Table Of ContentFlorida Educator Accomplished Practices/Professional Education Competencies and Skills
for Teacher Certification
Chipola College
Exceptional Student Education
Course/
FEAP Indicator Description of Assessment/Activity Instrument Used Setting
Module
1.1 Aligns Task CC1H - For this task, you will be Task CC1H - A rubric is used to RED 4519 – Coursework
g
ni instruction with conducting both informal and formal assess a candidate’s ability to align Diagnostic and
n
n state-adopted assessments to determine the baseline of a instruction with state-adopted Instructional
a standards at the standards at the appropriate level of Interventions in
l
P group of students considered “iii” (meaning they
appropriate level rigor. Reading
n
require participation in the Intensive
o of rigor.
s
s Intervention Group). An ESOL student(s) must Unacceptable – Common Core
e
benchmarks are not included in all
L be present in the group. Data from various
d lesson plans, or lesson plans are not
n sources will be collected and graphed in an
a developed sufficiently to teach
electronic spreadsheet to show both pre-test
n benchmarks.
g
and post-test results. These assessments will
i
s
e be further used to recognize gaps in student Developing – Common Core
D
l subject matter for the purpose of designing benchmarks are included on all lesson
a
n plans. Lesson plans indicate teaching
instruction and sequencing lessons and concepts
o
activities and assessments are
i
tc ensuring coherence and prior knowledge for a adequate for teaching the benchmarks
u
r series of at least five sequenced lessons. One of but lack the appropriate level of rigor.
t
s
n the lessons must be evaluated by either the
I Effective – Common Core benchmarks
cooperating classroom teacher or college
are included in all lesson plans.
instructor. Lessons must align with the state-
Teaching activities and assessments
adopted standards and match the previously are well developed for teaching the
determined level of students. Lessons will show depth and breadth benchmarks.
evidence of differentiation based on an
assessment of student learning needs and
recognition of individual differences in students.
Differentiation for the ESOL student must show
evidence that the student’s cultural, linguistic,
and family background has been used during the
development of instructional activities. Finally,
a narrative discussing this experience should
include what you have learned about
differentiating instruction in reading, using ESOL
strategies to differentiate instruction, how this
experience will help you in your classroom, the
impact made on instruction, and whether your
instruction positively impacted student growth
in reading.
Task 10.2.2 - The teacher candidate documents Task 10.2.2 - A rubric is used to EEX 4943 Internship
the ability to plan on a continuous basis and be assess a candidate’s ability to align Seminar in
capable of revising as neeexd by maintaining a instruction with state-adopted Elementary
teacher plan book for a semester. The plan standards at the appropriate level of Education
book must document alignment of instruction rigor.
with state-adopted standards at the appropriate
Unacceptable – The plan book does
level of rigor for a minimum of twelve weeks.
not contain complete documentation of
instruction with appropriate Common
Core Elementary Education
benchmarks at the appropriate level of
rigor.
Developing – The plan book contains
documentation of instructional
activities with appropriate Common
Core benchmarks for the semester.
The plan book has entries that indicate
advanced planning. Only a few daily
plans have been modified when entries
listed indicated modifications were
neeexd.
Effective - The plan book is available
and shows documentation of
instructional activities with appropriate
Common Core benchmarks for the
semester. The plan book has entries
that indicate advanced planning. Daily
plans have been modified to
accommodate student learning needs.
1.2 Sequences Task CC1H - For this task, you will be Task CC1H – A rubric is used to RED4519 - Coursework
lessons and conducting both informal and formal assess a candidate’s ability to Diagnostic and
concepts to sequence lessons and concepts to Instructional
assessments to determine the baseline of a
ensure ensure coherence and required Interventions in
group of students considered “iii” (meaning they
coherence and prior knowledge. Reading
require participation in the Intensive
required prior
knowledge. Intervention Group). An ESOL student(s) must Unacceptable – Daily lesson plans are
not sequenced properly for maximum
be present in the group. Data from various
learning or sequential lesson plans do
sources will be collected and graphed in an
not build upon prior knowledge.
electronic spreadsheet to show both pre-test
and post-test results. These assessments will Developing – Daily lesson plans are
be further used to recognize gaps in student sequenced properly and include
references to most required prior
subject matter for the purpose of designing
knowledge. Lesson activities are
instruction and sequencing lessons and concepts
sequenced but do not show
ensuring coherence and prior knowledge for a
coherence.
series of at least five sequenced lessons. One of
Effective – Daily lesson plans are
the lessons must be evaluated by either the
sequenced properly and include
cooperating classroom teacher or college
activities that access prior knowledge.
instructor. Lessons must align with the state-
Lesson activities are sequenced and
adopted standards and match the previously show coherence between topics that
determined level of students. Lessons will show maximizes student understanding.
evidence of differentiation based on an
assessment of student learning needs and
recognition of individual differences in students.
