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St. Lucie County Public Schools
Master Inservice Plan
2015-2016
Course #
1000001
Course Title
Art
Course Description
Objective:
To update knowledge, skills, methods, and techniques in art education.
Specific Objectives:
01. Instill in students an appreciation for art and art processes.
02. Establish reasonable performance expectations for exceptional/slow learners in art.
03. Plan and prepare exhibits and displays of student art work in school and community.
04. Develop students' aesthetic concepts, appreciation and qualitative judgment in various art fields.
05. Offer creative and problem-solving experiences with art activities.
06. Develop ideas, materials, and resources to provide creative art for students.
07. Demonstrate effective techniques of perspective and shadow.
08. Demonstrate proficiency in the use of pastels, charcoal, pencil, ink, and scratchboard.
09. Demonstrate effective techniques in cartooning.
10. Demonstrate effective techniques of composition.
11. Demonstrate proficiency in techniques of ceramics, puppetry, sand painting, macramé, and other appropriate crafts.
12. Demonstrate effective methods/techniques of silk screen printing, hand lettering, sand sculpturing, and weaving.
13. Develop techniques which encourage student creativity and motivate students to experience a variety of art forms.
14. Use art to enhance the general curricula.
15. Provide evidence of the acquisition of an expanded knowledge base in art.
16. Update skills and knowledge and acquire information about current trends and issues in areas related to art.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Art Discipline-Based
Art Education
Objective:
To expand expertise in art education by acquiring knowledge, skills and methodology in Discipline-Based Art Education
(DBAE).
Specific Objectives:
01. Describe the content of the 4 components of Discipline-Based Art Education - Art History, Criticism, Aesthetics and
Production - and their relevance to student learning.
02. Demonstrate proficiency in the use of Aesthetic Scanning, a methodology for acquiring knowledge about a work of
art, for producing aesthetic objects, for interpreting works of art and for criticism.
03. Implement Discipline-Based Art Education Curriculum with students using a sequential, written text as a basis.
04. Present facts, concepts and skills intrinsic to the visual arts as part of general education.
05. Develop students' ability to analyze and discuss works of art on a continuum that leads to making and defending
judgments.
06. Develop experiences for students to examine responses to works of art and discuss the value of art.
07. Develop students' ability to recognize styles, periods, artists and historical and cultural context.
08. To provide consistent opportunities for students to produce art through a variety of techniques and media,
emphasizing problem-solving, skill development and an understanding of expressing ideas and feeling through images.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Foreign Language Objective:
Instruction
To improve knowledge, methods, and teaching skills of teachers of foreign languages.
Specific Objectives:
01. Assist students in developing oral proficiency in the given language.
02. Assist students in developing reading and writing proficiency in the given language.
03. Assist students in developing vocabulary for the given language.
04. Acquire knowledge of the culture and history of the people who speak the identified language.
05. Provide evidence of the acquisition of an expanded knowledge base in modern foreign languages and/or Latin.
06. Update skills and knowledge and develop awareness about current trends and issues in areas related to foreign
languages.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Health: Teaching Objective:
Health and Nutrition To improve knowledge, skills and techniques in Health Education.
Specific Objectives:
01. Demonstrate knowledge and coping skills in time and stress management.
02. Demonstrate current knowledge of local, state and federal regulations and policies.
03. Identify the major nutrients needed for optimum health, the seven dietary goals and diet guidelines.
04. Identify emotional disorders associated with adolescence, including, but not limited to, eating disorders and suicide
prevention.
05. Demonstrate knowledge of the Mendez substance abuse prevention program.
06. Demonstrate skills in selecting and utilizing appropriate activities, materials and equipment for specific instructional
areas in Health Education.
07. Demonstrate knowledge of appropriate CPR, First Aid and/or other preventative and emergency safety strategies.
08. Demonstrate knowledge of responsible decision making skills regarding sexuality.
09. Demonstrate awareness about current trends and issues in areas related to sexually transmitted diseases.
10. Be able to describe hardware and software programs that are appropriate for Health Education.
11. Identify the roles and services of health, consumer, social services and helping agencies in the community.
12. Demonstrate knowledge of the use of sound criteria for personal money management and for making sound
consumer decisions.
13. Provide evidence of knowledge of techniques for breast and testicular self-examination for cancer detection.
14. Demonstrate an awareness of the relationship between physical fitness and health care.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Humanities
Objective:
To improve knowledge, methods and teaching skills of appropriate instructional personnel.
Specific Objectives:
01. Utilize effective techniques for developing an understanding and appreciation of philosophy.
02. Utilize effective techniques for developing an understanding and appreciation of painting.
03. Utilize effective techniques for developing an understanding and appreciation of sculpture.
04. Utilize effective techniques for developing an understanding and appreciation of architecture.
05. Utilize effective techniques for developing an understanding and appreciation of music.
06. Utilize effective techniques for developing an understanding and appreciation of dance.
07. Utilize effective techniques for developing an understanding and appreciation of literature.
08. Utilize appropriate interdisciplinary techniques.
09. Make students aware of cultural opportunities within the geographic area.
10. Utilize techniques which stimulate students to become involved in cultural events.
11. Provide evidence of the acquisition of an expanded knowledge base in the humanities.
12. Update skills and knowledge and acquire information about current trends and issues in the humanities.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Advanced
General Objective:
Placement Training To assist instructional personnel in learning more about Advanced Placement programs for students.
Specific Objectives:
Upon successful completion of an inservice activity, the learner will be able to:
01.
02.
03.
04.
05.
06.
07.
08.
09.
10.
11.
Demonstrate knowledge of Advanced Placement instruction.
Use appropriate instructional materials.
Demonstrate an understanding of the evaluation process leading to college credit.
Describe an Advanced Placement program philosophically and practically.
Use a variety of brain-compatible components in classroom teaching.
Identify current issues and trends in the field.
Identify the differences between a college level (AP) course and a high school course
Locate and utilize the objectives for specific AP courses, as identified by College Board
Prepare and implement an AP syllabus
Prepare students for the AP exam
Utilize appropriate methods for covering the syllabus.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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English
Objective:
To provide an overview of major trends in late 20th century literature through the analysis of selected novels, plays,
nonfiction and poetry that reflect a variety of geographical, ethnic and minority perspectives.
Specific Objectives:
01. Identify the most recent and important contemporary authors (to include National Book Award winners, Pulitzer
Prize winners; Nobel Prize winners) and their major works.
02. Identify major philosophical trends of the late 20th century that reflect advances in science and technology.
03. Identify major changes in "traditional" social, political, economic and religious values.
04. Identify the effects of multi-cultural/cross-cultural influxes.
05. Analyze 6 to 8 major works in terms of a variety of interpretive techniques; traditional formal, psychological,
archetypal, and sociological.
06. Examine the influence of minority authors.
07. Evaluate materials and procedures that can be used in language arts instruction for senior high school students.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Language Arts
Objective:
To improve knowledge, skills and attitudes that will enable the participant to plan, implement and evaluate appropriate
Language Arts instruction.
Specific Objectives:
01. Develop student listening skills through the implementation of appropriate methods and techniques.
02. Identify and utilize techniques for developing oral language.
03. Utilize a variety of multi-sensory learning activities.
04. Teach and reinforce correct standard English, both oral and written.
05. Utilize effective techniques for developing vocabulary.
06. Utilize effective techniques for developing good penmanship.
07. Utilize effective techniques for teaching the mechanics of composition.
08. Utilize effective techniques for teaching creative writing.
09. Identify and set criteria to be used in evaluating student writing.
10. Utilize effective techniques for teaching spelling.
11. Utilize effective techniques for teaching drama.
12. Demonstrate extensive knowledge of literature appropriate to teaching assignment.
13. Define goals and objectives for the academically talented student and implement appropriate instruction.
14. Provide evidence of the acquisition of an expanded knowledge base in Reading, Writing and Mathematics.
15. Utilize effective techniques to teach bibliographic and research techniques.
16. Utilize effective techniques to teach the design and development of a research paper.
17. Utilize a variety of techniques for teaching appropriate communication skills through reading and writing across the
curriculum.
18. Utilize a variety of techniques for teaching paragraph development.
19. Utilize a variety of techniques for teaching essay development.
20. Update skills and knowledge and develop awareness about current trends and issues in areas related to Language
Arts.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Mathematics:
Content I
Objective:
To improve knowledge, skills and techniques for mathematics education.
Specific Objectives:
01. Update skills and knowledge and acquire information about current trends and issues in mathematics instruction.
02. Diagnose student strengths and weaknesses in skill areas.
03. Prescribe appropriate instruction keyed to diagnosed needs.
04. Maintain student records related to diagnosis and prescription in accordance with the current management system.
05. Utilize effective techniques for teaching problem solving skills.
06. Utilize effective techniques for teaching operations involving survival skills.
07. Demonstrate the use of manipulative materials in mathematics instruction.
08. Provide evidence of the acquisition of an expanded knowledge base in mathematics instruction.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Mathematics:
Content II
Objective:
To improve knowledge, skills and techniques for mathematics education.
Specific Objectives:
01. Update skills and knowledge and acquire information about current trends and issues in mathematics instruction.
02. Diagnose student strengths and weaknesses in skill areas.
03. Prescribe appropriate instruction keyed to diagnosed needs.
04. Maintain student records related to diagnosis and prescription in accordance with the current management system.
05. Utilize effective techniques for teaching problem solving skills.
06. Utilize effective techniques for teaching operations involving survival skills.
07. Demonstrate the use of manipulative materials in mathematics instruction.
08. Provide evidence of the acquisition of an expanded knowledge base in mathematics instruction.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Music
Objective:
To provide for students, with varied interests and abilities, an opportunity to learn and enjoy music experiences as a
performer or as a listener.
Specific Objectives:
01. Select and utilize music and other instructional media in furthering the overall objectives of the music program.
02. Plan for the integration of music with other areas of the curriculum.
03. Teach music skills (rhythm, melody, harmony) effectively.
04. Teach choral techniques effectively.
05. Teach instrumental techniques effectively.
06. Teach music appreciation effectively.
07. Use assessments and testing for elementary students.
08. Provide evidence of the acquisition of an expanded knowledge base in music.
09. Identify a problem in the performance of a musician in order to give effective remedial instruction.
10. Update skills and knowledge and acquire information about current trends and issues in areas related to music.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Physical Education Objective:
To improve knowledge, skills and techniques in Physical Education.
Specific Objectives:
01. Utilize knowledge of a variety of methods for physical education.
02. Teach proficiency in team, dual, and individual sports activities.
03. Manage large and small groups, and individuals.
04. Build organic fitness.
05. Develop physical abilities and control of the movement of the body.
06. Enhance perception skills through movement activities.
07. Incorporate health related activities in the physical education program.
08. Develop lifelong leisure recreational skills.
09. Educate for behavior conditioned by the principles of good sportsmanship.
10. Design creative learning activities appropriate for use in teaching the personal fitness curriculum.
11. Identify new activities and skills related to individual labs for personal fitness.
12. Engage in new lab activity experiences.
13. Participate in discussions and demonstrations pertaining to individual units of personal fitness.
14. Share creative ideas found to be successful as learning tools pertaining to components of personal fitness.
15. Demonstrate current knowledge of all legal/liability aspects affecting physical education.
16. Demonstrate current knowledge of all local, state, and federal regulations and policies.
17. Provide evidence of the acquisition of an expanded knowledge base in physical education.
18. Update skills and knowledge and develop awareness about current trends and issued in areas related to physical
education.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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*Physical
Education: Care &
Prevention of
Athletic Injuries /
Sports Medicine
Objective:
Participants will acquire additional knowledge and skills in the care and prevention of athletic injuries whereas the
participant will be able to deal with injury detection, treatment.
Specific Objectives:
01. Demonstrate thorough knowledge of athletic nutrition and ability to advise athletes concerning nutrition.
02. Identify skills needed to recognize athletic injury.
03. Display abilities in selection of appropriate athletic injury treatment modalities.
04. Identify appropriate first aid emergency planning care procedures for a. Cardiopulmonary resuscitation and related
activities.
05. Identify appropriate first aid emergency planning care procedures. b. Unconscious athlete treatment and care.
06. Identify appropriate first aid emergency planning care procedures. c. Care of suspected head, neck, and spine
injured athletes.
07. Identify appropriate first aid emergency planning care procedures. d. Consideration of other life threatening
circumstances.
08. Distinguish the acceptable selection and usage of rehabilitation and reconditioning techniques.
09. Demonstrate an understanding of athletic injury counseling methodology.
10. Show evidence of knowledge of an application for playing conditions and for athletic facilities in order to facilitate
injury prevention and enhance athletic performance. a. Selection of appropriate athletic uniforms.
11. Show evidence of knowledge of an application for playing conditions and for athletic facilities in order to facilitate
injury prevention and enhance athletic performance. b. Protective equipment.
12. Show evidence of knowledge of an application for playing conditions and for athletic facilities in order to facilitate
injury prevention and enhance athletic performance. c. Sanitary maintenance of the foregoing.
13. Identify accepted methods for conduct of inservice training.
14. Demonstrate an understanding of athletic injury reporting systems.
15. Identify major characteristics of illegal substance use problems; recommend/refer identified athletes appropriately.
16. Demonstrate knowledge of appropriate health related policies and procedures. a. Parental medical consent.
17. Demonstrate knowledge of appropriate health related policies and procedures. b. Establish policy/guidelines
regarding health of athletes.
18. Demonstrate knowledge of appropriate health related policies and procedures. c. Referral procedures.
19. Demonstrate knowledge of appropriate health related policies and procedures. d. Medical Examinations.
20. Demonstrate knowledge of appropriate health related policies and procedures. e. Knowledge of role/importance of
athletic trainer.
21. Demonstrate knowledge of appropriate health related policies and procedures. f. On-call physician.
22. Maintain currency in the field.
23. Exhibit a basic understanding of anatomy and physiology as related to sports medicines.
24. State the importance of a knowledge of sports medicine as a lifelong activity.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1011003
*Physical
Education:
Coaching Theory
Objective:
Participants will acquire additional knowledge, methods, and skill application that will improve coaching effectiveness.
Specific Objectives:
III. PSYCHO-SOCIAL DEVELOPMENT A. Understand the psychological aspects of athletic coaching. 1. Identify
instructional and humanistic coaching skills which assist student athletes to develop appropriate self-perceptions.
III. PSYCHO-SOCIAL DEVELOPMENT A. Understand the psychological aspects of athletic coaching. 2. Identify
instructional and humanistic coaching skills which enhance appropriate and constructive peer interactions.
III. PSYCHO-SOCIAL DEVELOPMENT A. Understand the psychological aspects of athletic coaching. 3. Demonstrate
ability to recognize and take appropriate action relative to problems among student athletes: a. Deficit academic
performance
III. PSYCHO-SOCIAL DEVELOPMENT A. Understand the psychological aspects of athletic coaching. 3. Demonstrate
ability to recognize and take appropriate action relative to problems among student athletes: b. Inappropriate
behaviors/approp
III. PSYCHO-SOCIAL DEVELOPMENT A. Understand the psychological aspects of athletic coaching. 3. Demonstrate
ability to recognize and take appropriate action relative to problems among student athletes: c. Inability to get along with
ot
III. PSYCHO-SOCIAL DEVELOPMENT A. Understand the psychological aspects of athletic coaching. 3. Demonstrate
ability to recognize and take appropriate action relative to problems among student athletes: d. Inappropriate behaviors
occur.
III. PSYCHO-SOCIAL DEVELOPMENT A. Understand the psychological aspects of athletic coaching. 3. Demonstrate
ability to recognize and take appropriate action relative to problems among student athletes: e. Substance abuse.
III. PSYCHO-SOCIAL DEVELOPMENT A. Understand the psychological aspects of athletic coaching. 3. Demonstrate
ability to recognize and take appropriate action relative to problems among student athletes: f. Depression.
III. PSYCHO-SOCIAL DEVELOPMENT A. Understand the psychological aspects of athletic coaching. 3. Demonstrate
ability to recognize and take appropriate action relative to problems among student athletes: g. Burnout.
III. PSYCHO-SOCIAL DEVELOPMENT A. Understand the psychological aspects of athletic coaching. 3. Demonstrate
ability to recognize and take appropriate action relative to problems among student athletes: h. Child Abuse.
III. PSYCHO-SOCIAL DEVELOPMENT A. Understand the psychological aspects of athletic coaching. 3. Demonstrate
ability to recognize and take appropriate action relative to problems among student athletes: i. Suicidal techniques.
III. PSYCHO-SOCIAL DEVELOPMENT B. Demonstrate proficiency in the use of appropriate motivational techniques
for the athlete. 1. Awareness of performance enhancement techniques. a. visualization.
III. PSYCHO-SOCIAL DEVELOPMENT B. Demonstrate proficiency in the use of appropriate motivational techniques
for the athlete. 1. Awareness of performance enhancement techniques. b. stress reduction/relaxation.
III. PSYCHO-SOCIAL DEVELOPMENT B. Demonstrate proficiency in the use of appropriate motivational techniques
for the athlete. 1. Awareness of performance enhancement techniques. c. attention focus.
III. PSYCHO-SOCIAL DEVELOPMENT B. Demonstrate proficiency in the use of appropriate motivational techniques
for the athlete. 2. Identify appropriate technique for use in monitoring personal emotional self-control in all athletic
coaching.
III. PSYCHO-SOCIAL DEVELOPMENT B. Demonstrate proficiency in the use of appropriate motivational techniques
for the athlete. 3. Determine personal physical/emotional status of well-being as an athletic coach.
III. PSYCHO-SOCIAL DEVELOPMENT B. Demonstrate proficiency in the use of appropriate motivational techniques
for the athlete. 4. Understand skills in effective interpersonal communication with athletes, parents, other coaches,
administration.
III. PSYCHO-SOCIAL DEVELOPMENT B. Demonstrate proficiency in the use of appropriate motivational techniques
for the athlete. 5. Identify available/suitable professional resources for athletic counseling.
III. PSYCHO-SOCIAL DEVELOPMENT B. Demonstrate proficiency in the use of appropriate motivational techniques
for the athlete. 6. Maintain currency in field.
II. HUMAN GROWTH AND DEVELOPMENT A. Demonstrate an understanding of the characteristics of student
athletes 1. Normative differences in chronological age.
II. HUMAN GROWTH AND DEVELOPMENT A. Demonstrate an understanding of the characteristics of student
athletes 2. Maturational differences.
II. HUMAN GROWTH AND DEVELOPMENT A. Demonstrate an understanding of the characteristics of student
athletes 3. Readiness a. to learn b. to train c. to compete.
II. HUMAN GROWTH AND DEVELOPMENT B. Distinguish the experiences appropriate for student athletes at various
stages of growth development.
II. HUMAN GROWTH AND DEVELOPMENT C. Determine individualized age appropriate, non-injurious training
methods for student athletes.
II. HUMAN GROWTH AND DEVELOPMENT D. Maintain currency in field.
IV. BIO-PHYSIOLOGICAL FOUNDATIONS A. Demonstrate current knowledge of normal human anatomical features
and abnormal deviations.
IV. BIO-PHYSIOLOGICAL FOUNDATIONS B. Identify knowledge of biomechanical principles appropriate to athletic
coaching. 1. Demonstrate understanding of physics principles which form the basis of skills acquisition.
