the Department of Education offers certification.

    • Successfully complete the Brevard Public Schools ACP. • Pass the General Knowledge Test. • Pass the Florida Professional Educator Examination. • Pass the Florida Subject Area Examination. • Meet other requirements of law.

    PROGRAM EVALUATION Evaluation of the Brevard Public Schools ACP will be based on the following:

    • Completion and evaluation of participant portfolio. • Follow up with Support Team. • Student performance data per the Brevard Public Schools Instructional Personnel Assessment

    System (IPPAS). • Participant surveys. • Participant reflections. • Administrator surveys. • Evaluation of employment status of participants over a three-year period.

    An annual report will be prepared based on the above data and submitted annually to the superintendent and school board.

    8

  • 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

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    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

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    wyatt.jackieFile AttachmentBPS ACP requirements contract.doc

  • 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

    10

    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

  • 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).

    11

    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 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

    12

    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

  • BPS ACP INITIAL Preparation Description

    [email protected]

    BPS ACP Plan – Preparation Descriptions

    1. Survival Training:

    • The New Teacher Academy is a 3-day seminar that is scheduled

    every year two weeks prior to the beginning of the new school

    year. At this training, teachers are given an overview of class-

    room management, ethics, lesson-planning and craft knowledge

    to help them facilitate their entry into the classroom.

    • During the first month of school, substitutes are provided to al-

    low BPS ACP teachers to attend an all day orientation. We con-

    tinue the survival skills instruction and also review the require-

    ments for the BPS ACP program. Follow-up training is also pro-

    vided.

    • Once a month, a New Teacher Orientation is offered to continue

    with orientation and survival skills to help new teachers with

    classroom management, ethics, lesson-planning and other needs

    that may arise. Follow–up training is also provided. This train-

    ing is three hours per session and is available for new teachers

    who are just beginning as well as for seasoned teachers who may

    need a refresher course.

    • Various trainings are offered throughout the year for teachers

    who may need help, follow-up, or are new to the district. The

    trainings offer help with classroom management, ethics, and

    technology. Other offerings include topics such as: ‘Making

    Good Decisions’, ‘Classroom Strategies’, and ‘Frameworks of

    Poverty’. Follow up is available for any other trainings needed

    to help BPS ACP teachers to be effective.

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    mailto:[email protected]

  • BPS ACP Introduction

    [email protected]

    Brevard Public Schools Vision

    “To Be First in Student Achievement in Florida”

    Brevard Public Schools Mission

    “To serve every student with excellence as a standard”

    In order to meet our vision and mission goals, we must set high quality standards

    for our Brevard Public Schools Alternative Certification Program (BPS ACP). These state-

    ments reflect our commitment and dedication to the education of our adult learners as

    well as to the students of Brevard County. Through excellent professional development,

    high expectations, and a quality competency based program, our BPS ACP is designed to

    have a positive impact and dedicated to high achievement for all students.

    BPS ACP is intended to offer non-education majors an opportunity to be trained

    as an educator by meeting the requirements of the BPS ACP. These participants need to

    hold at least a bachelors degree in a subject area for which a professional certificate may

    be issued. Upon completion of the BPS ACP, the participant will be able to apply for a

    professional certificate.

    BPS ACP consists of professional development components, teaching experience

    of the mentoring team, demonstration of the Preprofessional Level of the Florida Educa-

    tor Accomplished Practices and passing scores on the three tests for the State of Florida

    (General Knowledge, Subject Area and Professional Education).

    BPS ACP requirements can be completed in one to three years before the tempo-

    rary certificate expires. The majority of teachers may take two years to complete all re-

    quirements for eligibility for a professional certificate.

    To qualify for the BPS ACP, the participant must be a full time teacher with Bre-

    vard Public Schools. The participant will hold or be eligible for a temporary certificate.

    The BPS ACP teachers must be ‘Highly Qualified’. This can be accomplished by taking the

    subject area test or have a college major in the subject area that the participant will or is

    teaching.

    Trainings are offered several times throughout the year in: Classroom Management, CRISS, Thinking Maps, Parenting, Love & Logic, Ruby Payne, Reading, ESOL, Cooperative Learn-

    ing, and Technology to help BPS ACP teachers become more knowledgeable in the classroom.

    Most training is 6 hours long, some are 2 days and others are 3 hours.

