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Lake-Sumter State College Course Syllabus
Course / Prefix Number EPI 0020 Course
Title: Professional Foundations
CRN: 20140 Credit: 2 Term: Spring 2013
Course Catalog Description:
This course teaches the foundation for becoming a productive member of the teaching profession. Topics will include history and philosophy of education, school governance, school finance, school law, ethics, purpose of schools, and continuing professional development.
Instructor:
Kelly Graham Contact Information:
Email: [email protected]: 407-719-3366
Office Location:
EPI room 129 Lake Hall LSCC Leesburg
Office Hours: Email or phone
All students are required to use LakerMail for official college e-mail communications.
See the college webpage for instructions on activating LakerMail.
Prerequisites:STATEMENT OF STATUS OF ELIGIBILITY AND CLEAR BACKGROUNDSCREENING PER STATE REQUIREMENTS. COLLEGE CREDIT NOT AWARDEDTOWARD DEGREE.
Technology and Online Computer Access Requirements:
Internet, Microsoft Suite, BlackBoard, printer, travel drive Access to a computer with a high-speed connection and video and sound
capabilities
Important: If your home/personal computer is not able to perform the tasks for the course (such as viewing videos), you should consider using the computers on campus at LSSC. There are no exceptions on assignments for lack of appropriate computer access.
Firefox is the preferred browser when using Blackboard. Should you have problems with any Blackboard functions please try using Firefox http://www.mozilla.org/en-US/firefox/new/ . If you still need assistance please contact [email protected].
Help can also be found at http://help.blackboard.com/.
Course Objectives:
At the end of this component, the student will be able to: describe the organization and administration of the public school identify the laws governing teachers explain how the professional code of ethics applies to the role of
the teacher describe the purpose of the public school identify the need for continuing professional development
Student Learning Quantitative Reasoning: Apply quantitative and symbolic reasoning to obtain
Outcomes (SLOs) Assessed in this Course:
objective solutions to problems and equationsWriting and Reading: Write coherently and effectively, adjusting to a variety of audiences and purposes, while taking into account others' writings and ideasCreative/Analytic Thinking: Use appropriate creative and analytic methods to interpret ideas, solve problems, and present conclusionsOral and Listening Skills: Communicate effectively for a given purpose within the specific context of a communication eventInformation Literacy: Locate, evaluate and use information from a variety of sources to take action or make a decision
Academic Integrity:
The successful functioning of the academic community demands honesty, which is the basis of respect for both ideas and persons. In the academic community, there is an ongoing assumption of academic integrity at all levels. There is the expectation that work will be independently thoughtful and responsible as to its sources of information and inspiration. Honesty is an appropriate consideration in other ways as well, including but not limited to the responsible use of library resources, responsible conduct in examinations, and the responsible use of the Internet. (See college catalog for complete statement.)
Important Information for Students with Disabilities:
Any student with a documented disability who requires assistance or academic accommodations should contact the Office for Students with Disabilities immediately to discuss eligibility. The Office for Students with Disabilities (OSD) is located on the Leesburg Campus, but arrangements can be made to meet with a student on any campus. An appointment can be made by calling 352-365-3574 and specific information about the OSD and potential services can be found at www.lscc.edu, then go to “Quick Links” and click on Disability Services.
Privacy Policy (FERPA):
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part99) is a Federal law that protects the privacy of a student’s education records. In order for your information to be released, a form must be signed and in your records located in the Admissions/Registrar’s Office.
Attendance / Withdrawal Policies:
If you wish to withdraw from this course, it is your responsibility to go to the Admissions Office and withdraw officially from the course. Failure to follow this procedure will result in a grade of “F” for the course. The instructor will not complete procedures for you.
Withdrawal Deadline: The withdrawal deadline for this course is 04/15/13.
Methods of Evaluation:
Rubric matrix per each assignment. Assignments are listed on Pages 3-5.
Grading Scale:
Total of 350 possible points:A=315-350B=280-314C=245-279D=210-244F= 209 or belowIf you earn an F, you will need to retake the class the next time it is offered
Course Calendar: This course begins on 3/25/13. All sessions are on-line. The course ends on 3/27/13.