Differentiation for the ESOL student must show
evidence that the student’s cultural, linguistic,
and family background has been used during the
development of instructional activities. Finally,
a narrative discussing this experience should
include what you have learned about
differentiating instruction in reading, using ESOL
strategies to differentiate instruction, how this
experience will help you in your classroom, the
impact made on instruction, and whether your
instruction positively impacted student growth
in reading.
Task 10.2.2 - The teacher candidate documents Task 10.2.2 - A rubric is used to EEX 4933 Internship
the ability to plan on a continuous basis and be assess a candidate’s ability to Seminar in
capable of revising as neeexd by maintaining a sequence lessons and concepts to Exceptional
teacher plan book for a semester. The plan ensure coherence and required prior Student
book must document that the lessons and knowledge. Education
concepts are sequenced to ensure coherence
Unacceptable – The plan book is not
and required prior knowledge for a twelve week
complete or does not show that
period.
lessons and concepts are sequenced
to ensure coherence and required prior
knowledge.
Developing – The plan book is
complete. The sequence of lessons
and concepts reveals a weakness in
this sequence that hinders coherence
or does not account for required prior
knowledge.
Effective – The plan book is complete.
The sequence of lessons and concepts
are listed in a manner that ensures
coherence and accounts for required
prior knowledge.
1.3 Designs Task CC1H - For this task, you will be Task CC1H – A rubric is used to RED4519 - Coursework
instruction for conducting both informal and formal assess a candidate’s ability to Diagnostic and
students to design instruction for students to Instructional
assessments to determine the baseline of a
achieve achieve mastery. Interventions in
group of students considered “iii” (meaning they
mastery. Reading
require participation in the Intensive Unacceptable – Lesson plan activities
Intervention Group). An ESOL student(s) must require only the knowledge,
comprehension and application levels
be present in the group. Data from various
of achievement of the benchmark(s).
sources will be collected and graphed in an
electronic spreadsheet to show both pre-test Developing – Lesson plan activities
and post-test results. These assessments will contain benchmark activities but lack
be further used to recognize gaps in student either depth or breadth on mastery of
subject matter for the purpose of designing the benchmark(s).
instruction and sequencing lessons and concepts
Effective – Lesson plan activities
ensuring coherence and prior knowledge for a
contain activities, such as critical input,
series of at least five sequenced lessons. One of knowledge deepening, decision
the lessons must be evaluated by either the making, etc., require students to
cooperating classroom teacher or college demonstrate depth and breadth of the
benchmark(s).
instructor. Lessons must align with the state-
adopted standards and match the previously
determined level of students. Lessons will show
evidence of differentiation based on an
assessment of student learning needs and
recognition of individual differences in students.
Differentiation for the ESOL student must show
evidence that the student’s cultural, linguistic,
and family background has been used during the
development of instructional activities. Finally,
a narrative discussing this experience should
include what you have learned about
differentiating instruction in reading, using ESOL
strategies to differentiate instruction, how this
experience will help you in your classroom, the
impact made on instruction, and whether your
instruction positively impacted student growth
in reading.
Task 4.3.2 - The teacher candidate plans and Task 4.3.2 - A rubric is used to assess EEX 4945 Internship
designs a unit that will result in students a candidate’s ability to design Student
achieving mastery. After teaching the unit in a instruction for students to achieve Teaching in
K-12 classroom, the teacher candidate analyzes mastery. Exceptional
class learning gains and writes a summary of Student
Unacceptable – The lesson plans
instructional modifications. Ten student case Education
developed for the unit of study do not
studies are written. The product includes the
demonstrate instruction that leads to
lesson plans, electronic analysis of class
mastery of the learning objectives
learning gains, summary of any instructional
listed in the lesson plans.
modifications, and ten case studies with all work
attached for ten students.
Developing – The lesson plans
developed for the unit of study contain
instruction for the learning objectives
listed in the lesson plans. The
instruction is not comprehensive and
deep enough to insure mastery.
Effective – The lesson plans
developed for the unit of study contain
instruction for the learning objectives
listed in the lesson plans. The
instruction is comprehensive, well
developed, and deep enough to insure
mastery.