    Caring Communicating Contributing

    Contributing

    Caring

    Communicating

    14

    mailto:[email protected]

  • Three Day New Teacher Academy AGENDA 8:30 – 3:30

    DAY 1

    (Breakfast sponsored by Kennedy Space Center Federal Credit Union)

    (Lunch and snack sponsored by Brevard Federation of Teachers)

    8:30 Welcome Peggy Yelverton

    Introductions of Guests Dr. Pat Shelton

    9:00 Orientation / PowerPoint Peggy Yelverton

    10:00 - 10:15 Break

    10:15 - 11:45 Tape 3 Discipline and Procedures

    11:45 - 12:45 Lunch BFT

    12:45 - 1:45 Tape 4 Procedures and Routines

    1:45 - 2:00 Break BFT

    2:00 - 2:20 Brevard Federation of Teachers Janet Eastman John Russo

    2:20 - 2:40 Certification J. Henderscheid

    2:40 - 3:00 Compensation and Benefits Lana Saal

    3:00 - 3:15 Questions and Answer Time All

    3:15-3:30 Reflections and Evaluations (Door Prizes)

    15

  • Three Day New Teacher Academy AGENDA 8:30 – 3:30

    DAY 2

    (Breakfast & Lunch provided by Community Educators Credit Union)

    8:30 Welcome

    Peggy Yelverton

    8:45 - 10:00 Brevard Induction Program: Issues Peggy Yelverton

    WISE Training Manual Binder

    10:00 – 10:20 Break

    10:30 - 11:45 Panel Discussion

    12:00 - 1:00 Lunch - Provided by CECU

    1:00 - 2:00 Question & Answer Sesssion

    2:00 - 3:00 Sessions (Break during group sessions)

    NBCT/Resource

    Elementary Science Social Studies Math Language Arts Fine Arts, Foreign Language Exceptional Education/Speech PE, Technology, Music, etc.

    Board Room Room 3 Room 3 Room 4 Room 5 Room 6 Room 7 Room 8

    3:15 - 3:30 Reflection

    16

  • Three Day New Teacher Academy AGENDA 8:30 – 3:30

    DAY 3

    (Breakfast, Lunch and Snack provided by Space Coast Credit Union)

    8:30 - 8:35 Welcome Peggy Yelverton

    8:35 – 9:45 Framework for Understanding Poverty / Love and Logic

    9:45 – 10:00 Break

    10:00 – 11:30 Ethics Linda Vinson

    11:30 - 12:30 Box Lunch Sponsored by Rooms 7 & 8 SCCU

    12:30 - 3:30 Alternative Certification Program (ACP or ACPers) 5, 6, 7, 8 Dr. Pat Shelton

    All other new teachers go to the board room for:

    WISE Training Manual (Classroom Management Techniques) Peggy Yelverton

    2:30 Break Sponsored by SCCU

    2:30 - 3:15 (If time: questions, remarks) Peggy Yelverton

    3:15 - 3:30 Reflections and Evaluation Peggy Yelverton

    Enjoy your first year in Brevard County and please remember if you have any questions, concerns, or suggestions, please contact:

    Peggy Yelverton Brevard County Induction Resource Teacher

    [email protected] 321-633-1000 ext 242

    17

  • Samp

    le

    Orientation

    Brevard Public Schools Alternative Certification Program BPS ACP

    AGENDA

    Start-Ups: Pat welcome Agenda/Agreements Introductions

    Peggy

    Pat

    8:30 – ???

    Pre Assessment for Classes

    Peggy 9:15 – 9:45

    Warm Ups

    Peggy 9:50 – 10:00

    Break

    10:00 – 10:15

    Overview of the BPS ACP Demographic Payment form Procedures ACP requirements Trainings/Learning Clubs Accomplished Practices

    10:15 – 11:45

    Lunch

    Peggy 11:45 - 1:00

    Peer Mentors

    Robbin 1:00 – 1:30

    Continue with Overview Rubrics Assessment/CLEP

    Peggy 1:30 – 2:15

    Break

    2:15 – 2:30

    WISE Training Manual Classroom Management

    Peggy 2:30 – 3:15

    Wrap-Ups: Evaluation

    Peggy 3:15 – 3:30

    Peggy Yelverton

    Brevard County Induction Program Alternative Certification Program

    [email protected] 633-1000 ext 242

    18

    mailto:[email protected]?subject=BPS%20ACP%20Program

  • BPS ACP Support Team Descriptions

    [email protected]

    Support Team Descriptions

    1. Composition of Team

    • The team consists of an administrator, school mentor, district

    peer mentor and the BPS ACP resource teacher.