Blackboard will remain active for one week thereafter.
Classroom Rules and Policies:
Students will be held to the standards of student conduct as outlined on page 24 of the Lake-Sumter State College Catalogue. Any violation of the code of conduct will be promptly reported for immediate administrative action which may result in sanctions leading to possible expulsion from the college.
Students are require to spend a minimum of 1 hour in the classroom for fieldwork Students are expected to exhibit professional conduct at all times during fieldwork Written work is expected to be professional and free of spelling and grammar errors
FEAPs/ E-Portfolio assignments are defined and the need for excellence is to be reflected in the artifacts for final State uploading project.
2 artifacts from this course are required for the portfolio.
Violence Statement:Lake-Sumter State College has a policy of zero tolerance for violence as stated in College Board Rule 2.17. Appropriate disciplinary action will be taken in accordance with Board Rule 2.17.
Syllabus Disclaimer:
Information contained in this syllabus is, to the best knowledge of this instructor, considered correct and complete when distributed to the student. The instructor reserves the right, acting within policies and procedures of Lake-Sumter State College, to make necessary changes in course content or instructional techniques without prior notice or obligation to the student.
Assignments Policies: All assignments must be posted on Blackboard by the due dates Late work can receive a maximum of 50% No work will be accepted or scored if received after 11:59 pm on 4/27/13
Assignments:PHILOSOPHY STATEMENT (60 points) Due by 11:59 p.m. on 3/31/2013 A Philosophy Statement reflects a teacher’s understanding, beliefs, and goals- his/her “philosophy” of teaching and education. Throughout your EPI coursework, you have been exposed to different approaches to and aspects of teaching; everyone interprets this information differently. When principals are hiring teachers, they recognize that a strong candidate is one with a clearly-defined philosophy of education that is based on best practices. Write a 1 page (single-1 1/2 spacing) personal philosophy statement that addresses a minimum of 3 FEAPs that would be appropriate to submit with your application to a school. The rubric for this assignment is attached.
SCENARIOS #1 & #2 (50 points each) As an educator, you will encounter delicate situations on a regular basis.
Your role as a liaison for your school is to handle all communications with students,
parents, and community members with the utmost professionalism. Frequent communication with parents is essential for positive, productive
experiences throughout the school year. Sometimes, however, parents will respond
badly to difficult situations. It will be your responsibility to maintain professional
conduct regardless of the behavior of others. For this assignment, you will be
presented with a scenario you may encounter as a teacher that requires a planned, professional response. The scenarios and the grading rubrics are attached.
Your response should be approximately 2 double-spaced pages. Suggestions for information on these topics include class discussions, the internet,
educators, personal experiences and your own common sense.
Scenario #1 due by 11:59 pm on 4/7/13Scenario #2 due by 11:59 pm on 4/14/13
STANDARDIZED TESTING (100 points) Due by 11:59 pm on 4/27/13 In this era of accountability, teachers, students, administrators, and parents feel
immense pressure for students to succeed on the FCAT. Whether you teach primary, middle, or secondary, FCAT-tested content or not, your school will expect you to take part in FCAT student preparation. For this assignment, visit this link http://www.pearsonaccess.com/cs/Satellite?c=Page&childpagename=Florida/flPALPLayout&cid=1205461226846&pagename=flPALPWrapper and install the ePAT (Electronic Practice Assessment) on your computer. This is the official FCAT 2.0 practice test for the fldoe. The FCAT 2.0 is the new, electronic FCAT. The installation process is very quick and easy. The program doesn't restart your computer, modify your settings, utilize other programs, etc. When you are finished installing the program, you will see a blue mailbox-looking icon on your desktop. Click on the icon, enter any name you wish, and take a sample test (choose the sample test most closely related to the grade level or content area you plan to teach). Nothing you type will be saved on ePAT or your computer- once you exit out of the test, everything you entered will disappear. The sample text contains only six questions. Reflect on your experience with the sample test and respond to the following:
a) identify which sample test you took (include content, grade level) and the number of correct out of total responses you received (answer key available on website- ePAT does not calculate your score for you)b) identify and explain concerns/difficulties students might experience while taking the FCAT (instructions/format, difficulty-level of content, interest level and clarity of content, students’ ability to relate to content, etc).c) K-12 FL public school students are currently taking the FCAT 2.0 on the computer for the first time. On the FCAT, there are tools to help students (highlighter, strike-out function, etc). These are located on the upper-left and bottom center of the test. Be sure to utilize all of the tools available and reflect on their helpfulness.c) identify ways in which you, as a classroom teacher, can help students prepare for the FCAT without “teaching to the test” Your response should be 2-3 double-spaced pages in length.