IV. BIO-PHYSIOLOGICAL FOUNDATIONS B. Identify knowledge of biomechanical principles appropriate to athletic
coaching. 2. Demonstrate knowledge of biomechanical concepts as applies in athletic coaching.
IV. BIO-PHYSIOLOGICAL FOUNDATIONS C. Demonstrate understanding of exercise physiology as it relates to
athletic coaching 1. Understand training program(s) for sport and demonstrate the ability to implement appropriate
program(s).
IV. BIO-PHYSIOLOGICAL FOUNDATIONS C. Demonstrate understanding of exercise physiology as it relates to
athletic coaching 2. Knowledge of appropriate environmental conditions and their effects on training and learning
(temperature, humidity).
IV. BIO-PHYSIOLOGICAL FOUNDATIONS D. Demonstrate understanding of body compositions factors related to
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athletic performance potential. 1. Body weight as it affects performance.
IV. BIO-PHYSIOLOGICAL FOUNDATIONS D. Demonstrate understanding of body compositions factors related to
athletic performance potential. 2. Body fat percentage related to conditioning.
IV. BIO-PHYSIOLOGICAL FOUNDATIONS E. Maintain currency in foregoing subjects.
I. LEGAL ASPECTS A. Demonstrate proficiency in understating tort liability in athletics. 2. Understanding of proper
supervision.
I. LEGAL ASPECTS B. Understand the constitutional rights of student athletes 1. Identify ethnic or other discrimination.
I. LEGAL ASPECTS B. Understand the constitutional rights of student athletes 2. Identify appropriate disciplinary
techniques.
I. LEGAL ASPECTS B. Understand the constitutional rights of student athletes 3. Decision making strategy in
eliminating athlete from the team.
I. LEGAL ASPECTS C. Identify necessary minimum athletic insurance coverage(s).
I. LEGAL ASPECTS D. Recognize and adhere to appropriate State and local policy and procedure regulations
governing athletic participation.
I. LEGAL ASPECTS E. Understand contractual law as applied to athletic coaching.
I. LEGAL ASPECTS F. Be cognizant of appropriate coach/athlete interpersonal relations.
I. LEGAL ASPECTS G. Be aware of legal precedents and actions in athletic coaching. 1. Sexual misconduct.
I. LEGAL ASPECTS G. Be aware of legal precedents and actions in athletic coaching. 2. Sexual harassment.
I. LEGAL ASPECTS G. Be aware of legal precedents and actions in athletic coaching. 3. Assault/battery.
I. LEGAL ASPECTS H. Maintain currency in field.
Upon completion of the appropriate strategies, participants will be able to: I. LEGAL ASPECTS A. Demonstrate
proficiency in understating tort liability in athletics. 1. Knowledge of adequate care.
VI. INSTRUCTION A. Knowledge of sound instructional strategies in athletic coaching 1. Philosophy of program (goals
and objectives).
VI. INSTRUCTION A. Knowledge of sound instructional strategies in athletic coaching 2. Initial pre-assessment.
VI. INSTRUCTION A. Knowledge of sound instructional strategies in athletic coaching 3. Instructional approaches a.
Plan content.
VI. INSTRUCTION A. Knowledge of sound instructional strategies in athletic coaching 3. Instructional approaches b.
Develop procedures.
VI. INSTRUCTION A. Knowledge of sound instructional strategies in athletic coaching 3. Instructional approaches c.
Use of instructional resources.
VI. INSTRUCTION A. Knowledge of sound instructional strategies in athletic coaching 4. Coach the activity.
VI. INSTRUCTION A. Knowledge of sound instructional strategies in athletic coaching 5. Reevaluate students and
evaluate program effectiveness.
VI. INSTRUCTION A. Knowledge of sound instructional strategies in athletic coaching 6. Feedback.
VI. INSTRUCTION A. Knowledge of sound instructional strategies in athletic coaching 7. Redesign of program as
appropriate.
V. SPORT MANAGEMENT A. Understand theoretical principles and strategies for successful athletic coaching.
V. SPORT MANAGEMENT B. Understand managerial skills in use of equipment, facilities, and the deployment of
personnel.
V. SPORT MANAGEMENT C. Possess budget control skills.
V. SPORT MANAGEMENT D. Knowledge of evaluation techniques 1. Personnel.
V. SPORT MANAGEMENT D. Knowledge of evaluation techniques 2. Program.
V. SPORT MANAGEMENT E. Demonstrate ethical behaviors and decision making in personal relations with others.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1011004
*Physical
Education: Sport
Specific Athletic
Coaching
Objective:
Participants will acquire additional knowledge, methods, trends, and skill application in the coaching of a selected
interscholastic sport.
Specific Objectives:
01. Identify the importance of a selected interscholastic sport as a lifelong activity.
02. State the importance of a selected interscholastic sport as a part of our culture.
03. Identify the rules and terminology used in a selected interscholastic sport.
04. Identify the strategies of team and/or individual plan in a selected interscholastic sport.
05. Identify the strategies of individual position play in a selected interscholastic sport.
06. Exhibit a knowledge of safety practices necessary to participate in a selected interscholastic sport. interscholastic
sports.
07. State the physical fitness value derived from participation in selected interscholastic sports.
08. Identify the skills necessary to participate in selected interscholastic sports.
09. State the social skills derived from participation in selected interscholastic sports.
10. Identify positive sportsmanship techniques in participating in selected interscholastic sports.
11. Identify new methods and techniques for more effective coaching in selected interscholastic sports.
12. Identify innovative methods of organizing and administering a selected interscholastic sport.
13. Identify National, State, and local policy revisions that will affect the administering of a selected interscholastic sport.
14. Exhibit a basic understanding and knowledge of sport medicine as it pertains to selected inter-scholastic sports.
15. Exhibit a basic understanding in the recognition, treatment, and evaluation of athletic injuries in selected
interscholastic sports.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1011005
*Orientation to
Athletic Coaching
General Objective: This orientation will provide those wanting to earn the coaching endorsement or coaching
certificate with an overview of athletic coaching in St. Lucie County.
Specific Objectives:
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1012001
*Emergent Literacy This course is available online at www.myflorida.com/childcare.
for VPK Instructors
Purpose: This training is designed to complement initial training on the new VPK Education Standards. This component
is designed to provide participants with background information on emergent literacy skills and provided exemplary
instructional practices that may be replicated in the VPK classroom.
GENERAL OBJECTIVE: To provide opportunities for participants to examine the five components of emergent literacy,
while assessing effective instructional practices as reflected in a Florida VPK demonstration classroom.
SPECIFIC OBJECTIVES: Upon completion of this training, participants will
1 Understand the purpose, focus and rationale for the new VPK Education Standards and benchmarks for the areas of
language and communication and emergent literacy
2 Analyze critical, age-appropriate instructional and environmental strategies that will prepare all children to succeed in
kindergarten
3 Replicate key instructional strategies, daily schedule components, and environmental factors that should be
considered in planning for the teaching of the new VPK Education Standards and benchmarks
4 Examine the research behind each of the language and emergent literacy standards and assess what can be done
to promote children's learning in these areas
5 Understand the key components of emergent literacy including: language and communication, emergent reading,
emergent writing and environment
6 Develop a lesson plan which reflects the instructional practices presented in the Emergent Literacy Course
7 Reflect and self-evaluate current classroom practices in comparison to the established VPK Education Standards for
teaching emergent literacy
DESCRIPTION OF ACTIVITIES:
To earn in-service credits, participants must successfully complete a minimum of five hours of on-line or manual-based
instruction (with accompanying DVD) and an additional five hours of follow-up activities which may include any of the
following:
1 Development of three lesson plans to enhance literacy development in 4-year-olds enrolled in a VPK program
2 Creation of a learning center which models instructional strategies presented in the Emergent Literacy for VPK
Instructors course
3 Observations conducted of an exemplary VPK classroom and provide a two page summary of potential program
changes to be utilized in the participant's classroom
AVAILABLE DELIVERY METHODS:
Electronic, Interactive, Electronic, Non-Interactive, Workshop, Study Group/Learning Community, Action Research
EVALUATION OF PARTICIPANTS:
Demonstrate mastery of at least 80% of the targeted objectives on a post-assessment.
FOLLOW-UP OPTIONS:
Reflection on implementation
Coaching and mentoring to ensure appropriate application of knowledge and skills
Access to web-based resources
Document implementation of the specific VPK Education Standards
Provide Student Impact Data resulting from implementation of the specific VPK Education Standards in which
professional development was provided Network to share best practices and updates
Compile assessment data (may include charts, graphs of student progress)
Modify practices based on data
Other performance assessment
EVALUATION METHODS:
Participant product related to training (may include lesson plans, written
reflection/summary, samples of student work or learning center)
Action research related to training content
Structured mentoring/coaching (may include direct observation, conferencing, oral reflection and/or lesson
demonstration)
Study group participants
Electronic, Interactive and Non-Interactive
Please Note: MAXIMUM POINTS: Five initial points upon proof of successful completion of Language and Vocabulary
in the VPK Classroom course and related competency exam online and five follow-up points for a total of 10 in-service
points
These are online courses that are offered through the Department of
Children and Families (DCF). To access the DCF website, simply go to:
https://training01-dcf.myflorida.com/dcf/cct/inf0001.html and click on
"Click to Register for Courses." Then select "Online Courses." This will
take you through a registration process and you will be able to pay
online to complete the courses. These are online, self-paced courses
that you will have 45 days to complete and 4 attempts to successfully
pass the assessment located at the end of each course.
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1012002
*English Language This course is available online at www.myflorida.com/childcare.
Learners in the VPK
Classroom
DESCRIPTION: This course is designed to give participants background
information on English language learners. The content of this course will also help participants meet the expectations of
the VPK Education Standards, with practical instructional strategies that may be replicated in the VPK classroom with all
young children.
GENERAL OBJECTIVE: To provide opportunities for participants to understand the characteristics and language
learning experiences of children, colleagues, staff, and children???�?�¢??s families who are English language
learners.
SPECIFIC OBJECTIVES: Upon completion of this course, participants will:
Understand the characteristics of English language learners
Understand how to foster communication with families
Utilize the five instructional strategies: 1) provide a prompt 2) give wait time 3)give a cue 4) children respond and 5 )
teacher provides immediate feedback
Plan for instruction with a purpose
Understand the components of language that support the instruction of
English language learners: receptive/expressive language skills, �??�?�¢??rich�??�?�¢??/simplified
language, vocabulary development, the structure of language
Recognize the key components of a supportive classroom environment: physical environment, cognitive environment,
social and emotional environment, and linguistic environment
Examine classroom organization and management to ensure that the
classroom environment is inclusive and supportive of all children
Understand the process of second-language acquisition
Develop a lesson plan which reflects the instructional practices presented in
the English Language Learners course
DESCRIPTION OF ACTIVITIES:
To earn in-service credits, participants must successfully complete a minimum of five hours of on-line or manual-based
instruction (with accompanying DVD) and an additional five hours of follow-up activities which may include any of the
following:
1 Development of three lesson plans to enhance the language development of four-year-olds enrolled in a VPK program
2 Creation of a learning center which models instructional strategies presented in the English Language Learners in the
VPK Classroom course
3 Observations conducted of an exemplary VPK classroom and provide a two page summary of potential program
changes to be utilized in the participant???�?�¢??s classroom
AVAILABLE DELIVERY METHODS:
Electronic, Interactive, Electronic, Non-Interactive, Workshop, Study Group/Learning Community, Action Research
EVALUATION OF PARTICIPANTS:
Demonstrate mastery of at least 80% of the targeted objectives on a post-assessment.
FOLLOW-UP OPTIONS:
Reflection on implementation
Coaching and mentoring to ensure appropriate application of knowledge and skills
Access to web-based resources
Document implementation of the specific VPK Education Standards
Provide Student Impact Data resulting from implementation of the specific VPK Education Standards in which
professional development was provided Network to share best practices and updates
Compile assessment data (may include charts, graphs of student progress)
Modify practices based on data
Other performance assessment
EVALUATION METHODS:
Participant product related to training (may include lesson plans, written
reflection/summary, samples of student work or learning center)
Action research related to training content
Structured mentoring/coaching (may include direct observation, conferencing, oral reflection and/or lesson
demonstration)
Study group participants
Electronic, Interactive and Non-Interactive
Please Note: MAXIMUM POINTS: Five initial points upon proof of successful completion of Language and Vocabulary
in the VPK Classroom course and related competency exam online and five follow-up points for a total of 10 in-service
points
These are online courses that are offered through the Department ofChildren and Families (DCF). To access the DCF
website, simply go to:https://training01-dcf.myflorida.com/dcf/cct/inf0001.html and click on
"Click to Register for Courses." Then select "Online Courses." This willtake you through a registration process and you
will be able to payonline to complete the courses. These are online, self-paced coursesthat you will have 45 days to
complete and 4 attempts to successfullypass the assessment located at the end of each course.
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1012003
*Language and
Vocabulary in the
VPK Classroom
This course is available online at www.myflorida.com/childcare.
DESCRIPTION: This course is appropriate for all VPK teachers, assistants and directors and provides instructional
strategies for increasing language and vocabulary with young children. The information included in the Language and
Vocabulary in the VPK Classroom course aligns with the Florida VPK Education Standards and provides guidance that
connects instructional needs with professional development.
GENERAL OBJECTIVE: To provide participants with the skills they need to advance the language and vocabulary
development of children in their classrooms so as to promote early literacy and communication skills and prepare
children for success upon kindergarten entry.
SPECIFIC OBJECTIVES: Upon completion of this course, participants will:
Understand the characteristics of language and vocabulary development in children
Utilize the four instructional strategies: Book Embedded Vocabulary Instruction, Dialogic Reading, Language
Scaffolding and Think, Show, Tell, Talk to increase the vocabulary development of the children in their VPK classroom
Plan for instruction with a purpose
Recognize the key components of a supportive classroom environment: physical environment, cognitive environment,
social and emotional environment, and linguistic environment
Plan instructional strategies throughout the VPK day to encourage natural transfer and generalization of new
vocabulary to new situations
DESCRIPTION OF ACTIVITIES:
To earn in-service credits, participants must successfully complete course and related competency exam online and an
additional five hours of follow-up activities which may include any of the following:
Development of three lesson plans to enhance the language development of four-year-olds enrolled in a VPK program
Creation of a learning center which models instructional strategies presented in the Language and Vocabulary in the
VPK Classroom course
Observations conducted of an exemplary VPK classroom and provide a two page summary of potential program
changes to be utilized in the participant???�?�¢??s classroom.
AVAILABLE DELIVERY METHODS:
Electronic, Interactive, Electronic, Non-Interactive, Workshop, Study Group/Learning Community, Action Research
EVALUATION OF PARTICIPANTS:
Demonstrate mastery of at least 80% of the targeted objectives on a post-assessment.
FOLLOW-UP OPTIONS:
Reflection on implementation
Coaching and mentoring to ensure appropriate application of knowledge and skills
Access to web-based resources
Document implementation of the specific VPK Education Standards
Provide Student Impact Data resulting from implementation of the specific VPK Education Standards in which
professional development was provided Network to share best practices and updates
Compile assessment data (may include charts, graphs of student progress)
Modify practices based on data
Other performance assessment
EVALUATION METHODS:
Participant product related to training (may include lesson plans, written
reflection/summary, samples of student work or learning center)
Action research related to training content
Structured mentoring/coaching (may include direct observation, conferencing, oral reflection and/or lesson
demonstration)
Study group participants
Electronic, Interactive and Non-Interactive
Please Note: MAXIMUM POINTS: Five initial points upon proof of successful completion of Language and Vocabulary
in the VPK Classroom course and related competency exam online and five follow-up points for a total of 10 in-service
points
These are online courses that are offered through the Department of
Children and Families (DCF). To access the DCF website, simply go to:
https://training01-dcf.myflorida.com/dcf/cct/inf0001.html and click on
"Click to Register for Courses." Then select "Online Courses." This will
take you through a registration process and you will be able to pay
online to complete the courses. These are online, self-paced courses
that you will have 45 days to complete and 4 attempts to successfully
pass the assessment located at the end of each course.
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1013001
Newspapers in
Education
Objective:
To increase awareness and develop skills in methods of adapting the newspaper to various components within the
curriculum framework.
Specific Objectives:
GENERIC 1. Identify realistic and well defined goals for the use of newspapers in the classroom.
GENERIC 2. Analyze the various sections of a newspaper.
GENERIC 3. Describe how each newspaper section may be used as a teaching strategy.
GENERIC 4. Identify specific skills, concepts, or attitudes that can be taught through use of the newspaper in the
classroom.
LEARNING CENTERS IN THE CLASSROOM 5. Set goals for the use of newspaper based learning centers as they
relate to specific grade level and/or subject area.
LEARNING CENTERS IN THE CLASSROOM 6. Analyze various parts of a newspaper by describing how each section
may be used when creating a classroom learning center.
LEARNING CENTERS IN THE CLASSROOM 7. Develop a list of specific skills, concepts or attitudes that can be taught
through newspaper learning centers.
LEARNING CENTERS IN THE CLASSROOM 8. Design learning centers containing specific learner objectives,
materials and activities for each of 2 newspaper sections.
THE USE OF COMICS AND CARTOONS 10. Provide students with an understanding of the processes of critical
thinking and reading skills.
THE USE OF COMICS AND CARTOONS 11. Define literary terms applicable to this medium.
THE USE OF COMICS AND CARTOONS 12. Define the types of humor and wit.
THE USE OF COMICS AND CARTOONS 13. Categorize and analyze various comic strips and editorial cartoons.
THE USE OF COMICS AND CARTOONS 14. Demonstrate a knowledge and understanding of the linguistic code and
readability levels of this medium.
THE USE OF COMICS AND CARTOONS 15. Identify comic and cartoon definitions and the code of standards for these
art forms.
THE USE OF COMICS AND CARTOONS 16. Identify the code of standards for these art forms.
THE USE OF COMICS AND CARTOONS 17. Identify cartooning techniques.
THE USE OF COMICS AND CARTOONS 18. Demonstrate creative methods for designing comic strip and editorial
cartoon activities applicable to implementing this art form in the classroom.
THE USE OF COMICS AND CARTOONS 19. Classify comic strips and editorial cartoons.
THE USE OF COMICS AND CARTOONS 20. Design and construct useful comic strip and editorial cartoon materials for
classroom use.
THE USE OF COMICS AND CARTOONS 21. Provide students with the historical background of comic strips and
educational cartoons.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1013002
Reading: Basic
Skills in Reading
Objective:
To improve knowledge, skills and techniques in diagnostic and prescriptive teaching of reading skills.
Specific Objectives:
01. Diagnose student strengths and weaknesses related to reading skills using both formal and informal tests,
standardized tests, and teacher observations.
02. Administer informal reading inventories.
03. Prescribe instruction keyed to demonstrated skills deficiencies.
04. Maintain student records.
05. Maintain adequate pacing in instruction and movement through the management system.
06. Utilize effective techniques for teaching decoding skills.
07. Utilize effective techniques for teaching comprehension skills.
08. Utilize effective techniques for developing pre-reading/oral language skills.
09. Utilize effective techniques for building reading fluency for recreation and skimming.
10. Utilize effective techniques for developing vocabulary.
11. Provide evidence of the acquisition of an expanded knowledge base in diagnostic and prescriptive reading
instruction.