    • May include subject area coach along with mentor.

    2. Selection criteria for highly quality peer mentors

    • Teachers are selected by their school administrators to work with

    the BPS ACP teacher.

    • Teachers attend a 3-day Clinical Educator Training.

    • Recommended to be National Board Certified Teacher.

    • Recommended that they work with the Mentoring Council Rep-

    resentative.

    • Three years prior experience with effective evaluations.

    • Teachers with training in using the data collection tools for ob-

    servation.

    3. Available Training to Support Instruction and Assessment

    • All teacher mentors have Clinical Educators Training (CET), a 3-

    day training. The third day consists of the data collection tools

    used for Florida Performance Measurement Tools, which exam-

    ines what effective and ineffective teachers do in the classroom.

    • An overview of the components of the Brevard County Induction

    Program.

    Caring Communicating Contributing

    Contributing

    Caring

    Communicating

    19

    mailto:[email protected]

  • • District peer mentors received training on ‘Mentoring in the

    Twenty-First Century’.

    • Overview of the 12 Accomplished Practices. Administrators mark

    off the effective indicators for this, however teachers are given an

    overview of the accomplished practices for both the preprofes-

    sional level and the accomplished level.

    • Administrators must attend a 4-day training for teacher evalua-

    tions which includes research-based trainings of Florida Perform-

    ance Measurement System (FPMS) and the Instructional Person-

    nel Performance Appraisal System (IPPAS).

    4. Frequency of Support Team Meetings

    • The entire group meets when one of the team members needs the

    meeting.

    • The school mentors meet on a regular basis to discuss school cul-

    ture and any issues that may need to be discussed, a minimum of

    six meetings.

    • The District Peer Mentor Teacher will meet by visitations, emails

    or phone calls a minimum of 4 times a year, depending on the

    need.

    5. Frequency of Observations in Classroom

    • The school mentor will complete at least 2 mentor observations

    using data collection tools.

    • The District Peer Mentor coach or mentor through discussion and

    checklist on 9 out of the 12 Accomplished Practices. The checklist

    will be used as a support system to help coach/mentor successful

    techniques through classroom observations and coaching sessions.

    • The administrator will observe the teacher using the Instructional

    Personnel Performance Appraisal System (IPPAS) two times a

    year, Interim and final, for the first year and once a year each year

    following.

    • There will be monthly ‘Mentoring Sessions’ offered for teachers to

    attend for checklist, rubrics, or coaching sessions.

    20

  • (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

    21

  • (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

    22

    (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

  • ACHIEVE Alternative

    Certification

    Helping Individuals to Embrace

    & Value Education

    Brevard Public Schools Alternative Certification Program

    (BPS ACP)

    OBSERVATION / COACHING

    Teacher Name: Date:

    Time: Class/Grade Level: Subject:

    Standard and Objective:

    + Evident √ Continue to work on ☺ Need to include NS Not Seen

    * * * * * WHAT I OBSERVED TODAY * * * * *

    Objective / Standard Visible Motivation / Praise / Feedback Specific Lesson Plans Evident Critical Thinking / Questioning Used Grade Level / Appropriate Lesson Active Teaching Teacher Modeling Lesson (I Do) Maximized Time for Learning Guided Practice (We Do) Varied Instructional Strategies Check For Understanding (You Do) Effective Questioning Skills Cooperative Learning Strategies Good Classroom Management Organized Word Wall In Place Procedures in Place Student Work Displayed Monitoring Students Students Actively Engaged Students know what to do when finished Accomplished Practiced: Other:

    Comments:

    Accomplishments Reminder / Tips Action Items (add Portfolio)

    Observer’s Signature: Teacher’s Signature:

    * Please put this sheet in your BPS ACP portfolio, last section 23

  • 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 24

  • Title Audience Date(s) Time Location Details

    September 23, 2010

    September 24, 2010

    September 27, 2010

    November 2, 2010

    November 3, 2010

    November 4, 2010

    January 31, 2011

    February 1, 2011

    February 2, 2011

    CET FOR STUDENT SERVICESCET Guidance Counselors & Speech Therapists

    September 21, 2010 2011 7406007 001 8:30‐3:30 ESF 7 & 8

    This 1‐day training is for Guidance Counselors to learn the CET data collection tools for coaching and 

    mentoring.