6 SECTION DISCUSSIONS (10 points each)Write a 200 word Discussion response to the prompt provided in each Learning
Module. You can create a new posting or respond to a classmate's. Please post your response in the Discussion section of the DISCUSSIONS TAB. Section 1 Discussion due by 11:59 pm on 3/28/13 Section 2 Discussion due by 11:59 pm on 4/3/13 Section 3 Discussion due by 11:59 pm on 4/7/13 Section 4 Discussion due by 11:59 pm on 4/11/13 Section 5 Discussion due by 11:59 pm on 4/18/13 Section 6 Discussion due by 11:59 pm on 4/25/13
FIELD EXPERIENCE: STUDENT DATA SPREADSHEET (30 points)Before beginning your 30-hour field experience, you will need to spend a minimum of 1 hour observing the class/subject you will be teaching. Together you and your host teacher will complete the student data spreadsheet (see page 25). Complete the spreadsheet as completely as possible.Column A: DO NOT list students’ real names; instead, create code names that you will use consistently throughout your 30-hour fieldwork (ex: Student #1, Student A, or get creative).Column B: student grade levelColumn C: M/FColumn D: H=Hispanic; B=Black; C=Caucasian; etcColumn E: place an ‘X’ to indicate ESOL studentsColumn F: enter the ESE Code for identified students (e.g.GIF=Gifted)Column G-H: place an ‘X’ for identified studentsColumn I: place an ‘X’ for students with medical conditionsColumn J: AR, Lexile, or Independent Reading LevelColumns K-L: enter 2 most recent standardized test scores/levels, if availableColumns M-P: enter available, current class gradesColumn Q: enter your pre-test data, when availableColumn R-S: student grades on 2 of your formative assessments, when availableColumn T: student grades on 1 of your summative assessments, when availableColumn U: enter your posttest data, when available
Columns A-P Due by 11:59 pm on 4/21/13
PHILOSOPHY STATEMENT GRADING SCALE
Description60 Points The philosophy statement submitted is a comprehensive, detailed,
personal philosophy of teaching/education. The philosophy statement shows a deep level of understanding of current pedagogical research and best practices. A minimum of 3 FEAPs are imbedded in the philosophy statement and addressed fully. Multiple aspects of teaching are addressed. The writing and content are reflective of someone who would be a highly-competitive candidate for employment as a teacher. The overall format is appropriate for submission with an application for employment. The philosophy statement does not exceed 1 page in length.
40 Points The philosophy statement submitted is a comprehensive, detailed, personal philosophy of teaching/education. The philosophy statement shows a proficient level of understanding of current pedagogical research and best practices. A minimum of 3 FEAPs are addressed in the philosophy statement, but more detail would enhance the ideas. The philosophy statement is narrow in scope. The writing and content are reflective of someone who would be a competitive candidate for employment as a teacher. The overall format is appropriate for submission with an application for employment. The philosophy statement does not exceed 1 page in length.
20 Points The philosophy statement submitted is a basic philosophy of teaching/ education. The philosophy statement shows a basic level of understanding of current pedagogical research and best practices. A minimum of 3 FEAPs are not addressed in the philosophy statement. The writing and content are not reflective of someone who would be a competitive candidate for employment as a teacher. The overall format is not appropriate for submission with an application for employment. The philosophy statement exceeds 1 page in length.