1.4 Selects Task CC10D - The teacher candidate will Task CC10D – A rubric is used to RED3311 - Coursework
appropriate demonstrate mastery of research-based assess a candidate’s ability to Teaching
formative select appropriate formative Reading in the
instructional strategies through the
assessments to assessments to monitor learning. Intermediate
development of a content area unit for
monitor learning. Grade
classroom use incorporating strategies that Unacceptable – The daily
synchronize and scaffold each of the major assessments do not assess all of the
concepts taught in the lesson. The
components of the reading process toward
cumulative assessment does not
student mastery. Included within unit lesson
address all benchmarks in the unit or
plans will be instruction that aligns with state-
assesses only at the knowledge and
adopted standards at the appropriate level of comprehension levels.
rigor, sequenced lessons and concepts to ensure
Developing – The daily assessments
coherence along with required prior knowledge,
monitor most of the concepts taught in
and instruction designed allowing students to
the lesson. The cumulative
achieve mastery. Appropriate formative
assessment measures most of the
assessments will be selected to monitor benchmarks in the unit. The highest
learning. These assessments, both formative level of assessment is the application
and summative, will be aligned to learning level.
objectives and designed leading to student
Effective – Daily assessments monitor
mastery. Original assessments will be modified all of the concepts taught in the lesson.
along with testing conditions to accommodate The cumulative assessment measures
learning styles and varying levels of knowledge. all of the benchmarks in the unit with
questions that require higher order
thinking.
Task 1.3.2 - The teacher candidates develops a Task 1.3.2 - A rubric is used to assess EEX 4945 Internship
classroom assessment system for one semester. a candidate’s ability to select Student
The product includes lists of outcomes, pre- appropriate formative assessments to Teaching in
assessment activities, and traditional and monitor learning. Exceptional
alternative assessment strategies to monitor Student
Unacceptable – The classroom
learning, as well as a copy of the teacher's Education
assessment system has a list of
assessment recordkeeping system or grade
outcomes and pre-assessment
book for Task 4.3.2.
activities but the formative
assessments both traditional and
alternative selected do not monitor the
learning listed in the outcomes.
Developing – The classroom
assessment system has a list of
outcomes and pre-assessment
activities. The traditional formative
assessments selected monitor learning
listed in the outcomes. The alternative
assessments are non-existent or have
weaknesses in the type of alternative
assessment selected for monitoring
the learning.
Effective – The classroom assessment
system has a list of outcomes and pre-
assessment activities. The formative
assessments both traditional and
alternative selected monitor learning.
1.5 Uses a Task CC1F - The teacher candidate will Task CC1F – A rubric is used to RED 4519 - Coursework
variety of data, construct an intervention plan including assess a candidate’s ability to use a Diagnostic and
independently, variety of data, independently and in Instructional
differentiated instructional interventions for
and in collaboration with colleagues, to Interventions in
various reading components (phonemic
collaboration evaluate learning outcomes, adjust Reading
awareness, phonics, fluency, vocabulary, and
with colleagues, planning, and continuously improve
to evaluate comprehension). Activities included must be the effectiveness of lessons.
learning scientifically reading-research based (SRRB).
Unacceptable – The teacher
outcomes, Before a child can be tested for special
candidate’s intervention plan does not
adjust planning
education, he or she must go through a period
indicate that the candidate can use a
and of intervention to determine whether academic variety of data, independently, and in
continuously needs are being met in the regular classroom. collaboration with colleagues, to
improve the evaluate learning outcomes, adjust
The teacher candidate will use a variety of data,
effectiveness of planning, and continuously improve the
independently, and in collaboration with
lessons. effectiveness of lessons.
colleagues, to evaluate learning outcomes,
adjust planning, and continuously improve the Developing – – The teacher
candidate’s intervention plan indicates
effectiveness of the lessons within this
that the candidate can use a variety of
intervention period. A variety of assessment
data, independently, and in
tools will be used to monitor student progress,
collaboration with colleagues, to
achievement, and learning gains. This evaluate learning outcomes but has
intervention plan will be formulated with an weaknesses in adjusting planning, and
intended purpose to share the importance of continuously improving the
effectiveness of lessons.
outcomes of student assessment data with the
student and the student’s parent/caregiver. A
Effective – The teacher candidate’s
clear and acceptable model of both oral and intervention plan indicates that the
written communication skills will be required candidate can use a variety of data,
throughout this task. independently, and in collaboration
with colleagues, to evaluate learning
outcomes, adjust planning, and
continuously improve the effectiveness
of lessons.