    September 16, 2010 002

    November 18, 2010 005

    February 10, 2011 011

    April 28, 2011 013

    CET ‐ Induction Training for Mentor Teachers

    MENTORINGBREVARD COUNTY 

    INDUCTION PROGRAM SCHOOL REPRESENTATIVEMENTORING COUNCIL

    1 pre‐selected representative from each school to attend each 

    session

    Mentoring Council will be one representative from each school who will attend these meetings and return and train new teachers and veteran teachers on what they learned at the 

    sessions.

    2011 8406001

    2011 8409001 5:00‐7:00

    Teachers with 3 years experience and 

    Recommendation by Principal

    002

    001

    ESF 7 & 88:30‐3:30

    ESF Board Room

    3‐day training for teachers who want to mentor new teachers or supervise and intern.  NBCT also must have this training.  You must attend all 3 days.

    Reach & Teach Partnership

    The School Board of Brevard County

    Clinical Educator & Mentoring Council Training2010‐2011

    SCHOOLS ARE RESPONSIBLE FOR THEIR OWN FUNDING OF SUBSTITUTES

    ERO SRN #

    Questions or concerns ‐ call or email:Peggy Yelverton, Induction Program Resource Teacher 633‐1000 ext. 242

    [email protected]

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

    003

    To register use the Electronic Register Online SRN # listed

    25

  • 01: Assessment Feedback Form

    Name Date Mentor Initials

    Accomplished: 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.

    Indicator

    Analyzes individuals’ learning needs and practices techniques which accommodate differences, including linguistic and cultural differences. Evidence (examples) Improvements suggested:

    Employs traditional and alternative assessment strategies in determining students’ mastery of specified outcomes. Evidence (examples) Improvements suggested:

    Modifies instruction based upon assessed student performance. Evidence (examples) Improvements suggested:

    Maintains observational and anecdotal records to monitor students’ development. Evidence (examples) Improvements suggested:

    Improvements Suggested/Needed:

    26

  • 02: Communication

    Feedback Form Name Date Mentor Initials

    Accomplished: The preprofessional teacher recognizes the need for effective communication in the classroom and is in the process of acquiring techniques which she/he will use in the classroom.

    Indicator Establishes positive interaction in the learning environment that uses incentives and consequences for students. Evidence (examples) Improvements suggested:

    Encourages student in a positive and supportive manner. Evidence (examples) Improvements suggested: ____ Demonstrated ____ Not Demonstrated

    Communicates to all students high expectations for learning. Evidence (examples) Improvements suggested:

    Acquires and adapts interaction routines (e.g., active listening) for individual work, cooperative learning, and whole group activities. Evidence (examples) Improvements suggested: ____ Demonstrated ____ Not Demonstrated

    Identifies communication techniques for use with colleagues, school/community specialists, administrators, and families, including families whose home language is not English. Evidence (examples) Improvements suggested:

    Improvements Suggested/Needed:

    27

  • 04: Critical Thinking

    Feedback Form Name Date Mentor Initials Accomplished: The preprofessional teacher is acquiring performance assessment techniques and strategies that measure higher order thinking skills in students and building a repertoire of realistic projects and problem-solving activities designed to assist all students in demonstrating their ability to think creatively.

    Indicator

    Provides opportunities for students to learn higher-order thinking skills. Evidence (examples) Improvements suggested:

    Has strategies for utilizing discussions, group interactions, and writing to encourage student problem solving. Evidence (examples) Improvements suggested:

    Demonstrates and models the use of higher-order thinking abilities. Evidence (examples) Improvements suggested:

    Modifies and adapts lessons with increased attention to the learners’ creative thinking abilities. Evidence (examples) Improvements suggested:

    Uses technology and other appropriate tools in the learning environment. Evidence (examples) Improvements suggested:

    Improvements Suggested/Needed:

    28

  • 05: Diversity Feedback Form

    Name Date Mentor Initials Accomplished: 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.

    Indicator Accepts and values students from diverse cultures and linguistic backgrounds and treats all students equitably. Evidence (examples) Improvements suggested:

    Has a repertoire of teaching techniques and strategies to effectively instruct all students. Evidence (examples) Improvements suggested:

    Analyzes and uses school, family, and community resources instructional activities. Evidence (examples) Improvements suggested:

    Selects and introduces materials and resources that are multicultural. Evidence (examples) Improvements suggested:

    Promotes student responsibility, appropriate social behavior, integrity, valuing of diversity, and honesty through learning activities. Evidence (examples) Improvements suggested:

    Improvements Suggested/Needed:

    29

  • 07: Human Development and Learning Feedback Form

    Name Date Mentor Initials Accomplished: Drawing upon well established human development/ learning theories and concepts and a variety of information about students, the preprofessional teacher plans instructional activities.