12. Update skills and knowledge and acquire information about current trends and issued in areas related to diagnostic
and prescriptive reading.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1013003
Reading: Teaching Objective:
Reading in Content To improve knowledge, skills and techniques in teaching of reading skills in Content Areas.
Areas
Specific Objectives:
01. Apply critical thinking skills in the reading process.
02. Demonstrate the ability to select and administer appropriate diagnostic instruments.
03. Correlate printed materials to different levels of readability.
04. Identify reading needs of students whose reading deficiencies are affecting their participation in content areas.
05. Demonstrate suitable reading techniques to use in the content subjects.
06. Demonstrate how to motivate learners to read.
07. Demonstrate strategies for improving comprehension and vocabulary.
08. Utilize various effective techniques for teaching study, reference, and organizational skills.
09. Apply strategies to content area materials.
10. Utilize the cloze technique as a strategy for reading diagnosis and improvement.
11. Utilize effective techniques for teaching reading skills necessary for survival.
12. Utilize techniques for using the parts of a book to facilitate selection, use, and information retrieval.
13. Demonstrate the ability to utilize graphic representations in instruction.
14. Update skills and knowledge and acquire information about current trends and issues in reading education.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1013004
Reading: Teaching
Reading Using
Assistive
Technology
Objective:
01. To enable educators to utilize specialized technology to provide interventions for at risk readers.; 02. To enable
educators to generate and analyze reports produced by the software that will assist them in designing instruction that
meets the individual needs of all readers.
Specific Objectives:
01. Diagnose student strengths and weaknesses related to reading skills using both formal and informal tests,
standardized tests, and teacher observations.
02. Administer informal reading inventories.
03. Prescribe instruction keyed to demonstrated skills deficiencies.
04. Maintain student records.
05. Maintain adequate pacing in instruction and movement through the management system.
06. Utilize effective techniques for teaching decoding skills.
07. Utilize effective techniques for teaching comprehension skills.
08. Utilize effective techniques for developing pre-reading/oral language skills.
09. Utilize effective techniques for building reading fluency for recreation and skimming.
10. Utilize effective techniques for developing vocabulary.
11. Provide evidence of the acquisition of an expanded knowledge base in diagnostic and prescriptive reading
instruction.
12. Update skills and knowledge and acquire information about current trends and issued in areas related to diagnostic
and prescriptive reading.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1013005
*RE1: Reading
Endorsement:
Foundations in
Language &
Cognition
Objective:
Participants will have substantive knowledge of language structure¨[and function and cognition for each of the five major
components of the reading process.
Specific Objectives:
01. The total inventory of Specific Indicators (A-F) satisfy Competency 1: 1. Specific Indicator A: Phonemic Awareness:
Identify and apply basic concepts of phonology as they relate to language development and reading performance (e.g.,
phonological processing, inventory of phonemes, phonemic awareness skills, phonemic analysis)* Distinguishes both
phonological and phonemic differences in language and their applications in written and oral discourse patterns (e.g.,
language & dialect differences)
02. Specific Indicator B: Phonics: Identify structural patterns of words as they relate to reading development and reading
performance (e.g., inventory of orthographic representations, syllable conventions; spellings of prefixes, root words,
affixes)* Apply structural analysis to words (e.g., orthographic analysis, spelling morphologies, advanced phonics skills)
03. Specific Indicator C: Fluency: Identify the principles of reading fluency as they relate to reading development
Understands the role of reading fluency in development of the reading process
04. Specific Indicator D: Vocabulary: Identify and apply principles of English morphology as they relate to language
acquisition (e.g., identify meanings of morphemes, inflectional and derivational morphemes, morphemic analysis)
Identify principles of semantics as they relate to vocabulary development (e.g., antonyms, synonyms, figurative
language, etc.)
05. Specific Indicator E: Comprehension: Identify principles of syntactic function as they relate to language acquisition
and reading development (e.g., phrase structure, types of sentences, sentence manipulations) *
Understands the impact of variations in written language of different text structures on the construction of meaning.
Identify cognitive task levels and the role of cognitive development in the construction of meaning of a variety of texts
(e.g., knowledge, comprehension, application, analysis, synthesis, evaluation)
Understands the trans active nature of the reading process in constructing meaning from a wide variety of texts and for
a variety of purposes (e.g., text connections: within texts, across texts, from text to self, from text to world)
06. Specific Indicator F: Integration of the major reading components: Identify language characteristics
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1013006
*RE2: Reading
Endorsement:
Foundations of
Research-based
Practices
Objective:
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.
Specific Objectives:
01. The total inventory of Specific Indicators (A-F) satisfy Competency 2: 1. Specific Indicator A: Phonemic Awareness
Identify explicit, systematic instructional plans for scaffolding development of phonemic analysis of the sounds of words
(e.g., phonemic blending, segmentation, etc.) *.
02. Specific Indicator B: Phonics Identify explicit, systematic instructional plans for scaffolding development from
emergent through advanced phonics with words from both informal and academic language (e.g., orthographic skills,
phonetic and structural analysis rules, patterns, and generalizations).
03. Specific Indicator C: Fluency Identify explicit, systematic instructional plans for scaffolding fluency development and
reading endurance (e.g., rereading, self-timing, independent reading material, reader's theater, etc.).
04. Specific Indicator D: Vocabulary Identify explicit, systematic instructional plans for scaffolding vocabulary and
concept development (e.g., common morphological roots, morphemic analysis, system of word relationships, semantic
mapping, semantic analysis, analogies, etc.).
05. Specific Indicator E: Comprehension Identify explicit, systematic instructional plans for scaffolding development of
comprehension skills and cognition (e.g., key questioning strategies such as reciprocal teaching, analysis of relevance
of details, prediction; "think-aloud" strategies, sentence manipulation, paraphrasing, etc.).
06. Specific Indicator F: Integration of the major reading components Identify comprehensive instructional plans that
synchronize the major reading components (e.g., a lesson plan: structural analysis, morphemic analysis, reciprocal
teaching, rereading, etc.) Identify explicit, systematic instructional plan scaffolding content area vocabulary
development and reading skills (e.g., morphemic analysis, semantic analysis, reciprocal teaching, writing to learn, etc.)
Identify resources and research-based practices that create both language-rich and print-rich environments (e.g., large
and diverse classroom libraries; questioning the author; interactive response to authentic reading and writing tasks,
etc.) Identify research-based guidelines and selection tools for choosing literature and expository text appropriate to
students' interests and independent reading proficiency.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1013007
*RE3: Reading
Endorsement:
Foundations of
Assessment
Objective:
Participant will understand the role of assessments in guiding reading instruction and instructional decision making.
Specific Objectives:
01. Specific Indicators: Describe or recognize appropriate test formats and types of test items for assessing the major
elements of reading growth: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension
02. Understands the role of assessment in planning instruction to meet student learning needs
03. Interpret students' formal and informal test results. R , E
04. Identify measurement concepts and characteristics and uses of norm-referenced and criterion-referenced tests. R
05. Understand the meaning of test reliability and validity, and describe major types of derived scores from standardized
tests
06. Demonstrate knowledge of the characteristics, administration, and interpretation of both quantitative and qualitative
instructional assessments (to include each of the following: screening, diagnosis, progress monitoring, and outcome
measures).
07. Analyze data to identify trends that indicate adequate progress in student reading development. E
08. Understand how to use data to differentiate instruction (grouping strategies, intensity of instruction: ii vs. iii) E
09. Understand how to interpret data with application of instruction that matches students with appropriate level of
intensity of intervention (in whole class, small group, one-to-one), with appropriate curricular materials, and with
appropriate curricular materials, and with appropriate strategies. E
10. Identify appropriate criteria for selecting materials to include in portfolios for monitoring student progress over time.
R, E
11. Identify interpretive issues that may arise when English language tests are used to assess reading growth in LEP
students *
12. Identify reading assessment techniques appropriate for diagnosing and monitoring reading progress of LEP
students and students with disabilities in the area of reading. * E
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1013008
*RE4: Reading
Endorsement:
Foundations of
Differentiation
Objective:
Participant will develop broad knowledge of students from differing profiles including students with disabilities and
student from diverse populations.
Specific Objectives:
01. Specific Indicators - Identify the characteristics of both language and cognitive development and their impact on
reading proficiency.
02. Compare language, cognitive, and reading acquisition of different age groups (primary, intermediate, secondary
levels) and abilities. *
03. Identify language acquisition characteristics of learners from mainstream, students with exceptional needs, and
diverse populations. *
04. Identify stages of reading development for diverse learners, including mainstream students, LEP students, and
students with disabilities in reading.
05. Identify common difficulties in development of each of the major reading components.
06. Understands specific appropriate reading instructional accommodations for students with exceptional needs and
LEP students.
07. Identify principles of differentiating instruction for all students in mainstream classes, including students with
disabilities in reading, and LEP students. *
08. Identify strategies effective and more skilled readers use for word recognition and comprehension in contrast to
those strategies used by beginning and/or struggling readers.
09. Select appropriate materials that address cultural and linguistic differences. * E
10. Identify structures and procedures for monitoring student reading progress
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1013009
*RE5: Reading
Endorsement:
Application of
Differentiated
Instruction
General Objective: Participants will be able to apply research-based instructional practices and materials appropriate
for: preventing reading difficulties and accelerating both language and literacy development, scaffolding instruction,
developing students? phonemic awareness, developing phonics skills and word recognition skills, applying critical
thinking skills, and developing comprehension skills. Participants will assess student learning based on reliable and
valid assessment procedures.
Specific Objectives:
The participants will:
01. apply knowledge of scientifically based reading research in each of the major reading components as it applies to
reading instruction (phonemic awareness, phonics, vocabulary, fluency, comprehension).
02. apply research-based practices and materials for preventing and accelerating both language and literacy
development.
03. identify techniques for scaffolding instruction for children having difficulty in each of the five major components of
reading growth.
04. apply research-based instructional practices for developing students? phonemic awareness.
05. apply research-based instructional practices for developing students? phonics skills and word recognition.
06. apply research-based instructional practices for developing students? reading fluency, automaticity, and reading
endurance.
07. apply research-based instructional practices for developing both general and specialized content area vocabulary.
08. apply research-based instructional practices for developing students? critical thinking skills.
09. apply research-based instructional practices for facilitating reading comprehension.
10. identify instructional strategies to facilitate students? metacognitive skills in reading.
11. identify reliable and valid assessment procedures to validate instructional applications.
12. identify and set goals for instruction and student learning based on assessment results to monitor student progress.
Description of Activities:
In the knowledge acquisition portions of Competency 4 and Competency 5, participants will be actively engaged in
research-based content designed to develop broad knowledge of students from differing profiles, including students
with disabilities, LEP students, and students from diverse populations and to apply research-based instructional
methodology to prevent reading difficulties and promote acceleration of reading progress for struggling students.
Creating Independent Student-Owned Strategies (CRISS) by Dr. Carol Santa is one possible delivery model.
The investigative activities for these competencies will be chosen from a menu by the component instructor based on
participant knowledge, instructional assignment and assessed student needs. Investigative activities may be
collaborative and include, but are not limited to:
�· lesson plan for instructional differentiation based on data analysis
�· differentiated instruction demonstration
�· article review
�· field experience log
�· individual study and report on an effective practice for instructional differentiation
�· reflection after viewing model of effective instruction for LEP, ESE or AIP students
�· clinical interview(s) to enhance a portfolio of reading profiles
�· case study of a struggling reader(s)
�· student tutoring
Investigative activities will be aligned with evaluation requirements thus providing meaningful and authentic
demonstration of the specific indicators for this competency.
Evaluation Procedures:
The participants will demonstrate mastery at or above an 80% level of all required indicators through multiple activities
that may include:
�· pre/post test
�· observation
�· performance indicator (e.g., rubric/ checklist/ portfolio)
�· product (e.g., case study, action research project, lesson/unit plan, reflective writing)
Follow-up
This course will be offered as part of an ongoing program leading to a reading endorsement, which culminates in a
supervised practicum. Participants will gain experience in implementing instructional strategies learned in this course
and demonstrate attainment of all competencies. Follow-up will be provided through the ongoing support of program
instructors and through the practicum supervisor.
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*RE6: Reading
Endorsement:
Demonstration of
Accomplishment
Objective:
Has knowledge of Effective, Research-Based Instructional Methodology to prevent reading difficulties and promote
acceleration of reading progress for struggling students.
Specific Objectives:
01. Apply knowledge of scientifically based reading research in each of major reading components as it applies to
reading instruction (phonemic awareness, phonics, vocabulary, fluency, comprehension).
02. Apply research-based practices and materials for preventing and accelerating both language and literacy
development.
03. Identify techniques for scaffolding instruction for children having difficulty in each of the five major components of
reading growth.
04. Apply research-based instructional practices for developing student's phonemic awareness.
05. Apply research-based instructional practices for developing students' phonic skills and word recognition.
06. Apply research-based instructional practices for developing students.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1013011
*FOR-PD Facilitator Objective:
Training
Participants will become familiar and comfortable with the various online learning tools to facilitate learning throughout
the course. Participants will also learn about e-learning and online staff development, online facilitation and support
available to FOR-PD facilitators.
Specific Objectives:
1. Identify the words the letters in FOR-PD represent.
2. List the topics covered by the FOR-PD facilitator training and certification course.
3. Identify the basic elements of each lesson in the FOR-PD facilitator training and certification
course.
4. Download, read and print Adobe Acrobat PDF files.
5. Describe the elements of the Course Menus.
6. Use the FOR-PD discussion tool.
7. Use the FOR-PD quiz tool.
8. Use the FOR-PD course email tool.
9. Use the FOR-PD chat tool.
10. Describe the technical support features we offer to assist you with the course.
11. Locate the FOR-PD website.
12. In your own words, briefly describe the FOR-PD Project for a colleague or friend.
13. In your own words, briefly explain why the FOR-PD Project is important to Florida.
14. Describe the FOR-PD course, the expectations and the requirements.
15. Define online staff development.
16. Identify at least three advantages of online staff development for Florida educators.
17. Identify at least two possible drawbacks/challenges.
18. Describe one interactive review technique.
19. Describe, in your own words, the role of the FOR-PD facilitator.
20. Identify, throughout the course, when each of these might be used: discussion boards, group
email, and individual email.
21. Describe ways the FOR-PD facilitator may provide assistance to the school district and to the
project.
22. List some tips for being an online facilitator.
23. Describe situations when NOT to answer participant questions immediately.
24. Discuss facilitator best practices in regards to the FOR-PD course.
25. List and describe the FOR-PD facilitator expectations.
26. Explain facilitator duties: before the course begins, during the first week of class, throughout
the remainder of the class, and after the course close date.
27. Describe four online tools that are available in the FOR-PD course and when to use them.
28. Describe one online tool available only to FOR-PD facilitators and how to use it.
29. List and describe several methods of support available for FOR-PD facilitators.
30. Describe how to get staff development/inservice points for completing the FOR-PD facilitator
course.
31. Practice and apply learning to the various modules of the FOR-PD course.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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*ER&D: Beginning General Objective:
Reading & Reading Beginning Reading Instruction (BRI) is an Educational research & Dissemination (ER&D) module that focuses on how
Comprehension: FL children learn to read the best ways to teach beginning reading from kindergarten to the end of the primary grades.
Reading Comp I
Because the course contains considerable information on how students develop basic decoding skills, it is also useful
for teachers and support staff working with older students who are still having difficulty with decoding and fluency. The
course presents a synthesis of the research consensus for beginning reading instruction, and it provides the most
effective instructional strategies -- aligned to that research -- to help students develop phonemic awareness, knowledge
of the alphabetic system, phonics/decoding skills, print awareness, fluency, vocabulary and comprehension.
Specific Objectives:
01. Research and Historical Context is set by presenting information about the research consensus reflected in such
works as Marilyn Adams "Beginning to Read" the National Research Council report "Preventing Reading difficulties in
Young Children"; and the report of the National Reading Panel -- and codified in the reading First section of the 2001
reauthorization of ESEA.
02. The Reading Process: participants learn what the reading process for young children entails. Through
simulation and reflection, participants gain heightened understanding of what it takes to become a proficient reader, the
characteristics of proficient and struggling readers, and what teachers and support staff need to know and be able to do
to teach beginning readers.
03. Phonemic Awareness: participants learn about the alphabetic principle; learn and practice articulating phonemes;
and acquire and implement strategies to enhance students' ability to identify, segment and manipulate phonemes.
04. Phonics: Participants focus on letter-sound correspondences, cumulative blending, and those strategies most
effective in enhancing beginning readers' encoding skills and fluent word level reading. Research and strategies
relating to decoding multisyllabic words also are presented. The role of context in reading is explained and illustrated.
Practice of each of these components is provided.
05. Vocabulary: Participants focus on how to be strategic in determining what words to teach and how, so that
students come to "own" new words and increase the breadth and depth of their vocabulary.
06. Comprehension: Mastery and integration of skills and strategies detail above. Participants learn
comprehension strategies that they can teach their students to enhance students' text comprehension. Among the
strategies are developing and using Story Maps and during-reading queries.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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*CAR-PD (Content General Objective:
Area
To learn effective, Research-Based Instructional Methodology and promote acceleration of reading progress for
Reading-Profession struggling students.
al Development)
Specific Objective(s):
Participants will:
01. Apply knowledge of scientifically based reading research in the following major reading components as it applies to
reading instruction (vocabulary, comprehension).
02. Identify techniques for scaffolding instruction for children having difficulty in vocabulary and comprehension.
03. Demonstrate suitable reading techniques to use in the content subjects.
04. Demonstrate how to motivate learners to read.
05. Demonstrate strategies for improving comprehension and vocabulary.
06. Understand the role of assessment in planning instruction to meet student learning needs
07. Interpret students' formal and informal test results.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Reading:
Assessments and
Data Analysis
Objective:
Participant will understand the role of assessments in guiding reading instruction and instructional decision making.
Specific Objectives:
01. Describe or recognize appropriate test formats and types of test items for assessing the major elements of reading
growth: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension
02. Understand the role of assessment in planning instruction to meet student learning needs
03. Interpret students' formal and informal test results.
04. Demonstrate knowledge of administration and interpretation of various instructional assessments (to include each
of the following: screening, diagnosis, progress monitoring, and outcome measures).
05. Analyze data to identify trends that indicate adequate progress in student reading development.
06. Understand how to use data to differentiate instruction (grouping strategies, intensity of instruction: ii vs. iii)
07. Understand how to interpret data with application of instruction that matches students with appropriate level of
intensity of intervention (in whole class, small group, one-to-one), with appropriate curricular materials, and with
appropriate curricular materials, and with appropriate strategies.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1014001
Driver Education
Objective:
To improve knowledge, methods and teaching skills of driver education teachers.
Specific Objectives:
01. Utilize effective techniques for instruction in driving-related law.
02. Utilize effective techniques for instruction in defensive driving.
03. Utilize effective techniques for instruction in driver courtesy.
04. Utilize effective techniques for instruction in rules of the road.
05. Utilize effective techniques for instruction in coping with road hazards.
06. Utilize effective techniques for making students aware of the implications and consequences of substance abuse
and its effect on road safety.
07. Utilize effective techniques for supervising and directing students on the driving range.
08. Utilize effective techniques for supervising and directing students during on-the-road driving practice.
09. Provide evidence of the acquisition of an expanded knowledge base in driver education.
10. Update skills and knowledge and develop awareness about current trends and issued in areas related to driver
education.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1015001
Science
Objective:
To improve knowledge, methods and teaching skills of science teachers.