0 Points Not handed in.
SCORE: ___/60
FEAPs MatrixMASTERS APPLIES UNDERSTANDS RECOGNIZE NOT
(analyzes) (demonstrates) (explains) S ABLE TO BE
SCORED6understanding that educators are held to a higher moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of ProfessionalConduct of the Education Profession of Florida, pursuant to State Board of EducationRules 6B1.006, F.A.C, and fulfills the expected obligations to students, the public, and the education profession.
The teacher is knowledgeable about the Florida Educator Code of Ethics and describes how it impacts teachers both inside and outside the classroom.
The teacher recognizes the importance of the Florida Educator Code of Ethics and the high moral standard to which educators are held.
Not present.
SCENARIO 1
Your student, Mark, has a severe hearing impairment and Asperger Syndrome; he is high-functioning autistic (http://en.wikipedia.org/wiki/Asperger_syndrome see this link for more info on this condition). Physically, he is significantly smaller than the other students and he wears a cochlear implant. Academically, he is your best student; in addition, he is very focused on your lessons, participates in lectures regularly, and is respectful towards you. Socially, he struggles. Part of his syndrome is extreme antisocial behavior. He refuses to respond to other students, even if they speak to him directly; however, if another student makes a mistake, Mark points it out publicly by calling them stupid and explaining what they did wrong. While you understand that Mark is not trying to hurt anyone’s feelings, you cannot allow him to be so disrespectful to his classmates. They were friendly to him at first, but have grown to really dislike Mark; they have even taken to teasing him in return. This is his first year in a public school and his parents concerned about him. He has been teased and bullied by schoolmates in the past. They communicate with you on a regular basis and keep Mark under the careful care of a mental health professional.
Explain what you, as Mark’s classroom teacher, can do to create a more positive classroom environment for ALL your students. How can you get across to the class that Mark is not intending to be cruel without divulging confidential information regarding his condition? How will you approach Mark and his parents regarding his unacceptable behavior? What solutions will you offer? What resources might you utilize?
SCENARIO 1 GRADING RUBRIC
5 3 1 0Summary of Scenario
A clear and concise summary of the scenario is given. The summary allows a reader to clearly- understand the situation without reading the original scenario. Key points that need to be considered are highlighted. A high- degree of reflection and interpretation is evident.
An accurate summary of the scenario is given. The summary allows a reader to gain a basic understanding of the situation without reading the original scenario. Key points that need to be considered are included.
An incomplete or inaccurate summary of the scenario is given. The summary does not allow a reader to gain a basic understanding of the situation without reading the original scenario. Key points that need to be considered are not included.
Not present.
Explanation of Asperger Syndrome
A clear and accurate explanation of Aperger Syndrome is present. The explanation reflects a high-degree of research about the condition and further clarifies considerations taken into account in the scenario. A high-degree of reflection and interpretation is evident.
An accurate explanation of Aperger Syndrome is present. The explanation reflects limited research about and/or reflection on the condition. The explanation addresses considerations taken into account in the scenario.
An incomplete or inaccurate explanation of Asperger Syndrome is present. Limited knowledge of the condition is conveyed. The explanation does not relate to the scenario.
Not present.
Importance of a Positive Classroom Environment for All Students
A clear and detailed explanation of the importance of a positive
An accurate explanation of the importance of a positive classroom
The explanation of the importance of a positive classroom environment for
Not present.
classroom environment for all students is included. The explanation describes the current negative classroom environment as outlined in the scenario, the events that created it, and the need to correct it. A high-degree of reflection and interpretation is evident.
environment for all students is included. The explanation describes the current negative classroom environment as outlined in the scenario, the events that created it, and the need to correct it. Some reflection and interpretation is evident.
all students is incomplete and/or unclear. The explanation does not address the current negative classroom environment as outlined in the scenario. No reflection is evident and no interpretation is included.
Resources Utilized
A clear and detailed explanation of the need for utilizing all available resources is included. The teacher takes initiative in identifying, locating, and utilizing all available resources. All available resources and their potential benefits are described in detail.
An accurate explanation of the need for utilizing all available resources is included. Multiple available resources and their potential benefits are described.