    Indicator Recognizes developmental levels of students and identifies differences within a group of students. Evidence (examples) Improvements suggested:

    Uses multiple activities to engage and motivate students at appropriate developmental levels. Evidence (examples) Improvements suggested:

    Varies activities to accommodate different student learning needs, developmental levels, experiential backgrounds, linguistic development, and cultural heritage. Evidence (examples) Improvements suggested:

    Recognizes learning theories, subject matter structure, curriculum development, student development, and first and second language acquisition processes. Evidence (examples) Improvements suggested:

    Uses alternative instructional strategies to develop concepts and principles and is aware of the rationale for choosing different methods. Evidence (examples) Improvements suggested:

    Improvements Suggested/Needed:

    30

  • 08: Knowledge of Subject Matter

    Feedback Form Name Date Mentor Initials Accomplished: 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.

    Indicator

    Communicates knowledge of subject matter in a manner that enables students to learn. Evidence (examples) Improvements suggested:

    Increases subject matter knowledge in order to integrate the learning activities. Evidence (examples) Improvements suggested:

    Uses the materials and technologies of the subject field in developing learning activities for students. Evidence (examples) Improvements suggested:

    Has planned and conducted collaborative lessons with colleagues from other fields. Evidence (examples) Improvements suggested:

    Develops short and long-term personal and professional goals relating to knowledge of subject matter. Evidence (examples) Improvements suggested:

    Improvements Suggested/Needed:

    31

  • 09: Learning Environments

    Feedback Form Name Date Mentor Initials Accomplished: 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 work to increase his/her knowledge and skills.

    Indicator

    Practices a variety of techniques for establishing smooth and efficient routines. Evidence (examples) Improvements suggested:

    Involves students in the management of learning environments including establishing rules and standards for behavior. Evidence (examples) Improvements suggested:

    Provides a safe place to take risks. Evidence (examples) Improvements suggested:

    Arranges and manages the physical environment to facilitate student learning outcomes. Evidence (examples) Improvements suggested:

    Provides clear directions for instructional activities and routines. Evidence (examples) Improvements suggested:

    Improvements Suggested/Needed:

    32

  • 10: Planning Feedback Form

    Name Date Mentor Initials Accomplished: Recognizes the importance of setting high expectations for all students, the preprofessional teacher works with other professional 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.

    Indicator Plans and conducts lessons with identified student performance and learning outcomes. Evidence (examples) Improvements suggested:

    Provides comprehensible instruction based on performance standards required of students in Florida public schools. Evidence (examples) Improvements suggested:

    Provides comprehensible instruction in effective learning procedures, study skills, and test-taking strategies. Evidence (examples) Improvements suggested:

    Incorporates the visual and physical environment when planning learning activities. Evidence (examples) Improvements suggested:

    Plans activities that engage student in learning activities and employs strategies to re-engage students who are off task. Evidence (examples) Improvements suggested:

    Improvements Suggested/Needed:

    33

  • 12: Technology Feedback Form

    Name Date Mentor Initials Accomplished: 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.

    Indicator Demonstrates awareness of and models acceptable use policies and copyright issues. Evidence (examples)

    Improvements suggested:

    Teaches students to use available computers and other forms of technology. Evidence (examples) Improvements suggested:

    Creates authentic tasks using technology tools and recognizes the need for learner-centered environments. Evidence (examples) Improvements suggested:

    Uses technology to collaborate with others. Evidence (examples) Improvements suggested:

    Develops professional goals relating to technology integration. Evidence (examples) Improvements suggested:

    Improvements Suggested/Needed:

    34

  • Mentoring Tips

    To share with new teachers

    Mentoring Council Ideas Summarized From

    You Have to Go to School - You’re the Teacher!

    By Renee Rosenblum-Lowden

    Peggy Yelverton [email protected]

    321-633-1000 ext 242

    35

    mailto:[email protected]

  • Things to tell new teachers to help them at the beginning

    1. Get plenty of sleep. 2. Bring your lunch the first semester. 3. You are a guest in their room, so tell them things they are doing well. 4. Build relationships before suggesting anything. 5. Talk about how to dress professionally. 6. Talk about ethics and keeping professional when dealing with students. 7. Talk about ethical situations before they become an issue. 8. Over plan. 9. What do you do when the students work is completed each day?