Specific Objectives:
01. Utilize knowledge of science as a discipline.
02. Teach science process skills including observing, classifying, measuring, and forming conclusions.
03. Teach environmental and energy conservation education.
04. Expand knowledge base in science content.
05. Enhance reading skills through the utilization of science materials.
06. Direct student investigations and experiments.
07. Utilize safety practices in the science classroom and laboratory.
08. Identify, select, and utilize appropriate software for classroom experiences.
09. Conduct field experiences, following appropriate guidelines and procedures with focus on investigation, information
gathering, and organization of data.
10. Update skills and knowledge and acquire information about current trends and issues in areas related to science.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1015002
Science:
Environmental
Education
Objective:
To give K-12 teachers, resource teachers, supervisors and others background information, instructional materials and
instructional techniques on a variety of environmental topics, including water and land use, energy resources,
xeriscaping.
Specific Objectives:
01. Through successful participation in this workshop series, participants will be able to: WATER Explain the basic
hydrology of Florida.
02. WATER Discuss at least three water resource problems facing Florida.
03. WATER Outline how the water resources in our area are managed.
04. WATER Identify the water related issues facing Lake Okeechobee and Lake Apopka.
05. WATER Analyze the problems facing the Everglades.
06. WATER Describe how potable water and waste water move through our community.
07. WATER Define channelization.
08. WATER Discuss the Kissimmee River Restoration Project.
09. WATER Describe at least three agencies that provide water resource educational materials.
10. WATER Identify at least three agencies that provide water resource educational materials.
11. WATER Discuss water conservation measures.
12. WATER Implement and evaluate instructional activities that focus on water resources and their conservation.
13. LAND USE Explain the use of wildlife corridors.
14. LAND USE Correlate the loss of land resources with loss of wildlife.
15. LAND USE Identify local agencies instrumental in making land use decisions.
16. LAND USE Discuss the county’s Comprehensive Plan.
17. LAND USE Locate within their communities various land use patterns.
18. LAND USE Implement and evaluate instructional activities that focus on land use.
19. ENERGY Identify the sources of Florida's energy resources.
20. ENERGY Explain the global distribution of energy resources.
21. ENERGY Discuss energy conversation technologies.
22. ENERGY Discuss renewable energy technologies.
23. ENERGY Describe energy conservation techniques.
24. ENERGY Describe technologies for increasing energy efficiency.
25. ENERGY Discuss the environmental consequences.
26. ENERGY Evaluate future energy options.
27. ENERGY Implement and evaluate instructional activities that focus on energy production, use and conservation.
28. XERISCAPING Describe the flow of energy through a natural system.
29. XERISCAPING Define native plants.
30. XERISCAPING Identify at least ten native plants.
31. XERISCAPING Discuss the adaptation of specific native plants.
32. XERISCAPING Define Xeriscaping.
33. XERISCAPING Define exotic species.
34. XERISCAPING Discuss the problems caused by exotic species.
35. XERISCAPING Compare and contrast the use of native plants vs. non-native plants in landscaping.
36. XERISCAPING List at least three characteristics of native plants.
37. XERISCAPING Explain the importance of native plants to wildlife.
38. FLORIDA WILDLIFE List at least five animals unique to Florida.
39. FLORIDA WILDLIFE Identify selected species of amphibian, reptiles, birds and mammals.
40. FLORIDA WILDLIFE Discuss why certain native animal species are endangered.
41. FLORIDA WILDLIFE Explain the life history of at least three Florida ecosystems.
42. FLORIDA WILDLIFE Describe the relationships between certain native animals (i.e. indigo snake and gopher
tortoise)
43. FLORIDA WILDLIFE Discuss the important features of at least three Florida ecosystems.
44. FLORIDA WILDLIFE Describe the interconnections in one aquatic and one terrestrial ecosystem.
45. FLORIDA WILDLIFE Explain the economic value of one of these ecosystems.
46. FLORIDA WILDLIFE Utilize selected ecosystems at field teaching sites.
47. SOLID WASTE/RECYCLING Explain the status of the counties recycling program.
48. SOLID WASTE/RECYCLING Outline the main features of the State's recycling legislation.
49. SOLID WASTE/RECYCLING Identify at least three materials that are currently recyclable.
50. SOLID WASTE/RECYCLING Evaluate the pros and cons of mandatory recycling.
51. SOLID WASTE/RECYCLING Describe an integrated solid waste management system.
52. SOLID WASTE/RECYCLING Discuss the pros and cons of waste-to-energy systems.
53. SOLID WASTE/RECYCLING Implement and evaluate instructional activities on selected environmental topics using
materials provided in the workshop.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
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2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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History
Objective:
To enable secondary history teachers to obtain or improve professional knowledge and competencies.
Specific Objectives:
01. Recent Historical Findings and Research A. Read one recent book about a historical era and accurately: 1. State the
author's main thesis in one sentence that students can comprehend.
01. Recent Historical Findings and Research A. Read one recent book about a historical era and accurately: 2. Compile
a list of facts similar to those cited by the author.
01. Recent Historical Findings and Research A. Read one recent book about a historical era and accurately: 3. Explain
how the author uses these facts to develop his thesis.
01. Recent Historical Findings and Research A. Read one recent book about a historical era and accurately: 4. For at
least two topics, identify divergence from the textual materials.
01. Recent Historical Findings and Research B. Utilize this background in order to practice: 1. Logical forms of
knowledge.
01. Recent Historical Findings and Research B. Utilize this background in order to practice: 2. Planning and
presentation.
01. Recent Historical Findings and Research B. Utilize this background in order to practice: 3. Test preparation and use.
02. Topical Analysis and Pedagogical Invention A. Given an instructional topic, identify a comparison, an inference, and
explanation that might be taught.
02. Topical Analysis and Pedagogical Invention B. Given an instructional topic and an instructional goal that focuses on
either understanding or issues, identify relevant data, referent, and concepts.
02. Topical Analysis and Pedagogical Invention C. Given a historical topic and an instructional goal that stresses either
understanding or issue analysis, describe an appropriate teaching strategy.
03. Interdisciplinary Implications A. Demonstrate knowledge of the cultural framework within which historical events and
developments occur.
03. Interdisciplinary Implications B. Cite examples of the relationships between significant cultural phenomena (i.e. art,
music, literature) and historical events.
04. Present Various Types of Knowledge A. Given a historical topic, the teacher will present a model designed to
provide students an opportunity to acquire comparisons, inferences, and explanations.
04. Present Various Types of Knowledge B. Given a historical topic, the teacher will show the intellectual frame of
reference in order to analyze academic issues.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Social Sciences
Objective:
To improve knowledge, methods and teaching skills of social studies teachers.
Specific Objectives:
01. Demonstrate proficiency in teaching charting, mapping, and graphing skills.
02. Teach appropriate research skills.
03. Teach critical thinking skills.
04. Teach values clarification.
05. Enhance reading skills through the use of social studies content.
06. Develop an understanding of the nature of social change.
07. Teach citizenship responsibility and participation in a democratic society.
08. Teach problem solving techniques.
09. Locate, gather, organize, and evaluate social studies information.
10. Develop sound generalization skills.
11. Demonstrate techniques for motivating students.
12. Encourage use of discussion techniques.
13. Utilize questioning techniques appropriate to needs of individual students.
14. Use a microcomputer and appropriate software as an element of classroom instruction of social studies.
15. Make software selections for instruction of composition appropriate to students, curriculum, management
requirements and hardware.
16. Define goals and objectives for the academically talented student and implement appropriate instruction.
17. Provide evidence of the acquisition of an expanded knowledge base in social studies.
18. Update skills and knowledge and acquire information about current trends and issued in areas related to social
studies and science.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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*US Holocaust
Objective:
Museum - Memorial To strengthen teachers' knowledge and understanding of the Holocaust in the context of a peer learning community at
Study for Teachers the US Holocaust Memorial Museum so that teachers may develop one-day curriculum units that will be used in their
classrooms and published on-line as resources tor teachers in Palm Beach County; and gain experience learning and
teaching this complex subject with peers from different schools, different ethnic and religious backgrounds.
Specific Objectives and Agenda of Course:
1. Attend pre-trip lectures and become familiar with key concepts related to Holocaust education.
2 . Join the three-day study tour of the US Holocaust Memorial Museum.
3 . Attend breakfast and daily evening discussions about their experiences at the Museum on each day of the
study-tour.
4. Keep a journal (written or auditory) of their daily reflections and ideas for classroom use.
5. Read a piece of Holocaust literature and meet with a Holocaust survivor.
6. View exhibit and complete an assignment in the Wexner Learning Center.
7. Collaborate on the design and methods for strengthening their grade-specific
curriculum units with peers, district instructors and with scholars from Florida Atlantic
University and the U. S. Holocaust Memorial Museum during the field trip and after their return to St. Lucie County.
8. Develop and submit drafts of curriculum units to the Social Studies Program Specialist at the St. Lucie County School
District by date to be announced.
9. Submit final versions of curriculum units to the Social Studies Program Specialist at the St. Lucie County School
District by date to be announced.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1017001
Writing: Basic
Skills in Writing
Objective:
To improve knowledge, skills and techniques in teaching appropriate writing skills in the basic program.
Specific Objectives:
01. Utilize effective techniques for developing pre-writing skills.
02. Utilize effective techniques for developing good penmanship.
03 Utilize effective techniques for developing vocabulary.
04. Utilize a variety of effective techniques for teaching spelling.
05. Utilize effective techniques for teaching mechanics of composition.
06. Utilize a variety of techniques for teaching appropriate sentence structure.
07. Utilize a variety of techniques for teaching paragraph development.
08. Utilize a variety of techniques for teaching essay development.
09. Utilize effective techniques for promoting the use of standard English in written discourse.
10. Expand knowledge base in writing instruction.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to writing
instruction.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1017002
Writing in Language Objective:
Arts and other
To improve the knowledge, skills and instructional techniques of teachers in teaching appropriate writing skills across
Subject Areas
grade levels and subject areas.
Specific Objectives:
01. Use various forms of writing as a thinking tool.
02. Identify various ways to use writing to learn in all subjects.
03. Practice forms of writing: narrative, exposition, and argumentation.
04. Practice developing a thesis in essay writing.
05. Analyze arguments to test their validity.
06. Identify and correct various logical fallacies in written arguments.
07. Analyze writing to identify and correct common grammatical and syntactical errors.
08. Practice the use of vivid detail - including dialogue and leads - in narrative writing.
09. Analyze the use of vivid detail - including dialogue and leads - in narrative writing.
10. Effectively use direct observation and interviews in writing.
12. Analyze the writing process.
13. Apply the writing process to their own writing.
14. Communicate effective feedback to other students.
15. Use peer group and coaching strategies in responding to each other’s writing throughout the writing process.
16. Apply the use of rubrics to scoring of writing.
17. Work collaboratively with other teachers to develop a school-wide writing program.
18. Identify strategies/activities for ensuring continuity in writing improvement.
19. Identify appropriate strategies/activities for improving the composition curriculum.
20. Develop a follow-up workshop agenda.
21. Identify short-and long-term writing and test-taking strategies in preparation for the Florida Writes! test.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1100001
ESE Instructional
Strategies
Objective:
To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in instructional strategies
for exceptional students, including those who are emotionally handicapped; specific learning disabled; or educable,
trainable, autism spectrum, or profoundly handicapped. These strategies emphasize, as appropriate, developmental
programming; development, implementation, and evaluation of individual education plans; and adapting materials to
teach basic and functional skills.
Specific Objectives:
01. Identify students' entering behaviors including strengths and weaknesses. (VE16-4)
02. Select appropriate specialized techniques based on information from the student records, assessments, and
modality strengths. (SLD13-1) (VE11-1) (VE12-2) (VE12-3)
03. Describe ongoing assessment measures of students' performance that are used as a basis for making instructional
decisions. (SLD13-1) (VE11-1) (VE12-2) (VE12-3)
04. Explain the need for and demonstrate the ability to use high-low cognitive level questions. (EH11-12) (MH12-6)
(VE13-5)
05. Use task analysis to determine necessary prerequisites. (MH12-1) (VE12-1)
06. Discuss instructional technology as an integrated part of instruction.
07. Select assignments which yield high rates of success for students.
08. Explain how to combine guided practice, semi-independent practice, and independent practice. (EH11-6) (MH12-5)
(VE13-4)
09. Maximize teaching effectiveness through communication of goals, organization of materials, and pacing of
instructional presentation. (MH10-6)
10. Develop lesson plans which include long term and short term objectives, activities, transitions, materials, and
instructional and evaluation strategies. (EH11-1-7)
11. Specify lesson review and reteaching opportunities. (EH11-16) (MH12-9)
12. Describe support systems available for working with children and youth with disabilities. (MH15-3)
13. Identify and apply effective communication teams and collaborative/consultative techniques with administrators,
regular education teachers, multi-disciplinary personnel, children and youth, parents, agencies, community members,
and other professionals. Explain benefits of home/school collaboration to enhance student performance.
14. Specify and develop a plan for the effective utilization and supervision of paraprofessionals and volunteers.
(EH11-14) (MH15-1) (VE1308)
15. Design and explain a sample physical classroom layout for a full continuum of service delivery models, for children
and youth with multiple handicaps. (EH11-6) (MH10-6) (VE15-1)
16. Organize and schedule classroom time to accommodate support services scheduled for individuals and groups.
(EH11-8) (MH15-1) (MH11-15) (VE13-9) (VE13-1)
17. Identify essential elements of record keeping to monitor and document student progress. (EH11-17) (EH12-1)
(SLD3-9) (SLD13-1) (VE11-2) (VE17-10) (VE13-11)
18. Discuss and demonstrate instructional techniques (i.e., modeling, role-playing, rehearsal, and feedback) for
teaching specific social-personal skills. (MH10-5) ( SLD9-1) (SLD9-2)
19. Discuss techniques that can be used to develop and enhance self-concept of children and youth with
exceptionalities. (SLD9-1) (SLD9-2) (VE13-2)
20. Discuss techniques to establish and maintain rapport with learner. (EH11-9) (MH15-3) (VE17-9)
21. Explain how to employ motivational strategies and techniques and reinforce academic achievement and
employability skills. (EH11-13).
22. Discuss critical characteristics in providing adequate feedback to learners. (MH10-6)
23. Facilitate improvement in learner attitudes, behavior, and academic achievement through the use of cooperative
learning. (EH11-13)
24. Identify and demonstrate instructional strategies, which foster success for children and youth with disabilities,
including:
- demonstrate how to plan, implement, and evaluate direct instruction.
- implement written and verbal fluency building procedures which increase student proficiency with academic skills.
- demonstrate effective teaching principles and specialized approaches and materials.
25. Identify and discuss the basic components of Cooperative Consultation and examine the benefits for children and
youth with disabilities. (VE13-6) (EH11-13) (MH12-7)
26. Identify and utilize specialized teaching techniques and technology to address individual learning styles and
modalities. (EH11-6) (SLD10-1) (SLD10-2) (SLD12-1) (VE11-5)
27. Explain objectives and methods of supportive and remedial strategies. (VE13-10)
28. Identify basic instructional approaches for content areas and develop a variety of learning activities for students at
varying levels. (EH11-10) (MH12-4) (VE13-3)
29. Identify and explain systematic generalization procedures for transferring improvements in student academic and
behavioral performance to mainstream setting.
30. Identify appropriate activities to support cultural diversity.
31. Explain the rationale for teaching vocational and employable skills. (MH10-2) (SLD11-2)
32. Identify and apply essential elements of data and current research-based effective teaching practices (including
consultation with children and youth) (EH11-1) (SLD13-1)
33. Demonstrate how to teach students techniques for using verbal and non-verbal communication more effectively.
(MH15-2)
34. Demonstrate and refine use of techniques which foster success for children and youth with emotional disabilities
and learning disabilities.
35. Demonstrate appropriate activities to support cultural diversity.
36. Describe alternative communication and assistive/adaptive devices.
37. Develop an awareness of the steps of communication development, alternative forms for communication and
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collaborative efforts, including goals of communication skills, developing functional skills, types of communication
systems, i.e., speech, sign, gesture; collaboration with speech/language pathologists. (MH15-2)
38. Describe the rational for teaching social/leisure skills, and of appropriate skills to be developed at each age level,
including purpose for providing instruction in this area, and activities for school and community.
39. Develop activities for elementary and secondary students in the prevocational and vocational areas, including
community based instruction, vocational placements in school and community settings, age appropriate activities.
(SLD11-2)
40. Develop a program to teach activities of daily living, stressing instruction in naturalistic settings, including grooming,
food preparation, and household jobs.
41. Develop instructional strategies to enhance cognitive skills which emphasize functional skills, individualized
instruction, and utilize learning centers.
42. Plan motor development activities, including fine and gross motor skills and collaboration with OT/PT.
43. Demonstrate appropriate activities to support cultural diversity.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1101001
ESE Behavioral
Management
Objective:
To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in behavior management
techniques effective for use with exceptional students, including those who are emotionally handicapped; specific
learning disabled; or educable, trainable, or profoundly handicapped. Techniques emphasize applications of theories,
crisis intervention and prevention, legal considerations, and counseling skills.
Specific Objectives:
01. Upon completion of component, participants will have acquired competencies to: 1. Describe and explain behavior
modification in terms of respondent conditioning and operant conditioning, including the role of reinforces and relative
merits of behavior techniques.
02. Compare and contrast the concepts of discipline and punishment in educational settings.
03. Identify environmental influences on behavior. (EH14-10) (VE16-1)
04. Demonstrate the surface behavior management approach, signal interference, hurdle, help, antiseptic bounding,
and proximity control.
05. Compare and contrast verbal and nonverbal dynamics in relationships between students and teachers and between
parents and teachers.
06. Demonstrate the techniques to use when intervening in an aggressive situation.
07. Describe factors that precipitate aggressive behaviors in children and youth with severe emotional disabilities.
08. Identify developmental social-affective skills for individuals and groups including effects of cultural diversity.
(VE16-2)
09. Apply interventions that promote age-appropriate social skills for individuals and groups.
10. Describe nonverbal communication, emphasis on positive gains rather than negative setbacks and cultural
conditions.
11. Describe age appropriate rules and reinforces in a classroom for children and youth at elementary and secondary
levels.
12. Design, implement, and adjust behavioral interventions based on developmental age level and cultural diversity.
(MH14-2) (VE17-10)
13. Discuss techniques for integrating efforts and services in multidisciplinary interventions.
14. Demonstrate team and consultative skills in working with mainstream teachers, parents, and related services
personnel. (SLD15-4) (VE18-2) VE18-3)
15. Write an appropriate IEP goal with objectives for improving specific academic and social behaviors of children.
(EH11-3)
16. Explain the difference between functional and topographic definitions of behavior.
17. Identify components and methods of observing and recording behaviors in the full range of the service delivery
continuum. (VE16-3)
18. Identify the uses of technology in behavior management programs.
19. Demonstrate knowledge of proper methods used for increasing or reducing behaviors through positive reinforces,
response cost, time out, over-correction, providing consequences and secured seclusion, and of cultural consideration
that may influence methods.
20. Describe the implementation of a token economy to be used with children and youth with disabilities in elementary
and secondary classrooms.