A basic or inaccurate explanation of the need for utilizing all available resources is included. Specific resources and their potential benefits are not described.
Not present.
Approaching Mark and His Parents
A well-planned and detailed description of how to approach Mark and his parents is
A solid description of how to approach Mark and his parents is included. The
A basic or incomplete description of how to approach Mark and his parents is
Not present.
included. The approach displays a high-level of research, reflection, and preparedness and is based on best practices in education. The teacher clearly-identifies the behavior concern and its impact when approaching Mark and his parents. The teacher works collaboratively with the student and parents to create solutions.
approach is based on best practices in education. The teacher clearly-identifies the behavior concern and its impact when approaching Mark and his parents.
included.
Professionalism in Conduct
The teacher maintains professional conduct throughout the scenario. The teacher acts in a way that is productive, effective, and sensitive to the needs of all involved. The teacher’s actions adhere to the Educator’s Code of Ethics, governing laws, institutional guidelines, and best practices in education.
The teacher maintains professional conduct throughout the scenario. The teacher’s actions adhere to the Educator’s Code of Ethics, governing laws, institutional guidelines, and best practices in education.
The teacher fails to maintain professional conduct throughout the scenario. The teacher’s actions do not adhere to the Educator’s Code of Ethics, governing laws, institutional guidelines, and best practices in education.
Not present.
Approaching the Class About
The teacher clearly and
A basic description of
The teacher’s approach
Not present.
the Situation effectively identifies and acknowledges the behaviors that are contributing to a negative classroom environment. The teacher conveys and enforces to students clear expectations and procedures/rules for maintaining a positive classroom environment. The teacher values individual students and their experiences. The teacher works with all students to create a positive classroom environment.
how the teacher will identify and acknowledge behaviors that are contributing to a negative classroom environment is provided. A basic description of teacher expectations and procedures/rules is included. The teacher considers all students when creating a positive classroom environment.
insufficiently addresses behaviors that are contributing to a negative classroom environment. Teacher expectations and procedures/rules are unclear. The approach fails to consider all students when creating a positive classroom environment.
Confidentiality Confidentiality of all student records is maintained throughout the scenario. Everyone involved is treated in a way that inspires confidence in the teacher’s ability to maintain confidentiality.
Confidentiality of all student records is maintained throughout the scenario.
Confidentiality of student records is not maintained throughout the scenario.
Not present.
Proposed Solutions
Multiple, clearly-described solutions are
Several solutions are included. Solutions address
Solutions lack clarity and do not effectively
Not present.
included. Solutions address all contributing negative behaviors and provide clear alternatives and consequences. Alternatives are detailed, age-appropriate, and effective. Solutions take into consideration all students’ needs and abilities. The teacher is an active participant in the solution. Solutions are creative, comprehensive, and convey a high-degree of reflection.
several contributing negative behaviors and provide reasonable alternatives and consequences. Alternatives are age-appropriate and effective. Solutions do not take into consideration all students’ needs and abilities. Solutions convey some degree of reflection.
address contributing negative behaviors. Alternatives are not age-appropriate or are unreasonable.
Goals The solution contains clearly-stated, reasonable, attainable goals for improved behavior and a more positive classroom environment for all learners. The desired goals align with the proposed solutions.
The solution contains a reasonable goal for improved behavior. The desired goal aligns loosely with the proposed solution.
The solution contains an unreasonable or unclear goal. The desired goal does not align with the proposed solution.
Not present.
FINAL SCORE: ____/50
FEAPs MatrixMASTERS APPLIES UNDERSTANDS RECOGNIZES NOT
ABLE
(analyzes) (demonstrates) (explains) TO BE SCORED
2cconvey high expectations to all students
The teacher uses strategies based on best practices and recognized pedagogical research to explain the importance of being able to effectively convey high expectations to all students.
The teacher recognizes and identifies various methods of conveying high expectations to all students.
Not present.
2drespect students’ cultural, linguistic, and family background
The teacher uses strategies based on best practices and recognized pedagogical research to explain the importance of being able to effectively demonstrate respect for students’ cultural, linguistic, and family background.