    10. Share lesson plans and different ways to plan. 11. Show ways to help organize your materials and grading systems. 12. Share what teachers can help with different issues.

    The School Year is Up and Let’s Talk

    1. What went well and what did not go well? 2. You can redo anything. 3. You are not a shrink. Do not try to handle the students’ problems;

    include the counselor, or others. 4. Take time to go over the procedures that worked and the ones that did

    not work. 5. What was your best day and why? 6. What was your hardest task to complete? 7. What could I, as the mentor, have helped you with earlier, now that you

    have completed a year?

    Help your Students to be Responsible

    1. Students need order in their lives. 2. Set up limits.

    36

  • 3. Set up and establish routines, so that everyone knows what is expected each day in class.

    4. Set up a three-ring binder; help organize their homework and class work.

    5. Set up ‘Do Now’, ‘Bell Ringer’, or ‘Board Work’ binders and have your work already to go for the new school year. Use your SSS as the curriculum for the ‘Do Now’s’.

    6. List the goal or the ‘Aim’ on the board for the lessons. That way the students know exactly what they are expected to do with each lesson.

    7. Put their homework in the same place each day. Make it a habit where to look for the assignment and where to put the assignment when they are done.

    8. Make sure you check the homework, mark the homework, discuss the homework and are there any follow-ups?

    9. Number the homework. That way, you and the students will notice if an assignment is missing. Put it on the corner of the paper. You can then have a sheet that has each assignment by name, number and due date. You will no longer need to explain to the students what the assignment is, it has been done for them.

    10. Assign homework buddies. Have them get phone numbers of one or two people and if they have questions, they call them for the help. No excuses for not knowing what to do.

    11. Teach the procedure that you dismiss them from class not the bell. 12. Allow time for class wrap-ups or an exit slip works too. This helps to

    prepare you for the next day and gives the opportunity for better explanations.

    13. Empower your students. Teach them that they have choices each and every day.

    14. Have students be involved in setting the rules and consequences. 15. Explain that your classroom is your sanctuary. Have them define what a

    safe place is. Brainstorm “What makes a classroom safe?” Leave the list up, when someone is upset or hurt; remind them of the list and our sanctuary.

    16. Incorporate fads into your teaching.

    37

  • Communication

    1. Acknowledge feelings and let the students know that even though you

    know it is painful, you also know that she/he will survive, and that you will be there if the student needs to talk.

    2. Use ‘I’ messages. I need you to complete your seat work. 3. Use Let’s instead of you. “Let’s take out our books.” instead of “Take

    out your books.” 4. Limit the ‘You Shoulds’. “Have you thought about writing it another

    way?” instead of “You should write it this way.” 5. Discipline one to one, not to the whole class. 6. State rules impersonally. ‘No chewing gum.’ 7. Do not give vague statements. “Stop acting silly.” Be clear and specific

    about what you want. 8. Describe what you see or do not see. Instead of saying, a student is

    lazy, make a statement like, “Mary, I see that you only have 5 answers on your paper, there are 10 to be completed.”

    9. Keep it simple when explaining. 10. Forced apologies seldom work. Have them write about it instead. 11. Model manners. 12. Communicate what you want both verbally and nonverbally. 13. Become better and not bitter. The very best teachers always choose the

    better, as opposed to the bitter path. 14. Teachers act instead of reacting. 15. The teacher speaks to each student in a calm manner. 16. Teachers help themselves become better at what they do by reflecting

    on every situation, whether good or bad. Building Relationships

    1. Staying neutral on controversial issues that can have strong opinions,

    i.e. religion, politics. 2. Personalize your ‘bell ringer’ by using students’ names. 3. Have students keep journals and you can respond occasionally to them.

    38

  • 4. Read aloud to your students, no matter how old they are. 5. Acknowledge their birthdays, by a calendar or by way of letting them

    know you are aware of it. 6. ‘I thought of you’ idea. This could be that you read an article in a

    magazine or book. You give them a copy of it or cut it out. Hand it to them and let them know you were thinking about them.

    7. ‘Morning Meetings’ help build community. Students are given the opportunity to talk about problems or about classroom issues.

    8. ‘Class solutions’ are helpful when students are having problems. Open it up to the class for ideas on how to solve it. Do not make them too personal; keep it as a way to help the class feel safe.

    9. Stand by the door to welcome students. 10. Notice the students and say things to them that you noticed.

    Organization

    1. Go to the Dollar Store and buy containers to help organize you. 2. Use zip lock bags to keep your materials organized. 3. Have your materials ready a day or two before the lesson. 4. Color code subjects or different classes. 5. Number your students and have them use the numbers when they head

    each paper. 6. Ask others for ideas on organizing. 7. Put copies of SSS in your lesson plan book for easy accessibility.