21. Compare and contrast assisting children and youth in gaining control over their behavior and adult management of
their behavior. (EH15-4) (EH15-6)
22. Explaining behavioral chains and how they can help to weaken an undesirable behavior through response
interruption techniques.
23. Describe strategies for generalizing and maintaining improved behavior.
24. Demonstrate the ability to develop, implement, evaluate, and modify a classroom behavior management system
that leads to self-management in individual and group settings. (EH15-1) (EH15-4) (EH11-11) (VE17-4)
25. Design and describe the concept of student self-monitoring and explain its uses in behavior control. (EH15-6)
26. Identify and explain management skills and teaching techniques for improving student motivation and cooperation
for elementary and secondary students.
27. Explain motivational concepts which emphasize self-determining behavior verses fate, including attribution theory,
learned helplessness, importance of balance between work and play, the pleasure that results from accomplishments
and success, issues of power and its influence, and negative and positive cycle behavior. (EH11-9)
28. Identify techniques that can be used to develop and enhance self-concept of children and youth with disabilities.
29. Discuss principles of individual and classroom management and demonstration and demonstrate ability with
techniques such as The Premack Principle, Glaser’s Control Theory, behavioral contracts, commercial behavior
management programs, and assertive discipline.
30. Discuss basic counseling skills with children and youth with disabilities, such as Teacher Effectiveness Training,
transactional analysis, and group counseling for students to brainstorm appropriate ways to solve problems. (EH14-2)
31. Discuss the importance of consistency in behavior management at home, throughout the school system, and
throughout the community. (EH15-2)
32. Design, plan, and implement behavior management plans appropriate for children and youth with disabilities
throughout the full service continuum. (MH14-2)
33. Demonstrate the ability to develop, implement, evaluate, and modify a management system cooperatively at home,
throughout the school system, and throughout the community. (EH17-1) (EH17-3)
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
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Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1102001
ESE Assessment
Objective:
To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in assessment of
exceptional students for instructional planning, with emphasis on formal and informal evaluation techniques and the
interpretation, application, and communication of results.
Specific Objectives:
01. Upon completion of component, participants will have acquired competencies to: 1. Identify the purpose of
assessment. (EH3-1) (MH3-1) (SLD3-1) (VE3-1)
02. Recognize criteria and procedures for the evaluation of exceptional students.
03. Identify the minimum assessment requirements mandated by federal and state laws.
04. Describe the multi-disciplinary evaluation process.
05. Identify legal and ethical issues related to confidential student information. (VE1-4)
06. Apply appropriate ethical standards in communicating assessment results to parents and other professionals.
07. Synthesize student assessment information for use in IEP development.
08. Differentiate between formal/informal tests. (MH3-2) (SLD3-3) (VE3-3)
09. Demonstrate the ability to differentiate between formal/standardized tests and criterion-referenced tests. (EH3-3)
10. Differentiate between use of formal/informal assessments/tests, and select them as circumstances require. (EH3-4)
(MH3-3) (SLD3-4) (VE3-4) (VE3-9) (VE3-11)
11. Define measurement terminology used in assessment of students (EH3-2)
12. Describe a systematic method of using archival records for student assessment.
13. Describe methods for systematic screening of students for school readiness, and sensory, language, and behavior
disorders.
14. Define and describe curriculum-based assessment.
15. Interpret the results of formal/informal academic assessments/test. (EH3-5) (MH3-4) (SLD3-5) (VE 3-5)
16. Interpret and utilize, as they relate to classroom instruction, the results of formal/informal intelligence tests. (EH3-6)
(MH3-5) (SLD3-6) (VE3-6) (VE3-2)
17. Interpret the results of formal/informal social/emotional assessments/tests, as they relate to classroom instruction.
(EH3-7) (MH3-6) (SLD3-7) (VE3-7)
18. Interpret the results of formal/informal process assessment/tests, as they relate to classroom instruction. (EH3-8)
(MH3-7) (SLD3-8 ) (VE3-8) (VE3-11)
19. Describe the purpose of Tests of Adaptive Behavior, citing the domains typically assessed.
20. Identify social/behavioral patterns from data. (EH14-11) (VE16-2)
21. Select appropriate instruments for developmental, academic, social, and behavioral assessment. (VE3-11)
22. Analyze and integrate evaluative data into individual educational planning. (VE11-3)
23. Demonstrate appropriate test administration techniques to assess educational progress.
24. Identify guidelines for group administration of tests to exceptional students.
25. Select and interpret screening and testing instruments based on multicultural considerations.
26. Synthesize student assessment information to determine student learning styles.
27. Select and apply appropriate data-based instructional measures. (EH3-9) (SLD3-9) VE3-12)
28. Identify social/behavioral patterns from systematic observations. (EH14-12) VE16-3)
29. Assess student performance using Precision Teaching methods.
30. Pinpoint and record data for discrete and continuous behaviors.
31. Develop appropriate reevaluation recommendations based on comparison of archival information with students'
current functioning.
32. Identify and interpret psychometric properties of tests. (SLD3-2) (VE3-2)
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1103001
ESE Procedural
and Legal
Requirements
Objective:
To gain knowledge and skill in implementing ESE policies and procedures.
Specific Objectives:
01. Use printed District Resources (i.e. School Board Policy, Special Programs and Procedures) to develop skill in
answering specific questions related to local policies governing Exceptional Student Education.
02. Will provide parent information regarding procedural safeguards at appropriate times in the referral process.
03. Identify all the components of an Individual Educational Plan necessary for Federal/State/local compliance.
04. Develop an appropriate IEP.
05. Conduct a simulated Eligibility IEP and Placement Staffing.
06. Develop strategies and techniques for effectively involving parents in the IEP process.
07. Update skills and knowledge and acquire information about policies and procedures related to exceptional
education.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1103002
ESE Transition
Objective:
Participant will gain knowledge of transition process.
Specific Objectives:
01. Identify activities relevant to the four stages of career development (i.e., awareness, exploration, preparation, and
placement).
02. Identify the essential domains of transition planning (e.g., personal/social, general community functioning, and
leisure/recreational) for students with disabilities.
03. Demonstrate knowledge of transition planning using student and family preferences to develop desired post-school
outcomes.
04. Identify resources and strategies to assist in students functioning effectively in a variety of environments to which
they will be transitioning.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1103003
Foundations of ESE Objective:
Participant will gain knowledge of the foundations of exceptional student education.
Specific Objectives:
Competency 1.
Knowledge of foundations of exceptional student education
1) Identify state and federal legislation and case law that have affected the education of
students with disabilities.
2) Identify appropriate practices based on legal and ethical standards (e.g., due process,
procedural safeguards, confidentiality, access to general education, least restrictive environment,
transition planning, and free appropriate public education).
3) Identify the required components of Individual Educational Plans, Family Support Plans, and Individual Transition
Plans.
4) Identify the classification systems and eligibility criteria under the current individuals with Dishabilles Education Act
(IDEA)
5) Compare the development and characteristics (e.g., language, cognitive/academic, social/emotional, and
physical/motor) of children with disabilities to typical development and characteristics.
6) Recognize the roles and responsibilities of IEP and child study team members.
7) Identify models of support for providing assistance in general education curricula.
8) Identify the purposes and functions of professional and advocacy organizations relevant to educating students with
disabilities.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1104001
ESE Competencies Objective:
for ESE Aides,
To improve the knowledge, skills, and competencies of aides, volunteers and mentors in the Exceptional Education
Volunteers and
Program.
Mentors
Specific Objectives:
01. Upon completion of the appropriate strategies, participants will be able to: 1. List and discuss the ethical
characteristics of ESE aides, volunteers and mentors.
02. Define and list the instructional, noninstructional, clerical and housekeeping duties of ESE aides, volunteers and
mentors.
03. Use generally accepted behavior management techniques to manage student behavior and appropriate techniques
to build and maintain rapport with children, parents, and teachers.
04. Demonstrate an understanding of the characteristics of the exceptional child.
05. Discuss and demonstrate and understanding of the restrictions limiting the duties which aides, volunteers and
mentors may perform.
06. Identify various teacher idiosyncrasies such as teaching style, discipline strategies, and motivation techniques.
07. Use CPR and general first aid procedures when needed.
08. Identify various sources of stress and tension and develop specific relaxation techniques for the management of
stress and tensions.
09. Utilize methods which increase organizational skills and time management skills.
10. Use personal talents to augment the teacher's talents in the delivery of classroom instruction.
11. Demonstrate the appropriate use and care of instructional technology, audio visual, and other mechanical apparatus
and media commonly used in the classroom.
12. Demonstrate knowledge of local school board policies, personnel regulations and other information as related to
current job assignment.
13. Update skills and knowledge and acquire information about trends and issues in areas related to assignment.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1104002
ESE Competencies
for Teachers who
work with Aides,
Volunteers and
Mentors in the ESE
Prog.
Objective:
To improve the knowledge, skills and competencies of teachers who work with aides, volunteers and mentors in the
exceptional student program.
Specific Objectives:
01. List and discuss the ethical characteristics of paraprofessionals.
02. Define and list the instructional, noninstructional, clerical and housekeeping duties of paraprofessionals.
03. Use generally accepted behavior management techniques to manage student behavior and appropriate techniques
to build and maintain rapport with children, parents, and teachers.
04. Demonstrate an understanding of the characteristics of the exceptional child.
05. Discuss and demonstrate and understanding of the restrictions limiting the duties which paraprofessionals may
perform.
06. Identify various teacher idiosyncrasies such as teaching style, discipline strategies, and motivation techniques.
07. Use CPR and general first aid procedures when needed.
08. Identify various sources of stress and tension and develop specific relaxation techniques for the management of
stress and tensions.
09. Utilize methods which increase organizational skills and time management skills.
10. Use personal talents to augment the teacher's talents in the delivery of classroom instruction.
11. Demonstrate the appropriate use and care of instructional technology, audio visual, and other mechanical apparatus
and media commonly used in the classroom.
12. Demonstrate knowledge of local school board policies, personnel regulations and other information as related to
current job assignment.
13. Update skills and knowledge and acquire information about trends and issues in areas related to assignment.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1104003
ESE Curriculum
Objective:
To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in preparing and utilizing
specialized curricula for exceptional students, including those who are emotionally handicapped; specific learning
disabled; or educable, trainable, or profoundly handicapped. These emphasize identification, development,
implementation, evaluation, and modification of curricula and instructional materials and other resources.
Specific Objectives:
01. Upon completion of component, participants will have acquired competencies to: 1. Identify and discuss principles of
curriculum development (EH9-1) (VE14-1)
02. Describe elements for sensitivity to the needs of multicultural children and youth in the selection, adaptation, and
utilization of curriculum.
03. Build overlearning into curriculum through materials and technology that provide sufficient practice, repetitions, and
feedback.
04. Select and write IEP goals and objectives. (SLD1-3) (MH13-1)
05. Describe state adopted curriculum frameworks (applied, functional, and fundamental). (VE14-1)
06. Describe state adopted minimum student performance standards and outcomes. (EH13-1) (VE14-1)
07. Develop a plan for involving parents in the instructional program and curriculum.
08. Demonstrate knowledge of legal responsibilities teachers incur while providing protection for the potential suicidal or
abused child or youth.
09. Identify the benefits for an adaptive physical education program for children and youth with disabilities.
10. Determine criteria for the mastery of a task.
11. Identify prerequisite skills necessary to utilize a given curriculum. (EH11-4) (VE12-1) VE14-2)
12. Analyze individual student data in the selection and adaption of curriculum. (EH11-4) (VE12-1) (VE14-2)
13. Use techniques to determine readability level of instructional materials. (VE14-3)
14. Use authentic assessment instructions. (MH11-2) (VE19-1)
15. Develop thematic until of instruction.
16. Develop a sequence of educational goals and curriculum procedures for teaching children and youth with
disabilities.
17. Using principles of child growth and development and theories of learning, select, adapt, demonstrate, and use
teacher-made and commercial instructional materials, including social-emotional, vocational and employability skill
areas. (EH13-1)
18. Develop, adapt, and evaluate a program to teach affective skills at different levels. (MH10-5)
19. Develop and describe how to teach students a "no use" method in relation to tobacco, alcohol, and drugs.
20. Discuss intervention and prevention strategies in relation to tobacco, alcohol, and drugs.
21. Identify types of program services and approaches, materials, and techniques for teaching functional curriculum,
social, and career-vocational skills to children and youth with disabilities. (MH10-4) (MH13-1)
22. Discuss methods of and guidelines for adapting curriculum to meet the needs of exceptional students. (EH9-4)
(EH13-3) (SLD14-1) (SLD14-2)
23. Adapt or develop community-referenced curriculum components.
24. Identify aspects of instructional materials which may be inappropriate and cause problems for children and youth
with mild disabilities. (MH13-1)
25. Select, design, and/or modify specialized curriculum and materials, for students who are mildly disabled. (EH13-2)
(MH10-5) (SLD14-2)
26. Discuss curriculum frameworks and materials used to facilitate inclusion. (VE14-1)
27. Adapt or develop curriculum for inclusion of mildly disabled students in basic and vocational classrooms.
28. Describe the essential components of the instructional program for the full range of services for children and youth
with emotional and severe emotional disabilities, including consultation.
29. Develop IEPs which incorporate techniques, materials, services, and technology appropriate for children and youth
with emotional disabilities.
30. Identify materials and technology that can be used in curriculum planning to meet the academic, social, recreational,
and vocational needs, abilities, and interests of children and youth with emotional disabilities. (EH13-2)
32. Identify course modifications typically used for children and youth with emotional disabilities. (EH13-3)
33. Select, modify, and use commercially available curriculum appropriate to children and youth with emotional
disabilities. (EH13-3)
34. Compare and contrast the rationale/philosophy and components for a variety of social skills training programs.
(MH9-1) (SLD9-1)
35. Identify needs of children and youth with mental disabilities for adult and community education.
36. Identify course modification typically used for children and youth with mental disabilities. (EH9-2) (MH10-3)
(VE10-1)
37. Describe the essential components of the instructional program for the full range of services for children and youth
with mental disabilities, including consultation. (MH2-6) (MH10-1)
38. Identify materials and technology that can be used in curriculum planning to meet the academic, social, and
vocational needs, abilities, and interests of children and youth with mental disabilities. (MH10-4)
39. Select, modify and use commercially available curriculum appropriate for children and youth with mental disabilities.
40. Develop IEPs which incorporate techniques, materials, services, and technology appropriate for children and youth
with mental disabilities.
41. Identify course modification typically used for children and youth with learning disabilities.
42. Identify needs that students with learning disabilities require for adult and community living.
43. Identify specialized techniques and materials correlated to children and youth with learning disabilities that can be
used in curriculum planning to meet their academic, social, and vocational needs, abilities, and interests. (SLD14-2)
44. Select and/or develop appropriate learning experiences, for a given specific learning difficulty (SLD10-1)
45. Identify types of program services and identify approaches, materials, and techniques for teaching functional
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curriculum, social, and career-vocational skills to children and youth with learning disabilities.
46. Develop IEPS which incorporate techniques, materials, services, and technology appropriate for children and youth
with learning disabilities. (VE11-4) (SLD1-3) .
47. Select, modify, and use commercially available curriculum appropriate for children and youth with learning
disabilities.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1105001
*Gifted Add-on
Objective:
Curriculum
At the conclusion of this module, participants will be able to demonstrate knowledge and skills in curriculum and
Development for the instructional strategies for teaching students who are gifted to include modification of c content, instructional process,
Gifted
students?? products and learning environment; To demonstrate knowledge and skills in curriculum and instructional
strategies for teaching students who are gifted to include medication of curriculum content, instructional process,
student products, and learning environment.
Specific Objectives:
01. List the characteristics of the effective teacher of the gifted including the ability to effectively manage the classroom,
and organize the learning space.
02. Understand the roles and responsibilities of the effective teacher of the gifted.
03. Determine and express a personal definition of giftedness.
04. Determine and express a personal philosophy of gifted education.
05. Demonstrate knowledge of principles of differentiation for designing curriculum or students who are gifted including:
models of critical thinking, problem solving, decision making, thematic units, and the development and uses of
appropriate educational technology.
06. Demonstrate teaching methods which enable the learner to progress from teacher-directed to self-directed learning
activities.
07. Demonstrate the ability to individualize a student's program by using appropriate level questioning and developing
an appropriate educational plan including student outcomes.
08. Demonstrate the ability to analyze content for prerequisite skills including knowledge of curriculum scope and
sequence, learning and teaching styles, appropriate use of resource materials, curriculum compacting and pacing, and
use of community and volunteer resources as they pertain to students who are gifted.
09. Demonstrate use of data based evaluation system for monitoring student progress and for program evaluation and
communicating results to students, parents, and school officials.
10. Identify activities, literature, community resources, and references designed to help parents work confidently,
effectively and independently with their child who is gifted.
11. Justify the need to differentiate or adapt the instruction to respond to the needs of the gifted learner.
12. Demonstrate understanding of the terminology used the in the development of curriculum for the gifted.
13. Demonstrate knowledge of the role of current state standards of the general education curriculum and the
implications for the education of gifted students.
14. Demonstrate the knowledge of the principles of differentiation for gifted learners.
15. Demonstrate the ability to evaluate models for teaching gifted curriculum.
16. Develop an understanding of the issues of equity and excellence as they relate to gifted.
17. Demonstrate knowledge of effective instructional strategies and the role of the teacher in implementation of the
strategies.
18. Demonstrate the ability to identify gifted curriculum and appropriate instructional strategies.
19. Demonstrate the ability to develop a unit of instruction aligning curricular components, including objectives,
introduction, teaching strategies, learning activities, products, resources and assessments, to meet the cognitive and
affective needs of the gifted.
20. Demonstrate the ability to match instructional strategies and materials to individual needs of learners.
21. Demonstrate awareness and knowledge of appropriate resources and materials for developing curriculum and
facilitating learning for students who are gifted.
22. Demonstrate knowledge of a continuum of services to support the needs and interests of gifted students.
23. Demonstrate the ability to identify student outcomes, evaluate student progress, and develop an appropriate
educational plan (EP).
24. Demonstrate the ability to communicate effectively and work in partnership with students, families, and school
personnel in the interests of gifted students.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1105002
*Gifted Add-on
Objective:
Education of
At the conclusion of this course, participants will be able to demonstrate knowledge and skills in addressing the unique
Special Populations needs of gifted students with diverse ethnic, racial and socioeconomic backgrounds. The following list of course
of Gifted Students objectives outline the content that is covered. Demonstrate knowledge and skills of educating special populations for
gifted students, including student characteristics and programmatic adaptations of students, who are minorities,
underachievers, students who are gifted and disabled, experientially disadvantaged, and highly gifted.
Specific Objectives:
01. Demonstrate systemic advocacy for ensuring access to gifted programs.
02. Identify ways in which cultural values, traditions, stereotypes, and perceptions my influence the development of
educational experiences for gifted, culturally diverse students.
03. Identify ways in which situations such as rural living, sparse population, poverty, non-urban experiences can
influence the development of educational experiences of students who are gifted from special populations.
04. Demonstrate knowledge of the characteristics and needs of highly gifted students.
05. Demonstrate knowledge of motivational techniques appropriate for use with underachievers who are gifted and of
the complex etiology, causes and treatment of underachievement.
06. Identify inhibiting factors that have prevented services for young gifted students.
07. Demonstrate an awareness of how teachers, peers, and parents influence the development of students who are
gifted and disables, and identify their unique counseling needs.
