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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
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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.
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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
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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
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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]�
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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
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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
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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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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
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Brevard Public Schools Alternative Certification Program
Documentation of Completion
Teacher: School:
Emp ID#: Assignment:
Beginning Date: Completion Date:
Certificate Area(s):
Support Team:
Administrator: School Mentor:
District Peer Mentor: Portfolio Reviewer:
Tests: General Knowledge Subject Area Professional Education
Documentation of Accomplished Practices Completed/Portfolio
1. Assessment 7. Human Development
2. Communication 8. Subject Matter
3. Continuous Improvement 9. Learning Environment
4. Critical Thinking 10. Planning
5. Diversity 11. Role of the Teacher
6. Ethics 12. Technology
has completed the requirements for the BPS ACP.
ACP Signature Portfolio check
Reviewer Signature
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
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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
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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
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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]�
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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
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mailto:[email protected]�
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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
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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
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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
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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]�
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• 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
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(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
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(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
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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
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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
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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
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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
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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
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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:
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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:
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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:
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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:
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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:
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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:
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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:
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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]
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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
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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
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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
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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.
39
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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
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mailto:[email protected]�
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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]
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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