The teacher recognizes and identifies various methods of demonstrating respect for students’ cultural, linguistic, and family background. .
Not present.
2fmaintain a climate of openness, fairness, inquiry, and support
The teacher uses strategies based on best practices and recognized pedagogical research to explain the importance of maintaining a climate of openness, fairness, inquiry, and support.
The teacher recognizes and identifies various strategies for maintaining a climate of openness, fairness, inquiry, and support.
Not present.
SCENARIO 2
When it comes to schoolwork, your student, Johnny, is average at best. While he is a talented athlete and musician, he struggles in school. He is a good kid and rarely causes any discipline problems. Recently, he turned in a semester project that was beyond the understanding of even your best student. While you have high expectations for all of your students, it is obvious by the content and writing level that this is not his work. Furthermore, you (and he) are aware that before this suspiciously extraordinary project, there was no way he was going to earn a passing grade for the semester- which also meant he was about to get pulled out of sports by his parents. While you feel for Johnny, you know it would be unfair to the other students who worked diligently on the project for you to let this go- and it would set a bad example for Johnny. You have asked his parents to come up to school for a conference.
Explain how you would approach Johnny and Johnny’s parents about your suspicions- remember that parents are often the first to believe the best about their children. How can you explain the situation without seeming as though you believe Johnny is incapable of quality work? What evidence will you bring with you to support your claim? What kind of a solution will you propose?
SCENARIO 2 GRADING RUBRIC
5 3 1 0Summary of Scenario
A clear and concise summary of the scenario is given. The summary allows a reader to clearly- understand the situation without reading the original scenario. Key points that need to be considered are highlighted. A high- degree of reflection and interpretation is evident.
An accurate summary of the scenario is given. The summary allows a reader to gain a basic understanding of the situation without reading the original scenario. Key points that need to be considered are included.
An incomplete or inaccurate summary of the scenario is given. The summary does not allow a reader to gain a basic understanding of the situation without reading the original scenario. Key points that need to be considered are not included.
Not present.
Cheating Considerations
A clear and accurate explanation of the nature of cheating is present. Possible motivations for cheating are examined. The teacher discusses and interprets school and personal policies regarding cheating. The explanation reflects knowledge about the topic and further clarifies considerations taken into account in the scenario. A high-degree of reflection and
A basic explanation of the nature of cheating is present. Possible motivations for cheating are discussed. The teacher discusses and interprets school and personal policies regarding cheating. The explanation reflects a basic understanding of the topic. Some reflection and interpretation is evident.
An incomplete or inaccurate explanation of the nature of cheating is present. Limited knowledge of the topic is conveyed. The explanation does not directly- relate to the scenario.
Not present.
interpretation is evident.
Proof and Resources
A clear and detailed plan for proving and documenting cheating is described. A clear and detailed explanation of the need for utilizing all available resources is included. The teacher takes initiative in identifying, locating, and utilizing all available resources. All available resources and their potential benefits are described in detail.
A basic plan for proving and documenting cheating is described. An accurate explanation of the need for utilizing all available resources is included. Multiple available resources and their potential benefits are described.
The plan for identifying and documenting cheating is unclear/ insufficient. An insufficient explanation of the need for utilizing all available resources is included. Specific resources and their potential benefits are not described.
Not present.
Conference Preparation
A detailed description of the types of documentation to be gathered and the rationales for including them are present. The preparation reflects accurate/detailed record-keeping and follows best practices in education. Contingency plans are included.
A basic description of the types of documentation to be gathered and the rationales for including them are present. Limited record keeping is evident.
An incomplete description of the types of documentation to be gathered is included. Rationales for including them are unclear.
Not present.
Conference A well-planned and detailed description of how to effectively approach Johnny and his parents is included. The teacher clearly-identifies the problem and its impact during the conference. The teacher presents appropriate documentation to support the claim of cheating. The teacher works collaboratively with the student and parents to create solutions.
An effective plan for approaching Johnny and his parents is included. The approach is based on best practices in education. The teacher clearly-identifies the problem and its impact during the conference. The teacher has some documentation to support the claim of cheating.