08. Demonstrate knowledge of the demographic trends in Florida as they relate to the incidence and prevalence of
ESOL students.
09. Identify appropriate instructional modifications and alternative program strategies including mentorships, role
playing, contracts, participatory learning, that are more appropriate for gifted students from special populations.
10. Examine the different and conflicting definitions and methods of identifying giftedness.
11. Identify the problems, promising practices, characteristics, and issues encountered, in identifying and working with
students who are gifted from under-represented populations.
12. Examine the identification of practices and characteristics of children who are gifted and come from low
socio-economic backgrounds.
13. Assess the effects of rural living. sparse population, poverty and non-urban acculturation experiences in identifying
and providing for the educational needs of students who are gifted and from rural population.
14. Identify the additional techniques and strategies that are needed in meeting the individual needs of children who are
gifted and possess a disabling condition, including working with students with learning disabilities and those with
behavioral disorders.
15. Explore the characteristics and beliefs regarding underachieving students who are also identified as having gifted
intelligence.
16. Evaluate the appropriate. Assessments and techniques for assessing and instructing students who are gifted and of
an African American or Hispanic culture.
17. Identify leadership opportunities for economically disadvantaged youth enrolled in gifted education programs.
18. Examine the varying needs, appropriate assessment techniques and instructional approaches for females and
young children enrolled in gifted education programs.
19. Explore the need for program evaluations and the need for effective program evaluation procedures.
20. Demonstrate knowledge of the characteristics and the needs of the highly gifted students.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1105003
*Gifted Add on
Guidance and
Counseling for the
Gifted
Objective:
At conclusion of this course, participants will be able to demonstrate knowledge and skills in guidance and counseling of
students who are gifted to include motivation, self-image, intra and interpersonal skills, career options, emotional, social
needs, and communication strategies of teachers; Demonstrate knowledge and skills in guidance and counseling of
students who are gifted to include motivation, self-image, intra and interpersonal skills, career options, emotional and
social needs, and communication strategies for teachers.
Specific Objectives:
01. Select appropriate interventions and strategies that address self-motivation, understanding, coping with
exceptionality and creative productivity in students who are gifted.
02. Recognize the dynamics of interactive roles of students who are gifted with teachers, family members, and peers.
03. Provide career guidance for meeting the needs of students who are gifted.
04. Provide guidance and counseling to meet the social and emotional needs of students including students who are
from special populations.
05. Demonstrate knowledge of the theories of self-esteem and self-concept as related to guidance and counseling
students who are gifted.
06. Demonstrate knowledge and facilitation of a variety of problem solving and decision making techniques appropriate
for use by students who are gifted.
07. Demonstrate use of appropriate strategies for helping students who are gifted deal with stress.
08. Identify appropriate career opportunities available for students who are gifted.
09. Demonstrate knowledge of group dynamics and methods of teaching social skills to students who are gifted.
10. Develop cooperative working relationships and teamwork with other disciplines, agencies, colleagues and parents,
demonstrate ability to communicate and conference effectively with parents and teachers regarding an individual
student's needs.
Select appropriate interventions and strategies that address self-motivation, understanding, coping with exceptionality
and creative productivity in students who are gifted.
2. Demonstrate an understanding of the perceptions that can influence the self-concept. and. self-esteem of a student
who is gifted.
3. Demonstrate knowledge of the theories of self-esteem and self-concept as related to guidance and counseling
students who are gifted.
4. Recognize the dynamics of the interactive role of the students who are gifted. with teachers, family members, and
peers.
5. Demonstrate use of appropriate strategies for helping students who are gifted to deal with stress.
6. Demonstrate knowledge of group dynamics and methods of teaching social skills to students who are gifted.
7. Demonstrate the ability to communicate and conference effectively with parents and teachers regarding an individual
student’s?? needs.
8. Demonstrate knowledge and facilitation of a variety of problem-.solving and decision-making techniques appropriate
for use by students who are gifted.
9. Identify appropriate career opportunities available for students who are gifted.
10. Provide career guidance appropriate for meeting the needs of students who are gifted.
11. Provide guidance and counseling to meet the social and emotional, needs of students, including students who are
from special populations.
12. Develop cooperative working relationships and teamwork with other disciplines, agencies, colleagues, and parents.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1105004
*Gifted Add on
General Objective(s):
Nature and Needs The participant will demonstrate knowledge of guidance and counseling needs of the gifted.
of the Gifted
Specific Objective(s):
Upon completion of an inservice activity, the participant will be able to:
1.Demonstrate knowledge of the historical, national, and state definitions of giftedness..
2.Demonstrate knowledge of characteristics of giftedness including subpopulations of students.
3.Demonstrate knowledge of student behaviors commonly associated with characteristics of giftedness.
4.Demonstrate knowledge of the cognitive and affective need of gifted students.
5.Demonstrate knowledge of the need for a continuum of services for gifted students.
6.Demonstrate knowledge of the impact of historical trends in gifted education.
7.Demonstrate knowledge of the forces that led to the development of legislation for gifted education.
8.Demonstrate knowledge of current legislative efforts and standards influencing gifted education practices.
9.Demonstrate the ability to identify key individuals and their contributions in the field of gifted education.
10.Demonstrate the knowledge of funding issues and their relationship to program development.
11.Demonstrate ability to identify major professional organizations and their purposes.
12.Demonstrate knowledge of philosophical bases of educational programs.
13.Demonstrate knowledge of theories of intelligence which apply to gifted education.
14.Demonstrate knowledge of current research related to gifted educational practices.
15.Demonstrate knowledge of the findings of current research on the relationship between creativity and intelligence.
16.Demonstrate knowledge of the current criteria for placement in a gifted program in Florida.
17.Demonstrate knowledge of the rights and responsibilities of gifted students according to state guidelines.
18.Demonstrate knowledge of the district??s identification procedures.
19.Demonstrate knowledge of the teacher??s responsibility for record keeping for gifted programs and the need for
compliance with state procedures.
20.Demonstrate knowledge of the relationship of screening practices to appropriate identification procedures.
21.Demonstrate knowledge of the relationship of identification procedures to program and curriculum design.
22.Demonstrate knowledge of the relationship of screening and identification procedures with the needs of special
populations.
23.Demonstrate knowledge of the contents and use of given measurement instruments.
24.Demonstrate ability to identify various screening methods and instruments used in gifted programs.
25.Demonstrate ability to use test results to determine educational needs of gifted students.
26.Demonstrate ability to identify elements of a case study to be used in placement decisions.
27.Demonstrate ability to develop an individual Educational Plan (EP).
28.Demonstrate knowledge of the qualifications necessary to teach gifted students.
29.Demonstrate knowledge of instructional skills and competencies for working with gifted students.
30.Demonstrate knowledge of teacher behaviors that nurture creativity in gifted students.
31.Demonstrate ability to apply professional standards and ethics to selected situations and events.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1105005
*Gifted Add On:
Theory and
Development of
Creativity
General Objective:
At the conclusion of this course, participants will be able to; Demonstrate knowledge and skills in the theory and
development of creativity to include elements of creativity such as fluency, flexibility, originality, and elaboration.
Specific Objectives:
01. Define perspectives from which creativity has been defined and studied.
02. Describe the elements of creativity including fluency, flexibility, originality, and elaboration.
03. Describe some of the myths and misunderstandings related to creativity and education.
04. Describe cognitive and affective characteristics of creative individuals.
05. Describe the implications of the judgment process on the nurturance of creativity.
06. Identify the implications of innovation and the change process related to the nurturance of creativity.
07. Demonstrate knowledge of resources designed to stimulate creative thinking.
08. Identify elements that foster or discourage creativity.
09. Discriminate between convergent and divergent thinking and define the creative personality based on contemporary
and historical views.
10. Develop awareness of the dual identification process used in identifying students who are gifted and disabled.
11. Demonstrate knowledge of the research on gender bias and ways in which students are treated differently by
parents, peers, and teachers.
12. Describe the advantages and disadvantages of different methods of identifying creativity.
13. Identify the role that creativity plays in personal development
14. Describe the impact of creativity on personal growth and self-actualization.
15. Identify elements of creativity
16. State several definitions of creativity and compare and contrast these definitions.
17. Identify contemporary and historical examples of people who have demonstrated creativity in various domains and
cultural settings.
18. Identify myths and misunderstandings associated with creativity
19. State several definitions of creativity and compare and contrast these definitions.
20. Identify specific, personal, socio-cultural and educational experiences and opportunities that facilitate/inhibit the
development of creativity.
21. Examine and analyze the dynamics of individual creativity and collaborative creativity.
22. Demonstrate an understanding of the elements of creative thinking (e.g., fluency, flexibility, originality, and
elaboration.
23. Identify critical points in the development of human creativity from early childhood through adulthood.
24. Identify controversies concerning the nature of creativity to understand why a universally accepted definition of
creativity has not been attained.
25. Identify cognitive and personal characteristics associated with creativity across cultures and throughout time.
26. Recognize how culture, economics, environment, and time impact the expression of creativity.
27. Understand the role of assessment in determining creativity and the use of tests and inventories.
28. Describe, compare, and evaluate different instruments for measuring creativity.
29. Identify ways to establish a classroom environment that fosters the development and expression of creativity.
30. Consider role of emotion, physical aspects, exploration/discovery, experimentation, unpredictability, and ambiguity
in creativity.
31. Analyze the creative learning environment from 3 perspectives: personal, socio-cultural, educational.
32. Describe the importance, implications, and benefits of creative thinking for students in todays??s schools and
society.
33. Examine organizational and managerial structures and practices that facilitate/inhibit the development and
expression of creativity.
34. Discuss the nature of innovation and the process of change relative to creative outcomes.
35. Identify examples of how creative thinking can be used to address problems in society.
36. Identify tools for generating ideas and focusing thought with overview of relevant programs
37. Identify programs or curricula that can serve as initiatives for fostering creativity (Odyssey of the Mind, Future
Problem Solving, Invent America, Artifacts Box, mentoring, SCAMPER).
38. Demonstrate an understanding of the process of invention and identify the steps of moving from an idea through the
patent process.
39. Using the identified characteristics of the creative individual, plan appropriate teaching strategies and groupings that
support the development and expression of abilities.
40. Explore and analyze the ethical issues surrounding creativity.
41. Discuss the value of creativity in an era of educational accountability.
42. Examine the role of self-assessment including portfolio development, in the evaluation of creative processes and
products.
43. Describe characteristics and appropriate criteria used to assess creative outcomes and products.
44. Develop plans to integrate creativity within and across the content areas focusing on process and product.
45. Design and implement a personal plan for establishing a classroom environment to nurture and develop creativity.
46. Create pathways/opportunities for developing individual student creativity (mentorship, community resources,
contests, clubs, special lessons/classes dual enrollment, distance learning.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
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measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1201001
Career and
Objective:
Technical:
To improve the instructional planning, execution and evaluation skills of vocational personnel.
Instructional
Specific Objectives:
Planning, Execution 01. Develop and deliver competency based instruction.
& Evaluation
02. Develop a unit of study that includes program objectives, instructional activities, appropriate methodology, and
evaluation.
03. Use team teaching when appropriate.
04. Use field trips as a method of instruction.
05. Prepare for a Program Review.
06. Provide instruction which addresses appropriate Occupational Proficiency Performance Standards.
07. Develop and use training plans for vocational co-op programs.
08. Demonstrate knowledge and skills necessary to organize and conduct the activities and contests of student
vocational organizations.
09. Provide evidence of the acquisition of an expanded knowledge base in participant's area of vocational education.
10. Update skills and knowledge and acquire information about current trends and issues in areas relating to
assignment in vocational education.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1203001
Career and
Objective:
Technical: Life
To develop skills in choosing innovative teaching strategies that will enhance the objective(s) of Life Management Skills
Management Skills and to demonstrate skills in preparing teaching materials to encourage greater student participation/achievement in Life
Management Skills class activities.
Specific Objectives:
01. Upon completion of the appropriate strategies, participants will be able to: 1. List twenty innovative teaching
strategies.
02. Choose five competencies from the Life Management Skills program course content list* and choose an innovative
teaching strategy for each of the 5 competencies chosen.
03. Develop the teaching materials needed to successfully teach each of the 5 chosen competencies.
04. Demonstrate the use of 1 innovative strategy and the use of the teaching materials for 1 competency with a Life
Management Skills Class.
05. Demonstrate the ability to protect teaching materials to make them durable.
06. Demonstrate the ability to organize teaching materials for storage.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1210001
Career and
General Objective: Participants will learn the basic knowledge and skills required to effectively use the Career and
Technical:
Technical standards for the state of Florida and a level of comfort designing lesson plans using these standards.
Knowing and Using
the Standards
Specific Objectives:
1. Identify course standards and understand and use standards-based instruction.
2. Explain the CTE teacher's role in accountability in education today.
3. Utilize tools and templates that simplify standards and their purpose.
4. Organize ideas and essential questions around big ideas and understandings in a course.
5. Identify learning targets and how to assess them.
6. Create a unit of instruction utilizing backwards design and standards-based instruction.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1211001
Career and
Objective:
Technical: JROTC JROTC Instructors will improve and update management skills and instructional techniques to conform to current United
Management and States Army doctrine and governing regulations.
Instruction
Specific Objectives:
01. Identify changes in regulations governing JROTC program management.
02. Review in place management procedures for conformance with current Army regulations.
03. Establish methods of incorporating identified changes into existing management procedures.
04. Identify problem areas in day to day management and develop/share solutions.
05. Identify and establish intermediate management objectives as they apply to the annual program goal.
06. Identify lesson plan objectives and insure conformance with the Army Program of Instruction.
07. Update lesson plans so that they employ the most current reference material available.
08. Identify techniques that will improve and standardize platform instruction.
09. Acquire new techniques and ideas for motivating and stimulating students in military related subjects.
10. Demonstrate the ability to formulate a viable and comprehensive grading procedure to encompass all the unique
aspects of military type training.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1408001
Middle Grades:
Instruction
Objective:
To provide current information on curriculum and instructional techniques, technology, cultural diversity issues, learning
strategies, thinking skills and multi-dimensional assessment.
Specific Objectives:
01. Identify informational articles from educational journals about current instructional issues.
02. Write personal responses to assigned reading.
03. Discuss the use of various learning strategies applied to content lessons.
04. Apply the decision-making or problem-solving model to an existing problem in your school, classroom or community.
05. Identify common elements in several discipline programs.
06. Role play constructive methods to respond to discipline problems in the classroom.
07. Discuss differing cultural perceptions to classroom situations.
08. Describe in group activities ways to develop a supportive and caring learning environment.
09. Identify problems and solutions related to assigning homework.
10. Demonstrate ways to utilize new techniques in the classroom.
11. Participate in cooperative groups to solve a problem.
12. Identify problems and solutions in implementing cooperative learning groups in the classroom and share successful
cooperative group activities from middle school classrooms.
13. Identify cooperative learning methods with current instructional recommendations in small groups.
14. Analyze resource materials provided to identify new methods to teach content concepts.
15. Describe a content lesson that incorporates creative and critical thinking skills.
16. Identify questions on a content concept that elicits higher order thinking.
17. Understand how content from exploratory classes could be integrated into academic classes.
18. Design a project that could be used for extra credit for a content unit.
19. Brainstorm teacher behaviors that will teach, provide practice, and help students on all achievement levels to
become more independent learners.
20. Use student data to identify trends, patterns, and develop data-informed action plans.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1408002
Middle Grades:
Philosophy and
Curriculum
Objective:
To develop an understanding of the components of a model middle school based on the students' needs and
developmental stages.
Specific Objectives:
01. Review the forces that created the need for a different type of school for middle grade students.
02. Describe the St. Lucie County Schools middle grade philosophy.
03. Describe the rationale for and identify the basic components of middle grades: interdisciplinary teams, exploratory
classes, advisor/advisee programs and intramurals.
04. Demonstrate collaborating with an interdisciplinary team to develop common rules, goals, units, and successful
parental contact.
05. Describe methods to create in students a sense of belonging to the team.
06. Identify ways to increase cross curricula dialogues, connections, and collaborations to help students apply concepts
in different contexts.
07. Describe the need for a wide range of exploratory experiences for middle school students.
08. Describe the rationale for an advisor/advisee program based on student and societal needs.
09. Identify social service projects to involve students in helping others.
10. Identify effective and successful advisor/advisee activities from suggestions shared in the class.
11. Identify the advantages and disadvantages of homogeneous grouping.
12. Understand the consideration for implementing heterogeneous grouping.
13. Describe the effective practices for classroom management and implement at least one new technique in your class.
14. Describe the rationale for utilizing activity based learning, alternative assessment, and exploratory curriculum as
options for students.
15. Explain the purposes of assessment.
16. Identify appropriate situations and times for assessment.
17. Identify alternative methods for assessing students.
18. Discuss possibilities for utilizing flexible scheduling.
19. Design and schedule activities that require flexible scheduling.
20. Identify personal responses to assigned reading on middle school issues.
21. Identify informational articles from educational journals about current issues.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1408003
*INTERNATIONAL General Objective(s):
BACCALAUREATE To inform staff members, faculty, and administrators of current curriculum changes in the International Baccalaureate
(IB) TRAINING
(IB) program.
Specific Objective(s):
Upon successful completion of an inservice activity, the learner will be able to:
1. Demonstrate basic understanding of the IB diploma program and its place in the IB continuum (PYP & MYP).
2. Identify teaching strategies that most effectively assist students in comprehending the concepts covered in each
subject area.
3. Demonstrate understanding of how the Internal Assessment is graded and how it is incorporated in a student’s final
grade.
4. Demonstrate how to accurately grade an Internal Assessment.
5. Demonstrate understanding of the content covered in the final IB Exam and how it is graded.
6. Identify similarities and differences between the IB program and AP program.
7. Demonstrate an understanding of the coarse sequence that would best benefit the student.
8. Identify possible scheduling conflicts between the IB curriculum and the traditional curriculum.
9. Demonstrate understanding of curriculum changes that occur during scheduled course reviews.
10. Demonstrate understanding of preparatory course work necessary for student success in the IB years.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1411001
Middle Grades:
Adolescent
Psychology
Objective:
To develop a greater understanding of the diversity and transitional stages of the middle school student socially,
emotionally, physically, intellectually and culturally.
Specific Objectives:
01. Recognize the special transitional characteristics of early adolescence.
02. Appreciate the wide range of student physical, social, emotional and intellectual development.
03. Identify and discuss the physical characteristics of early adolescence.
04. Identify and discuss the social characteristics of early adolescence.
05. Identify and discuss the emotional characteristics of early adolescence.
06. Identify and discuss the intellectual characteristics of early adolescence.
07. Elaborate on how those early adolescent characteristics effect learning attitudes.
08. Demonstrate an understanding of current learning theory based on cognitive research.
09. Apply current learning theory to motivation and discipline.
10. Relate current learning theory to learning styles - holistic, process-oriented instruction.
11. Identify and describe various learning styles and their implications for instruction.
12. Plan a lesson that would meet the needs of students with different learning styles.
13. Demonstrate an awareness of the different perceptions related to cultural backgrounds.
14. Recognize culturally diverse interpretations to common curriculum concepts.
15. Describe the mental process of "downshifting" when a person perceives a threat.
16. Generate methods to minimize barriers to learning by participating in small group activities.
17. Identify new and different ways to structure schools to be more compatible with current learning theory.
18. Distinguish trends and predict impact in critical personal responses to assigned reading on middle school topics.
19. Identify informational articles assigned from educational journals about current learning theory.
20 Describe the importance of previous experiences and background knowledge as related to current learning.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1412001
Multicultural
Awareness
(including the
Holocaust)
General Objective(s): To enable all instructional personnel to obtain an understanding of multicultural education and to
foster tolerance, appreciation and respect for people of diverse cultures.