    Attitude

    1. Attitude is what makes a good teacher a better teacher. 2. Stay away from the 3 G’s: Griping, Groaning, and Gossiping in the

    teacher’s lounge, in the parking lot and at the ball field. 3. Model a good attitude. 4. Teachers accept the responsibility for the success and performance of

    every student they teach.

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  • 5. Walking away from negativity not only protects you but can burn calories too.

    6. Do not talk negatively about another child to any parent other that the parent of that child. In that case, still be careful.

    7. Try to see the glass as half full rather than half empty. 8. Make a list of positive messages and have them around your room. 9. Find what is good and focus on it. Find what is not so good and make it

    better. 10. Our attitudes help to shape the types of teachers, leaders, and role

    models we become. 11. Portray an attitude of responsibility. 12. Make positive contacts with parents and community. 13. Do your best, be your best, and give your best, each and every day that

    you teach. 14. Find the good in every child you meet. It may take a couple of times to

    find it, but stick with having something positive to say about every student.

    15. Stay away from negative talk: When negative talk is about a student - “I like that child and they are so

    creative.” When negative talk is about a school issue - “I can appreciate your concerns, why don’t you share that with your administrator.” Power struggle - walk away.

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  • BPS ACP Opportunities for Supporting Roles of Collaborative Partners

    [email protected]

    Collaborative Partners

    1. Supporting Roles

    • National Board Certified Teachers are used in the following areas to

    support our BPS ACP teachers:

    ∗ Teacher prep sessions to help pass the General Knowledge

    Test, Subject Area or Professional Education Test.

    ∗ Eight Week Math Prep is offered for teachers failing the

    math portion of the General Knowledge Test.

    ∗ Tutors for subject area.

    ∗ Learning Clubs, Professional Learning Communities or

    New Teacher Orientations offered 2 to 3 hours at night.

    ∗ Welcoming Committee.

    ∗ New Teacher Academy subject area mentoring.

    • District Resource Teachers help with subject area expertise.

    • District Peer Mentor Teachers assist in the classroom, mentoring

    and coaching.

    • Brevard Community College Partnership for professional develop-

    ment and collaboration for the Educator Preparation Institute.

    Caring Communicating Contributing

    Contributing

    Caring

    Communicating

    41

    mailto:[email protected]

  • ACP

    Peggy Yelverton Induction Program Resource Teacher 633-1000 ext 242

    [email protected]

    Brevard Community College and the Office of Certification and Instructional Professional Development Partnership

    Our Department is working with Brevard Community College in the following ways:

    Partnership with the Educator Preparation Institute (EPI)

    o Regular Monthly meetings to discuss our partnership with the EPI Alternative Certification Program through BCC.

    Refer names of classroom teachers to teach their EPI program. Agreements to allow non employees in the EPI program to attend

    our test preps 4 times a year for general knowledge, subject area, and professional education tests.

    Agreements to allow non employees in the EPI program to attend our 8 week long math preparation for the general knowledge tests needed for certification.

    Agreements to allow non employees to be tutored for the various tests by our National Board Certified Teachers to help prepare for the successful passing of the tests needed for Professional Certification.

    Agreements to allow for a grant of $600.00 to be paid to their EPI students upon successful completion of the EPI program if they are employed by the end of the completion of the program. (Depending on the budget.)

    Share information with our teachers about their EPI program. o BCC has a representative on our Professional Development Council and shares

    BCC information and their ideas about professional development. o Hold at least 4 community meetings concerning the Alternative Certification

    Program each year inviting BCC to speak and gain students into their program. (Depending on the budget.)

    o Working this year on the possibility of BCC offering more professional development to BPS teachers. (When the budget allows for new teachers.)

    o Working on setting up BCC EPI on site test preps using our NBCT as the trainers. o EPI Coordinator and Induction Resource Teacher have continuous working

    relationship and communication. o Memorandum of understanding (MOU) to transfer in ESOL trainings from the

    EPI and reading.

    Plus BCC is involved in other programs with BPS besides Office of Certification & Instructional Professional Development through:

    o Dual Enrollment. o Tech Prep Consortium through Margaret Lewis and Applied Technology. o Substitute training with BCC’s (retired principals) BPS Substitute Program.