A basic or incomplete description of how to approach Johnny and his parents is included. The problem is not made clear and/or no documentation is presented.
Not present.
Professionalism in Conduct
The teacher maintains professional conduct throughout the scenario. The teacher acts in a way that is productive, effective, and sensitive to the needs of all involved. The teacher’s actions adhere to the Educator’s Code of Ethics, governing laws, institutional guidelines, and best practices in education.
The teacher maintains professional conduct throughout the scenario. The teacher’s actions adhere to the Educator’s Code of Ethics, governing laws, institutional guidelines, and best practices in education.
The teacher fails to maintain professional conduct throughout the scenario. The teacher’s actions do not adhere to the Educator’s Code of Ethics, governing laws, institutional guidelines, and best practices in education.
Not present.
Confidentiality Confidentiality Confidentiality Confidentiality Not present.
of all student records is maintained throughout the scenario. Everyone involved is treated in a way that inspires confidence in the teacher’s ability to maintain confidentiality.
of all student records is maintained throughout the scenario.
of student records is not maintained throughout the scenario.
Proposed Solutions
A clear, detailed, individualized solution is included. The solution addresses contributing factors, provides a clear consequence, and offers an alternative assignment or improvement plan. The alternative is detailed, appropriate, and equitable. The solution takes into consideration the student’s needs, abilities, and resources. The student is an active participant in the solution. The solution is creative, comprehensive, and conveys a high-degree of
A basic solution is included. The solution addresses contributing factors, provides a clear consequence, and offers an alternative assignment or improvement plan. The alternative is appropriate and equitable. The solution conveys some degree of reflection.
The solution lacks clarity and detail. The proposed alternative is not appropriate or equitable. No reflection is evident.
Not present.
reflection.Goals The solution
contains clearly-stated, reasonable, attainable goals for improved academic achievement. The goal addresses the importance of maintaining positive student-teacher relationships. The desired goal aligns with the proposed solution.
The solution contains a reasonable goal for improved academic achievement. The desired goal aligns loosely with the proposed solution.
The solution contains an unreasonable or unclear goal. The desired goal does not align with the proposed solution.
Not present.
Reflection of Teacher Practices
Detailed explanations of teacher practices that contributed to the student’s ability to cheat on the project are present. The teacher clearly-identifies and explains steps that s/he can take to prevent cheating on future projects and support academic success.
A basic reflection on teacher practices that contributed to the student’s ability to cheat on the project is included. The teacher identifies ways to prevent cheating on future projects.
Inaccurate or incomplete explanations of teacher practices that contributed to the student’s ability to cheat on the project are present. Steps to prevent cheating on future projects are unclear, ineffective, and lack reflection.
Not present.
FINAL SCORE: ____/50
FEAPs Matrix
MASTERS(analyzes)
APPLIES(demonstrates
)
UNDERSTANDS(explains)
RECOGNIZES NOT ABLE TO BE
SCORED2fMaintains a climate of openness, inquiry, fairness and support
The teacher uses strategies based on best practices and recognized pedagogical research to explain the importance of maintaining a climate of openness, fairness, inquiry, and support.
The teacher recognizes and identifies various strategies for maintaining a climate of openness, fairness, inquiry, and support.
Not present.
3iSupports, encourages, and provides immediate and specific feedback to students to promote student achievement
The teacher’s response to the student and parents shows an understanding of the importance of supporting, encouraging, and providing immediate and specific feedback to students to promote achievement.
The teacher recognizes the importance of supporting, encouraging, and providing immediate and specific feedback to students to promote achievement.
Not present.
4cUses a variety of assessment tools to monitor student progress, achievement and learning gains
The teacher response uses a variety of student assessments to identify and address anomalies in student achievement.
The teacher recognizes the importance of using a variety of assessment tools to monitor student progress, achievement and learning gains.
Not present.
STANDARDIZED TESTING GRADING RUBRIC
20 15 10 0The Impact of FCAT
A thorough and detailed description of the impact of the FCAT on students, teachers, and schools is included. The description addresses the high-stakes involved with FCAT. The description demonstrates a deep understanding of and reflection on the topic.