Specific Objective(s): Upon completion of an inservice activity, the participant will be able to:
1. Expand and enrich existing curriculum to include the cultural heritage of all of our students.
2. Identify ways to promote positive interaction among all racial, religious, and ethnic groups.
3. Explore ways to diminish racism, discrimination, and conflict.
4. Develop an understanding of one's own culture.
5. Encourage the development of multiple perspectives through the selection of appropriate instructional and resource
materials.
6. Provide practice in working collaboratively with others from diverse ethnic, social, and educational backgrounds.
7. Review, develop, and select materials that seek to correct omissions and distortions that have occurred in the
historical portrayal of minority groups.
8. Examine the historical background, types, and contemporary issues related to institutionalized discrimination.
9. Identify racism and the factors which contribute to its development, as well as the problems created by racism.
10. Identify and examine contemporary issues associated with Hispanic, Haitian, Asian, Jewish, Black, Arab, and
Native-American people.
11. Identify gender bias and relate it to underlying cultural assumptions.
12. Develop strategies designed to promote absence of threat to any gender, race, or culture in the classroom.
13. Relate language, demographics, beliefs, patterns of action, and other cultural components to various cultures.
14. Develop classroom components which promote an enriched environment, active listening, and a supportive
learning culture.
15. Develop learning activities designed to insure comprehensible instruction.
16. Identify facts, issues, and causes of the Holocaust.
17. Develop action plans to promote problem-solving in ethnic issues to prevent recurrence of catastrophic events
such as the Holocaust.
18. Describe current issues and trends in the area of multicultural education.
Training Objectives: As a result of the workshop participants students will be able to:
1. Demonstrate an understanding of the social systems in the world.
2. Promote culturally sensitive pedagogy and practices by teachers and other support staff.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1702001
*ESOL add-on:
Objective:
Applied Linguistics, This component is designed to enable participants to examine modern American English in light of current linguistic
Option A
theories and to identify practical applications of these theories to the teaching of English to students of diverse ethnic
and linguistic backgrounds. Participants will acquire a greater understanding of the structure of English from a
modern-day linguistic perspective. In addition, each participant will analyze the structure of English in contrast with the
language(s) of the target population in a given class.
Specific Objectives:
1. Demonstrate an understanding of the nature of language as a system for communication;
2. Identify the subsystems the English language uses for communication;
3. Explain the phonemic-graphemic (sound and symbol) relationship of English;
4. Categorize basic concepts of phonology as they apply to language development, e.g., stress, intonation, juncture,
and pitch;
5. Identify the significant features of the phonological systems that cause problems in understanding, speaking, reading,
and writing English among LEP students of diverse language backgrounds;
6. Identify the significant features of the grammatical/structural systems (morphological and syntactic) that interfere with
understanding, speaking, reading, and writing English;
7. Identify significant lexical features that interfere with understanding, speaking, reading, and writing English;
8. Determine phonemic characteristics in a given word, e.g., consonants, blends, vowels, and diphthongs;
9. Show familiarity with a commonly used system of phonic transcription such as the International Phonetic Alphabet or
Trager-Smith;
10. Determine phonological characteristics that are meaningful/significant for LEP students in relation to their native
language(s) such as voicing of consonants (rice/rise), intonation, and rhythm/stress and juncture;
11. Identify word order features of English that represent interferences for LEP students of diverse backgrounds;
12. Show familiarity with morphological features of English that represent interferences for LEP students of diverse
backgrounds;
13. Show familiarity with lexical features of English that represent interferences for LEP students of diverse
backgrounds such as misleading cognates, and words with various social cultural and contextual meanings;
14. Recognize phonograph emic differences;
15. Identify structural patterns in a given word such as root words, affixes, and syllables;
16. Show familiarity with compound word and noun adduct structures in English;
17. Apply principles of English morphology as they relate to language acquisition;
18. Compare the characteristics of idiomatic expressions, slang, and standard American English;
19. Determine principles of morphological interference between English and other languages;
20. Categorize/analyze the structure of English sentences;
21. Recognize methods of grammatical analysis: traditional, structural, or contemporary;
22. Determine principles of syntactic interference between English and other languages;
23. Identify the principles, characteristics, and terminology of current first and second language acquisition theories;
24. Compare language acquisition of different age groups, e.g., elementary, secondary, and adult;
25. Differentiate language proficiencies relating to basic interpersonal communicative skills vs. Cognitive academic
language skills;
26. Identify principles of contrastive and error analysis;
27. Identify exceptionalities characteristic of Limited English Proficient students such as gifted, SLD, EMR, and EMH;
28. Apply E.S.O.L. instructional strategies for specific learning styles;
29. Demonstrate the ability to contrast the English language and the language(s) of the diverse LED language groups in
a given E.S.O.L. class;
30. Demonstrate the ability to identify potential linguistic interferences in a given text, such as reading lessons and
content subject matter;
31. Demonstrate the ability to overcome linguistic interferences in reading and content area materials.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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*ESOL course:
Objective:
Applied Linguistics 01. To acquire a greater understanding of the structured of English from a modern day linguistic perspective.; 02. To
analyze the structure of English in contrast with the language(s) of the target population in a given class.
Specific Objectives:
01. Demonstrate an understanding of the nature of language as a system for communication.
02. Identify the subsystems the English language uses for communication.
03. Explain the phonemic-graphemic (sound and symbol) relationship of English.
04. Categorize basic concepts of phonology as they apply to language development, e.g. stress, intonation, juncture,
and pitch.
05. Identify the significant features of the phonological systems that cause problems in understanding, speaking,
reading, and writing English among LEP students of diverse language backgrounds.
06. Identify the significant features of the grammatical/structural systems (morphological and syntactic) that interfere
with understanding, speaking, reading, and writing English.
07. Identify significant lexical features that interfere with understanding, speaking, reading and writing English.
08. Determine phonemic characteristics in a given work, e.g., consonants, blends, vowels, and diphthongs.
09. Show familiarity with a commonly used system of phonic transcription such as the International Phonetic Alphabet or
Trager-Smith.
10. Determine phonological characteristics that are meaningful/significant for LEP students in relation to their native
language(s) such as voicing of consonants (rice/rise), intonation, and rhythm/stress and juncture.
11. Identify word order features of English that represent interferences for LEP students of diverse backgrounds.
12. Show familiarity with morphological features of English that represent interferences for LEP students of diverse
backgrounds.
13. Show familiarity with lexical features of English that represent interferences for LEP students of diverse
backgrounds such as misleading cognates, and words with various social cultural and contextual meanings.
14. Recognize phonographemic differences.
15. Identify structural patterns in a given word such as root words, affixes, and syllables.
16. Show familiarity with compound word and noun addict structures in English.
17. Apply principles of English morphology as they relate to language acquisition.
18. Compare the characteristics of idiomatic expressions, slang, and standard American English.
19. Determine principles of morphological interference between English and other languages.
20. Categorize/analyze the structure of English sentences.
21. Recognize methods of grammatical analysis: traditional, structural, or contemporary.
22. Determine principles of syntactic interference between English and other languages.
23. Identify the principles, characteristics, and terminology of current first and second language acquisition theories.
24. Compare language acquisition of different age groups, e.g., elementary, secondary, and adult.
25. Differentiate language proficiencies relating to basic interpersonal communicative skills vs. cognitive academic
language skills.
26. Identify principles of contrastive and error analysis.
27. Identify exceptionalities characteristic of Limited English Proficient students such as gifted, SLD, EMR, and EMH.
28. Apply ESOL instructional strategies for specific learning styles.
29. Demonstrate the ability to contrast the English language and the language(s) of the diverse LEP language groups in
a given ESOL class.
30. Demonstrate the ability to identify potential linguistic interferences in a given text, such as reading lessons and
content subject matter.
31. Demonstrate the ability to overcome linguistic interferences in reading and content area materials.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1703003
*ESOL add-on:
Curriculum and
Materials
Development,
Option A
Objective:
This component is designed to provide the basic principles of ESOL curriculum design and to give participants the
opportunity to present modified lessons and to develop curriculum that incorporates specific strategies appropriate for
LEP students. Participants will increase their knowledge of ESOL curriculum and materials appropriate for use with LEP
students.
Specific Objectives:
01. Distinguish between ESOL and language arts curricula.
02. Distinguish between Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language
Proficiency (CALP) as it applies to ESOL curriculum.
03. Describe the pullout ESOL model.
04. Describe the immersion ESOL model.
05. Describe the ESOL through content area model.
06. Identify other possible ESOL programmatic models.
07. Identify aspects of the school curriculum not appropriate for use with LEP students.
08. Adapt items from the school curriculum to cultural differences.
09. Adapt items from the school curriculum to linguistic differences.
10. Select appropriate ESOL content according to levels of proficiency in listening.
11. Select appropriate ESOL content according to levels of proficiency in speaking.
12. Select appropriate ESOL content according to levels of proficiency in reading.
13. Select appropriate ESOL content according to levels of proficiency in writing.
14. Select appropriate ESOL content according to levels of proficiency in culture.
15. Identify content specific vocabulary.
16. Identify culture specific features of content curricula.
17. Develop appropriate curriculum for ESOL at the elementary school level.
18. Develop appropriate curriculum for ESOL at the middle school level.
19. Develop appropriate curriculum for ESOL at the high school level.
20. Identify characteristics unique to the evaluation of an ESOL text.
21. Identify criteria for the development of an ESOL entry test.
22. Identify criteria for the development of and ESOL exit test.
23. Identify criteria for the selection of state adopted ESOL curricular materials.
24. Demonstrate the ability to evaluate and select appropriate instructional materials for ESOL in elementary schools.
25. Demonstrate the ability to evaluate and select appropriate instructional materials for ESOL in middle schools.
26. Demonstrate the ability to evaluate and select appropriate instructional materials for ESOL in high school.
27. Identify characteristics to be considered when selecting printed media for ESOL class.
28. Identify potential linguistic and cultural biases in existing texts and materials.
29. List example of regalia which are designed to teach LEP students.
30. Describe the use of appropriate instructional equipment/materials for ESOL lessons, e.g. language masters,
filmstrips, video cassettes, audio cassette, and computers.
31. Identify characteristics to be considered when selecting computer assisted instructional materials for ESOL classes.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1703009
*ESOL course:
Curriculum and
Materials
Development
Objective:
01. To improve and enhance the participant's knowledge of ESOL curriculum. 02. To improve and enhance the
participant's knowledge of materials appropriate for use with LEP students.
Specific Objectives:
01. Distinguish between ESOL and language arts curricula.
02. Distinguish between Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language
Proficiency (CALP) as it applies to ESOL curriculum.
03. Describe the pullout ESOL model.
04. Describe the immersion ESOL model.
05. Describe the ESOL through content area model.
06. Identify other possible ESOL programmatic models.
07. Identify aspects of the school curriculum not appropriate for use with LEP students.
08. Adapt items from the school curriculum to cultural differences.
09. Adapt items from the school curriculum to linguistic differences.
10. Select appropriate ESOL content according to levels of proficiency in listening.
11. Select appropriate ESOL content according to levels of proficiency in speaking.
12. Select appropriate ESOL content according to levels of proficiency in reading.
13. Select appropriate ESOL content according to levels of proficiency in writing.
14. Select appropriate ESOL content according to levels of proficiency in culture.
15. Identify content specific vocabulary.
16. Identify culture specific features of content curricula.
17. Develop appropriate curriculum for ESOL at the elementary school level.
18. Develop appropriate curriculum for ESOL at the middle school level.
19. Develop appropriate curriculum for ESOL at the high school level.
20. Identify characteristics unique to the evaluation of an ESOL text.
21. Identify criteria for the development of an ESOL entry test.
22. Identify criteria for the development of and ESOL exit test.
23. Identify criteria for the selection of state adopted ESOL curricular materials.
24. Demonstrate the ability to evaluate and select appropriate instructional materials for ESOL in elementary schools.
25. Demonstrate the ability to evaluate and select appropriate instructional materials for ESOL in middle schools.
26. Demonstrate the ability to evaluate and select appropriate instructional materials for ESOL in high school.
27. Identify characteristics to be considered when selecting printed media for ESOL class.
28. Identify potential linguistic and cultural biases in existing texts and materials.
29. List example of regalia which are designed to teach LEP students.
30. Describe the use of appropriate instructional equipment/materials for ESOL lessons, e.g. language masters,
filmstrips, video cassettes, audio cassette, and computers.
31. Identify characteristics to be considered when selecting computer assisted instructional materials for ESOL classes.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1704004
*ESOL for
Guidance
Counselors
Objective:
Standard A
The Guidance Counselor shall possess and demonstrate effective counseling skills, which focus on understanding and
promoting development and achievement of limited English proficient students.
Standard B
The Guidance Counselor shall demonstrate the ability to counsel limited English proficient students in the fulfillment of
their academic potential by recognizing and appreciating cultural differences, and the unique instructional needs of
limited English proficient students.
Standard C
The Guidance Counselor shall demonstrate the ability to develop, collect, analyze, and interpret data to effective
positive chance in delivering of counseling services to limited English proficient students.
Standard D
The Guidance Counselor shall demonstrate the ability to integrate post-secondary and career development guidance
and counseling in the fulfillment of limited English proficient students�¢?? academic success.
Specific Objectives:
Competencies for Standard A:
1. Possess individual and group counseling and communication skills to implement a balanced approach in order to
assist LEP students and their families.
2. Recognize unique differences among LEP students, including their language proficiency (both native and English),
aptitudes, intelligence, interests and achievements, and incorporate an understanding of this information into the
delivery of services.
3. Assist LEP students and their families in dealing with the social and emotional concerns and problems that may
hinder their educational development. Collaborate with teacher’s student services specialists (e.g., psychologists, social
workers), other educators, and related community representatives in addressing the challenges facing LEP students
and their families.
4. Demonstrate ability to counsel LEP students regarding their individual rights as afforded to them under state and
federal laws and regulations.
5. Demonstrate ability to improve and extend services to LEP students who are under-represented in special programs
and services, including but not limited to gifted, vocational, specialized academic and career magnets/academies,
advanced placement, dual enrollment and career exploration.
6. Demonstrate knowledge of the federal and state requirements regarding the provision of services to LEP students.
Including, but not limited to their roles and responsibilities in the LEP Committee process; development of LEP Student
Plans, and implementation of the District LEP Plan.
7. Demonstration ability to advocate for the educational needs of LEP students and implement processes to ensure that
these needs are addressed at every level of the LEP students�¢?? School experience.
8. Demonstrate knowledge and ability to provide training, orientation, and consultative assistance to teachers, school
administrators, and other school-level personnel to support them in responding to the academic development, and
guidance and counseling needs of LEP students.
Competencies for Standard B:
1. Demonstrate sensitivity to multicultural and diverse student populations; recognize major differences and similarities
among various cultural groups on the U.W., the state of Florida, the local school district, and the individual school.
2. Demonstrate outreach efforts to connect LEP students and their families to school personnel in ensuring that
appropriate and effective instructional services are provided to LEP students to ensure their academic success.
3. Demonstrate ability to collaborate with teachers, school administrators, and other instructional personnel in ensuring
that appropriate and effective instructional services are provided to LEP students to ensure their academic success.
4. Demonstrate an understanding of the effects of race, gender, age, and socioeconomic status on assessment results,
and the ability to identify linguistic and cultural bias.
5. Demonstrate the ability to acquaint LEP students with the school-based and outreach services and support systems
designed to address their unique academic needs.
Competencies for Standard C:
1. Demonstrate an understanding of the proper administration and use of assessment instruments, and the ability to
interpret test scores and test-related data to LEP students, teachers, school administrators and parents.
These assessments should include, but not be limited to the following: English language proficiency assessments;
annual assessment of English language development; diagnostic assessments, and statewide assessments of
academic content.
2. Demonstrate knowledge and the ability to implement formal and informal methods of assessment/evaluation of LEP
students, including measurement of language, literacy and academic content metacognition.
3. Demonstrate knowledge and understanding of how individual and group data and statistics are used in building
student, course/class and school profiles, constructing student transcripts and preparing reports.
4. Demonstrate knowledge and ability to review and evaluate transcripts from foreign-born students, and ensure proper
and equitable credit accrual, an appropriate grade/course placement of LEP students.
5. Demonstrate knowledge of the indicators of learning disabilities, especially hearing and language impairment, as
compared to the process by which students acquire a second language.
6. Demonstrate an understanding of the difference between language proficiency and content-based academic
knowledge.
7. Demonstrate knowledge of second language acquisition (applied linguistics) theory and its applicability to the
instructional process.
8. Demonstrate the ability to communicate with LEP students, their families, and the community to assess the relevance
of the curriculum and adequacy of student progress toward standards established by the Florid Department of
Education and the curriculum established by the school district.
Competencies for Standard D
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1. Demonstrate ability to provide information appropriate to the particular educational transition: from middle school to
high school; from high school to post-secondary or career/vocational programs, and assist LEP students in
understanding the relationship that their curricular experiences and academic achievements have on their future
educational and employment opportunities.
2. Possess and demonstrate an understanding of the current admission requirements, admission options, and
application procedures of colleges, universities and career/vocational institutions, and the ability to effectively counsel
LEP students in the pursuit of their post-secondary desires.
3. Demonstrate ability to assist LEP students in evaluating and interpreting information about postsecondary
educational and career alternatives to that appropriate options, are considered and included in the decision-making
process.
4. Demonstrate knowledge and ability to understand and interpret forms and data drive documents that are a part of the
post-secondary admission and financial aid processes, including: admission applications; student questionnaires;
letters of recommendation, and acceptance; and other needs assessment documents.
5. Demonstrate a familiarity with available technology and the ways in which it may support the post-secondary
guidance and counseling process, including: guidance information systems; financial and information and eligibility;
relevant record-keeping and follow-up, and Internet services.
6. Demonstrate ability to use historical admission patterns and trends to assist LEP students in measuring the
appropriateness of their applications to particular colleges, universities or career/vocational institutions.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1705001
*ESOL add-on:
Objective:
Cross-Cultural
This component is designed to provide knowledge and theory related to developing cultural awareness and
Communication and cross-cultural understanding. This component will familiarize participants with cultural similarities and differences
Understanding,
among the main cultural groups in the state of Florida. It will also include an opportunity to discuss the implementation of
Option A
current instruction and assessment activities.
Specific Objectives:
1.Identify the major significant cultures represented by the LEP population in Florida.
2.Describe significant cultural characteristics of the major culture groups.
3.Identify specific characteristics of U.S. "American" cultures.
4.Identify culture-specific non-verbal communications such as gestures, facial expressions, and eye contact that may
lead to misinterpretation in cross-cultural interactions.
5.Compare and contrast various sociolinguistic language functions, such as formal and informal, age and regional
language expressions common in the U.S. among teenagers and occupational/professional groups, farmers, western
cowboys, southern cotton or sugar cane growers, etc.