    Mentoring

    Training

    Contributing

    Caring

    Communicating

    42

    mailto:[email protected]

  • Brevard Public Schools

    BPS ACP Professional Development Components 1. ASSESSMENT (6 hours): This training will help teachers address when, how and why we

    assess students. Teachers will develop personal philosophies on assessment throughout this course and will be able to defend their beliefs in writing. Traditional and alternative assessments will be addressed.

    Trainings: Different Assessments-3, Summer Institute-3. 2. COMMUNICATION (6 hours): This training will help teachers address communication

    techniques with students and parents. The trainings will establish positive interaction in the classroom and help communicate high expectations for learning.

    Trainings: Building Community with Parents and Students-6. 3. CONTINUOUS IMPROVEMENT (15 hours): Engages in continuous professional quality

    improvement for the teacher. Through District Peer Mentors, building mentors, and subject area coaches, one – on – one training will be on-going for the professional development and continuous growth of each teacher.

    Trainings: New Teacher Orientations-6, Cooperative Learning-6, Summer Institute-3. 4. CRITICAL THINKING (12 hours): Teachers will learn to choose from a variety of teaching

    strategies, materials, non-linguistic organizers, and activities to expand student’s thinking abilities. Teachers will also be taught different strategies to develop critical thinking skills in their students.

    Trainings: Thinking Maps-6, Summer Institute-6. 5. DIVERSITY (6 hours, plus a 60 hour ESOL course): Today’s classrooms are diverse. This

    training will address how to embrace and deal with diversity in the classroom, in particular the areas of ESOL, ESE, SES, gender and race.

    Trainings: ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) STRATEGIES (60 hours). This course is designed to provide ESOL awareness for educators and addresses many issues pertaining to ESOL. The participants learn to assess initial English language proficiency and utilize effective ESOL strategies and techniques. This is a hybrid or on-line class, (Culture, Empowerment, and Methods), Ruby Payne-12, or 1 day & Summer Institute-6). 6. ETHICS – Code of Ethics (6 hours): This is a training in which educators will have the

    opportunity to examine numerous ethical issues that relate to public education in the State of Florida. This training will discuss how to deal with professional dealings and rights of teachers.

    Trainings: New Teacher Academy-3, Making Good Decisions-3 (NTO). 7. HUMAN DEVELOPMENT AND LEARNING (12 hours): Student development as seen from

    theorists and brain based research will be the topics covered in this training. Teachers will be required to implement new brain based strategies in their classrooms at the conclusion of this training. Develop short and long term personal and professional goals relating to human development and learning. Creating a classroom using student owned strategies.

    Trainings: CRISS-6, Summer Institute-6.

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  • 8. KNOWLEDGE OF SUBJECT MATTER – Reading, Writing and Math Across the Curriculum 6 hours plus a 60 hour reading course): This will be an overview of strategies for implementing reading, writing and mathematic skills across the curriculum. Teachers will develop interdisciplinary lesson plans at the conclusion of this course.

    Trainings: CRISS-6, Hybrid or an online FOR-PD (60 hours). Participants will understand the principles of scientifically based reading research as the foundation of comprehensive instruction that synchronizes and scaffolds each of the major components of the reading process toward student mastery. This is competency two of the reading endorsement. New Teacher Academy-3. 9. LEARNING ENVIRONMENTS (27 hours): This training will provide teachers with

    techniques and strategies for managing student behavior in various learning environments, establishing smooth and efficient routines. Teachers will leave with a classroom management plan.

    Trainings: New Teacher Academy-12, Orientation-3, Love & Logic-6, Classroom Management-6 10. PLANNING (9 hours): Participants will be provided with a district peer mentor outside of

    their school campus. They will spend a minimum of 20 hours with this person to develop a classroom resource file and lesson plans.

    Trainings: Orientation-3, Summer Institute-6. 11. ROLE OF THE TEACHER (18 hours): This training will address the laws relating to child

    abuse and substance abuse and actions to be taken by the teacher when abuse is suspected. Training will offer strategies for working with students of poverty and techniques for dealing with challenging behaviors.

    Trainings: Frameworks for Poverty-6, Love & Logic-6, Cooperative Learning-6. 12. TECHNOLOGY (9 hours): This training will assist teachers with integrating technology in

    their classrooms. Teachers will leave with skills for their personal websites, ability to teaching with PowerPoint, knowledge of Excel and Word.

    Trainings: Technology in the classroom-3, various subject area technology trainings 6. 13. CLASSROOM MANAGE