A clear description of the impact of the FCAT on students, teachers, and schools is included. The description addresses the high-stakes involved with FCAT. The description demonstrates a proficient understanding of the topic.
The description of the impact of the FCAT on students, teachers, and schools is unclear, insufficient, and/or incomplete. The description demonstrates a basic understanding of the topic.
Not present.
Test Identification
The content area and grade level of the sample test are identified. The number of correct out of total responses is included.
One of the following identifications is missing: content area, grade level, number of correct out of total responses.
Two of the following identifications are missing: content area, grade level, number of correct out of total responses.
Not present.
Test-taking Experience
A clear, thorough, and detailed description of the test-taking experience is included. Specific examples/experiences are present. The description is highly-reflective.
A proficient description of the test-taking experience is included. Limited examples/experiences are present. The description demonstrates a limited degree of reflection.
The description of the test-taking is unclear. A basic description is included.
Not present.
Potential Challenges for Students
Potential challenges for students taking the test are identified as a result of the writer’s test-taking experience. Explanations of potential challenges are clear and detailed, demonstrate a deep
Potential challenges for students taking the test are identified as a result of the writer’s test-taking experience. Explanations of potential challenges are clear, demonstrate
Potential challenges for students taking the test are identified. Explanations of potential challenges are unclear, demonstrate
Not present.
understanding of the test-taking experience, consider the unique needs of non-mainstream students, and convey a high-degree of reflection and interpretation.
proficient understanding of the test-taking experience, and convey limited reflection and interpretation.
limited understanding of the test-taking experience, and convey no reflection or interpretation.
FCAT Preparation
A thorough, comprehensive, and detailed plan for preparing students for the FCAT without ‘teaching to the test’ is included. The plan is creative, reflective, realistic, and based on best practices. The plan reflects a high-level of understanding of current pedagogical research on effective teaching principles and test preparation.
A reasonable plan for preparing students for the FCAT without ‘teaching to the test’ is included. The plan is based on best practices. The plan reflects a proficient level of understanding of current pedagogical research on effective teaching principles and test preparation.
The plan for preparing students for the FCAT without ‘teaching to the test’ is unclear and/or incomplete. The plan is not based on best practices. The plan reflects a basic level of understanding of current pedagogical research on effective teaching principles and test preparation.
Not present.
FINAL SCORE: ___/ 100
FEAPs MatrixMASTERS APPLIES UNDERSTANDS RECOGNIZES NOT
(analyzes) (demonstrates)
(explains) ABLE TO BE
SCORED1cDesigns instruction for students to achieve mastery
The teacher uses his/her experience with the FCAT 2.0 practice test to design instruction for students to achieve mastery without teaching to the test.
The teacher recognizes the importance of designing instruction for students to achieve mastery.
Not present.
3gApply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding
The teacher understands how to apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding.
The teacher recognizes the importance of applying varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding.
Not present.
5eImplements knowledge and skills learned in professional development in the teaching and learning process
The teacher uses knowledge and skills learned while taking the FCAT 2.0 practice test to explain how to provide effective instruction for students taking the FCAT.
The teacher recognizes the importance of implementing knowledge and skills learned while taking the FCAT 2.0 practice test when planning instruction for students taking the FCAT.
Not present.
STUDENT NAMES
Grad
e Le
vel
Gend
er
Race
ESO
L
ESE
504
Plan
Low
est 2
5%
Med
ical
Info
Lexi
le /
AR L
evel
Stan
dard
ized
Test
Sco
re #
1
Stan
dard
ized
Test
Sco
re #
2
1st 9
-Wee
ks G
rade
2nd
9-W
eeks
Gra
de
3rd
9-W
eeks
Gra
de
Curr
ent C
ours
e Gr
ade
Pre-
test
Sco
re
Form
ative
Ass
essm
ent
#1Fo
rmati
ve A
sses
smen
t #2
Sum
mati
ve
Prod
uct/
Asse
ssm
ent
Post
-test
Sco
re
Student NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent NameStudent Name
Student NameStudent NameStudent NameStudent Name .