Task 4.3.2 - The teacher candidate plans and Task 4.3.2 - A rubric is used to assess EEX 4945 Internship
designs a unit that will result in students a candidate’s ability to use a variety of Student
achieving mastery. After teaching the unit in a data, independently, and in Teaching in
K-12 classroom, the teacher candidate uses a collaboration with colleagues, to Exceptional
variety of data to evaluate learning outcomes. evaluate learning outcomes, adjust Student
The candidate then uses the evaluation to write planning and continuously improve the Education
an overall instructional summary on how to effectiveness of lessons.
modify the lessons to improve their
Unacceptable – The teacher candidate
effectiveness. Using the individual work of ten
analyzes all formative and summative
students, case studies are written. The product
assessments and is unable to evaluate
includes the lesson plans, electronic analysis of
learning outcomes, make adjustments
class learning gains, summary of any
to the planning or improve the
instructional modifications, and ten case studies
effectiveness of the lessons.
with all work attached for ten students.
Developing – The teacher candidate
analyzes all formative and summative
assessments and is able to evaluate
the students’ learning outcomes. The
teacher candidate is unable to identify
how to use these learning outcomes to
make adjustments to the planning or
improve the effectiveness of the
lessons.
Effective – The teacher candidate
analyzes all formative and summative
assessments and is able to evaluate
the students’ learning outcomes. The
teacher candidate is able to identify
how to use these learning outcomes to
make adjustments to the planning or
improve the effectiveness of the
lessons.
1.6 Develops Task 4.4.1 This is a critical task in which the Task 4.4.1 – A rubric assesses the EEX 4265 – Coursework
learning teacher candidate collects strategies to promote teacher candidate’s ability to develop Curr & Instr
experiences that learning experiences that require Strategies for
critical/creative thinking and problem solving
require students students to demonstrate a variety of Students with
within a lesson plan. Each strategy in the
to demonstrate applicable skills and competencies Dis (6 – 12)
collection is described in a narrative and then
a variety of
applicable skills incorporated into a lesson plan that is aligned Unacceptable – The curriculum plan
lacks learning experiences that require
and with state-adopted standards at the appropriate
students to demonstrate a variety of
competencies. level of rigor for grades six through twelve. The
applicable skills and competencies.
lesson plans must be fully developed to provide
learning experiences that require students to Developing – The curriculum plan
identifies learning experiences but they
demonstrate a variety of applicable skills and
are not sequenced into units that
competencies and lead to mastery of the
would require students to demonstrate
standard(s). At least one lesson plan must a variety of applicable skills or
competencies.
include the use of appropriate technology. All
lesson plans that contain a technology Effective – The curriculum plan
identifies learning experiences and
component must contain procedures for the
they are sequenced into units that
safe, appropriate and ethical use of the would require students to demonstrate
a variety of applicable skills and
technology(ies). The product is the file of
competencies.
annotated strategies and lesson plans.
Task 4.3.2 - The teacher candidate plans and Task 4.3.2 - A rubric is used to assess EEX 4945 Internship
teaches a unit in a K –12 classroom that includes a candidate’s ability to develop Student
learning experiences that require students to learning experiences that require Teaching in
demonstrate a variety of applicable skills and students to demonstrate a variety of Exceptional
competencies. Using results from the pretest applicable skills and competencies. Student
and posttest, the teacher candidate electronically Education
Unacceptable – The lesson plans in
analyzes class learning gains and writes a
the unit lacks learning experiences that
summary of instructional modifications. Ten
require students to demonstrate a
student case studies are written. The product
variety of applicable skills and
includes the lesson plans, electronic analysis of
competencies.
class learning gains, summary of any
instructional modifications, and ten case studies
Developing – The lesson plans in the
with all work attached for ten students.
unit identifies learning experiences but
they are not sequenced into units that
would require students to demonstrate
a variety of applicable skills or
competencies.
Effective – The lesson plans in the unit
identifies learning experiences and
they are sequenced into units that
would require students to demonstrate
a variety of applicable skills and
competencies.
2.1 Organizes, Task 2.2.1 - The teacher candidate teaches at Task 2.2.1 – A rubric is used to assess MAE 4310 – Coursework
t
n allocates, and least three lessons that are observed and the teacher candidate’s ability to Teaching
e
m manages the assessed by a mentor. The candidate evaluates organize, allocate, and manage the Elementary
n
resources of his/her performance. The mentor and candidate resources of time, space, and School
o
ri time, space, and collaboratively evaluate the organization, attention. Mathematics
v
n attention. allocation, and management of the resources of
E
Unacceptable – The teacher candidate
time, space, and attention. The product is the
g
n set of three self-assessments, three mentor does not arrive promptly, does not
i
n have neeexd class materials, does not
assessments and a summary with at least one
r
a have time for closure, or has limited
e professional goal to strengthen the teacher
L student interaction.
candidate’s effectiveness. The teacher
e
h candidate must:
T Developing – The teacher candidate