6.Distinguish true cultural characteristics from stereotypes.
7.Compare and contrast major features of U.S. culture with those of other cultures.
8.Identify major differences in educational systems represented by target groups with a view toward appropriate grade
placement of students.
9.Identify possible "problem" differences to be observed in content areas due to differences in educational and
academic background of literate students and their parents, e.g., division procedures in math and early introduction of
cursive writing among Hispanic, and differences in alphabets, eye-orientation in reading and writing, among Eastern
European and Asian groups.
10.Identify major attitudes of target group parents and community toward school teachers, discipline, and education in
general that may lead to misinterpretation by U.S. school personnel, e.g., failure to participate actively in PTSA
activities.
11.Identify culturally different "school behaviors" of target groups that may lead to disciplinary action, ridicule, or other
conflicts within U.S. school systems, e.g., Cuban girls' refusal to shower in open showers after P.E. class, and some
deep-seated religious observances among various groups.
12.Demonstrate the ability to identify cultural variations in the classroom and their influence on student behavior and
attitudes.
13.Give evidence of a working grasp of the culture of the population with which the teacher is to work.
14.Demonstrate the ability to maximize student potential by using recent findings of educational/psychological research
affecting student learning, such as differences in cognitive learning styles and brain hemisphere dominance, which may
also be culturally related.
15.Identify teacher behaviors which indicate sensitivity to cultural and linguistic differences.
16.Apply ethno-linguistic and cross-cultural knowledge to classroom management techniques.
17.Identify strategies for facilitating articulation among the administration, content area teachers, parents, and the
community.
18.Demonstrate awareness of culturally determined behaviors of target groups that is intimately related to diversity in
family structure and relations, life cycles, role models, decorum, discipline, religion, health, food, dress, and tradition.
19.Demonstrate ability to identify cultural bias, and possible impact on the target group, in content area materials.
20.Demonstrate ability to identify cultural bias in assessment materials.
21.Demonstrate ability to bridge cultural bias in content material without affecting its integrity.
22.Demonstrate ability to bridge cultural bias in assessment materials without affecting validity or reliability.
23.Demonstrate ability to plan cross-cultural activities that will sensitize students to a
diversity of cultures.
24.Demonstrate ability to accept and resolve culturally defensive/aggressive behavior on the
part of students.
25.Demonstrate ability to bridge cross cultural gaps between students/parents and the
school setting.
26.Demonstrate ability to enable students to acknowledge the existence of cultural differences
and to make the
necessary adjustments to function successfully in their new culture and within a multicultural setting.
27.Demonstrate knowledge of culturally relevant facts related to the major cultures
represented by the target
groups, such as important historical events, geographic features, and literary, artistic, and musical accomplishments of
their people.
28.Demonstrate ability to use cross cultural awareness in designing instructional activities.
29.Demonstrate ability to use cross cultural awareness in designing assessments.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
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and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1705002
*ESOL course:
Objective:
Cross-Cultural
To identify the major cultures represented by the LEP students in Florida public schools in order to develop better
Communication and cross-cultural understanding among all groups and to meet appropriately their special needs within the school and
Understanding
community.
Specific Objectives:
01. Identify the major significant cultures represented by the LEP population in Florida.
02. Describe significant (cultural) characteristics of the major culture groups.
03. Identify specific characteristics of U.S. "American" cultures.
04. Identify culture specific nonverbal communications such as gestures, facial expressions, and eye contact that may
lead to misinterpretation in cross-cultural interactions.
05. Compare/contrast different sociolinguistic language functions, such as formal and informal, age and regional
language expressions common in the U.S. among teenagers and occupational/professional groups, farmers, western
cowboys, southerners.
06. Distinguish the cultural characteristics from stereotypes.
07. Compare and contrast major features of U.S. culture with those of other cultures.
08. Identify culture-specific nonverbal communications such as gestures, facial expressions, and eye contact that may
lead to misinterpretation in cross-cultural interactions.
09. Identify major differences in educational systems represented by target groups with a view to ascertain appropriate
grade placement of students.
10. Identify possible "problem" differences to be observed in academic/content areas because of differences in
educational/academic background of literate students and their parents; e.g., division procedures in math.
11. Identify major attitudes of target group parents/community toward school, teachers, discipline, and education in
general that may lead to misinterpretation by U.S. school personnel; e.g., failure to participate actively in PTSA
activities.
12. Identify specific culturally different "school behaviors" of target groups that may lead to disciplinary action, ridicule,
or other conflicts within U.S. school systems, e.g. "Cuban girl' refusal to shower in open showers after P.E. class.
13. Demonstrate the ability to identify cultural variations in the classroom and their influence on student behavior and
attitudes.
14. Give evidence of a working grasp of the culture of the population with which the teacher is to work.
15. Demonstrate the ability to maximize student potential by using recent finding of educational/psychological research
affecting student learning, such as differences in cognitive/learning styles and brain hemisphere dominance.
16. Identify teacher behaviors which indicate sensitivity to cultural and linguistic differences.
17. Apply ethno linguistic and cross-cultural knowledge to classroom management techniques.
18. Identify strategies for facilitating articulation with the administration, content area teachers, parents, and the
community.
19. Demonstrate awareness of culturally determined behavior of target groups that is intimately related to diversity in
family structure and relations, life cycles, role models, decorum, discipline, religion, health, food, dress, and traditions.
20. Demonstrate ability to identify cultural bias in content area materials and possible impact on the target groups.
21. Demonstrate ability to identify cultural bias in assessment materials.
22. Demonstrate ability to bridge cultural bias in content material without affecting its integrity.
23. Demonstrate ability to bridge cultural bias in assessment materials without affecting validity or reliability.
24. Demonstrate ability to plan cross-cultural activities that will sensitize students to a diversity of cultures.
25. Demonstrate ability to accept and resolve culturally defensive/aggressive behavior on the part of students.
26. Demonstrate ability to bridge cross-cultural gaps between students/parents and the school setting.
27. Demonstrate ability to enable students to acknowledge the existence of cultural differences and to make the
necessary adjustments to function successfully in their new/second cultural and within a multicultural setting.
28. Demonstrate knowledge of culturally relevant facts related to the major cultures represented by the target group,
such as important historical events and geographic features, literary, artistic, and musical accomplishments of their
people.
29. Demonstrate ability to use cross-cultural awareness in designing instructional activities.
30. Demonstrate ability to use cross-cultural awareness in designing criterion-references tests.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
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Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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1999999906001
1999999906002
1999999906003
1999999907001
1999999907002
1999999908001
1999999908002
1999999908003
Banked Reading
Points
Banking Reading
Points
Banked Reading
Points
Banked Reading
Points
Banked Reading
Points
Banked Reading
Points
Banked Reading
Points
Banked Reading
Points
This component is for instructional staff that has not used all of their Reading Endorsement inservice points for renewal
of the professional certificate. The state allows for banking of these points towards future renewal.
This component is for instructional staff that has not used all of their Reading Endorsement inservice points for renewal
of the professional certificate. The state allows for banking of these points towards future renewal.
This component is for instructional staff that has not used all of their Reading Endorsement inservice points for renewal
of the professional certificate. The state allows for banking of these points towards future renewal.
This component is for instructional staff that has not used all of their Reading Endorsement inservice points for renewal
of the professional certificate. The state allows for banking of these points towards future renewal
This component is for instructional staff that has not used all of their Reading Endorsement inservice points for renewal
of the professional certificate. The state allows for banking of these points towards future renewal.
This component is for instructional staff that has not used all of their Reading Endorsement inservice points for renewal
of the professional certificate. The state allows for banking of these points towards future renewal.
This component is for instructional staff that has not used all of their Reading Endorsement inservice points for renewal
of the professional certificate. The state allows for banking of these points towards future renewal.
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2007001
WOW Lesson
Design
Objective:
The participants will become familiar with the 10 Design Qualities and how to make work engaging for students.
Specific Objectives:
01. To develop a focus on students and on the quality of work provided to students.
02. To gain knowledge regarding new roles for teachers as leader and inventor of quality work.
03. To gain knowledge regarding the new role for principal as leader of leaders.
04. To develop an understanding of the WOW framework.
05. To invent lessons using the 10 Design Qualities.
06. To explore the value of collaboration between educators-within school, between schools and between school levels.
07. To create ways to measure student engagement for the purpose of improving work given to them.
08. To apply new knowledge to school improvement initiatives and plans.
09. To give and receive feedback by colleagues using the WOW Protocol to improve student work.
10. To gain a deep understanding of the WOW framework and the basic assumptions regarding school reform.
11. To gain an understanding of the School Standards and System Standards.
12. To learn to use technology to increase student engagement in the work provided.
13. To learn to integrate subjects to create units of study that are relevant and authentic to students.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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2007002
PEC: WOW
Lesson Design
Description Objective:
To provide appropriate training for beginning teachers.
Specific Objectives:
01. Understand the Professional Educators' Competencies model as it is implemented in St. Lucie County Schools.
02. Demonstrate appropriate generic teaching competencies an appropriate effective teaching behavior as measured
by the indicators of the Florida Performance Measurement System.
03. Demonstrate knowledge of the major concepts in the Domains of the Florida Performance Measurement System.
Landmark cases.
04. Implement Professional educator’s' Competencies procedures regarding documentation.
05. Implement Professional educators’' Competencies procedures regarding the summative/formative observation
process.
06. Implement Professional educators’' Competencies procedures regarding development of the Professional
Development Plan.
07. Complete Professional educators’' Competencies documents correctly.
08. Demonstrate the ability to recognize signs of severe emotional distress in students and the ability to utilize
techniques of crisis intervention.
09. Demonstrate the ability to recognize signs of alcohol and drug abuse in students, and to use counseling techniques
with emphasis on intervention and prevention of future abuse.
10. Demonstrate the ability to recognize the indicators of child abuse and to understand the rights and responsibilities
regarding reporting.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to the
Professional educators’' Competencies.
12. Demonstrate proper procedures for operating the computer identify and describe major component parts and their
functions, and develop a plan to integrate computers into the classroom.
13. Demonstrate the ability to describe the standards of professional practice of the education profession in Florida, the
grounds for disciplinary action against an educator, procedural steps in the adjudication of cases, final recourse for
appeal available to an educator, and Florida and Federal landmark cases.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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2007003
Curriculum
Alignment
Objective:
Participants will gain an understanding of the design process used to develop a scope and sequence through aligning
the district’s curriculum in grades PreK-12 to the Sunshine State Standards for language arts, reading, math, science,
social studies, the arts and/or health/physical education.
Specific Objectives:
1. Define what curriculum alignment is, how it is used and how it supports student achievement.
2. Develop a plan for both vertical and horizontal alignment.
3. Develop essential questions for the aligned curriculum at each grade level for the identified content.
4. Identify the current curriculum as compared to the Sunshine State Standards.
5. Analyze test data to identify areas of concern.
6. Using the current curriculum and test data, identify expectations by subject/curriculum areas.
7. Develop and/or identify assessments for the aligned curriculum at each grade level for the identified subject.
8. Develop and/or identify SLC juried lesson plans and mass-print media which supports the Benchmarks and
Standards.
9. Identify/Develop a pacing tool to monitor student progress of aligned objectives.
10. Identify/Develop a monitoring system to adjust curriculum.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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2009001
Mathematics:
Concrete Level
Instruction
Objective:
To improve knowledge, skills and techniques for mathematics education using concrete level instructional strategies.
Specific Objectives:
01. Update skills and knowledge and acquire information about current trends and issues in mathematics instruction.
02. Diagnose student strengths and weaknesses in skill areas.
03. Prescribe appropriate instruction keyed to diagnosed needs.
04. Maintain student records related to diagnosis and prescription in accordance with the current management system.
05. Utilize effective techniques for teaching problem solving skills.
06. Utilize effective techniques for teaching operations involving survival skills.
07. Demonstrate the use of manipulative materials in mathematics instruction.
08. Provide evidence of the acquisition of an expanded knowledge base in mathematics instruction.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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2009002
Mathematics:
Instructional
Strategies
Objective:
To improve knowledge, skills and techniques for mathematics education.
Specific Objectives:
01. Update skills and knowledge and acquire information about current trends and issues in mathematics instruction.
02. Diagnose student strengths and weaknesses in skill areas.
03. Prescribe appropriate instruction keyed to diagnosed needs.
04. Maintain student records related to diagnosis and prescription in accordance with the current management system.
05. Utilize effective techniques for teaching problem solving skills.
06. Utilize effective techniques for teaching operations involving survival skills.
07. Demonstrate the use of manipulative materials in mathematics instruction.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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2009003
*ER&D: Thinking General Objective:
Mathematics 1:
This course will focus on how children learn mathematics.
Ten Principles and
Additive Structure Specific Objective(s):
Participants will:
01. discuss the implications for practice and focus particularly on the teaching of counting, addition, and subtraction.
02. learn about underlying patterns and relationships in mathematics.
03. examine the stages of counting, various types of additive problems, and the use of situational stories and
manipulative as tools to help develop understanding.
04. develop a repertoire of techniques for helping students develop conceptual understanding.
05. learn to recognize and construct problems representing the full range of problem situations, work with a variety of
representations.
06. understand how to connect early concrete experiences to symbolic mathematics.
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2012001
PRE-K: Early
Childhood
Development
Objective:
01. The participants will develop a knowledge and understanding of the developmental stages.;
02. The participants will develop the knowledge and skills necessary to adapt, design and implement a preschool
diagnostic-prescriptive curriculum to meet the needs of the individual learner.
Specific Objectives:
01. Identify methods used to meet the needs of preschool children, ages 2 1/2 to 6.
02. Identify methods to evaluate preschool children, ages 2 1/2 to 6.
03. Identify procedures for communicating and working cooperatively between preschool personnel regarding individual
student performance.
04. Identify methods of home-school communication.
05. Provide early childhood staff with skills and techniques which will promote a more meaningful and constructive
exchange between parents and school.
06. Identify the components and competencies necessary to comply with the early childhood legislation.
07. Provide inservice training for early childhood personnel in the implementation of a diagnostic and prescriptive
instructional program for preschool children.
08. Update skills and knowledge and acquire information about current trends and issues relating to the early childhood
program.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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2012002
PRE-K: Providing Objective:
for the Needs of the 01. The participants will develop: 1. knowledge and understanding of the preschool program. 02. the skills and
Preschool Child
strategies necessary for implementing a developmentally appropriate Curriculum for preschool children.; 03. an
understanding of positive adult-child interaction situations.; 04. an awareness of the ongoing relationship between the
home and the preschool program.
Specific Objectives:
01. Demonstrate knowledge of a developmentally appropriate curriculum for preschool children that stress development
of self-concepts, physical and social skills, oral language, and aesthetic expression.
02. Identify, develop and/or adapt instructional materials for teaching preschool children.
03. Identify methods and strategies used to promote positive adult-child interaction situations in a preschool program.
04. Utilize effective techniques for involving parents in the educational program of preschool children by encouraging
them to observe and participate in school related activities.
05. Identify and utilize appropriate community agencies, organizations, and services available to preschool children.
06. Utilize child development knowledge, insights, and resources as part of regular communication and conferences
with parents.
07. Demonstrate knowledge of early childhood test administration and interpretation.
08. Use developmental evaluation techniques in screening, ongoing re-evaluation, and planning for each child.
09. Demonstrate knowledge of district child abuse and neglect recognition and prevention policy.
10. Utilize training in self-awareness, empathy, sensitivity and interpersonal relations.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to preschool
children.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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2013001
Reading:
Objective:
Interventions (Para To improve knowledge, skills and techniques in diagnostic and prescriptive teaching of reading skills.
Trng.)
Specific Objectives:
01. Diagnose student strengths and weaknesses related to reading skills using both formal and informal tests,
standardized tests, and teacher observations.
02. Administer informal reading inventories.
03. Prescribe instruction keyed to demonstrated skills deficiencies.
04. Maintain student records.
05. Maintain adequate pacing in instruction and movement through the management system.
06. Utilize effective techniques for teaching decoding skills.
07. Utilize effective techniques for teaching comprehension skills.
08. Utilize effective techniques for developing pre-reading/oral language skills.
09. Utilize effective techniques for building reading fluency for recreation and skimming.
10. Utilize effective techniques for developing vocabulary.
11. Provide evidence of the acquisition of an expanded knowledge base in diagnostic and prescriptive reading
instruction.
12. Update skills and knowledge and acquire information about current trends and issued in areas related to diagnostic
and prescriptive reading.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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2013002
Reading:
Comprehension
(Para Trng.)
Objective:
To improve knowledge, skills and techniques in diagnostic and prescriptive teaching of reading skills.
Specific Objectives:
01. Diagnose student strengths and weaknesses related to reading skills using both formal and informal tests,
standardized tests, and teacher observations.
02. Administer informal reading inventories.
03. Prescribe instruction keyed to demonstrated skills deficiencies.
04. Maintain student records.
05. Maintain adequate pacing in instruction and movement through the management system.
06. Utilize effective techniques for teaching decoding skills.
07. Utilize effective techniques for teaching comprehension skills.
08. Utilize effective techniques for developing pre-reading/oral language skills.
09. Utilize effective techniques for building reading fluency for recreation and skimming.
10. Utilize effective techniques for developing vocabulary.
11. Provide evidence of the acquisition of an expanded knowledge base in diagnostic and prescriptive reading
instruction.
12. Update skills and knowledge and acquire information about current trends and issued in areas related to diagnostic
and prescriptive reading.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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2013003
Reading: Strategies Objective:
(Para Trng.)
To improve knowledge, skills and techniques in diagnostic and prescriptive teaching of reading skills.
Specific Objectives:
01. Diagnose student strengths and weaknesses related to reading skills using both formal and informal tests,
standardized tests, and teacher observations.
02. Administer informal reading inventories.
03. Prescribe instruction keyed to demonstrated skills deficiencies.
04. Maintain student records.
05. Maintain adequate pacing in instruction and movement through the management system.
06. Utilize effective techniques for teaching decoding skills.
07. Utilize effective techniques for teaching comprehension skills.
08. Utilize effective techniques for developing pre-reading/oral language skills.
09. Utilize effective techniques for building reading fluency for recreation and skimming.
10. Utilize effective techniques for developing vocabulary.
11. Provide evidence of the acquisition of an expanded knowledge base in diagnostic and prescriptive reading
instruction.
12. Update skills and knowledge and acquire information about current trends and issued in areas related to diagnostic
and prescriptive reading.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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2013004
Reading:
Instructional
Strategies
Objective:
To improve knowledge, skills and techniques in diagnostic and prescriptive teaching of reading skills.
Specific Objectives:
01. Diagnose student strengths and weaknesses related to reading skills using both formal and informal tests,
standardized tests, and teacher observations.
02. Administer informal reading inventories.
03. Prescribe instruction keyed to demonstrated skills deficiencies.
04. Maintain student records.
05. Maintain adequate pacing in instruction and movement through the management system.
06. Utilize effective techniques for teaching decoding skills.
07. Utilize effective techniques for teaching comprehension skills.
08. Utilize effective techniques for developing pre-reading/oral language skills.
09. Utilize effective techniques for building reading fluency for recreation and skimming.
10. Utilize effective techniques for developing vocabulary.
11. Provide evidence of the acquisition of an expanded knowledge base in diagnostic and prescriptive reading
instruction.
12. Update skills and knowledge and acquire information about current trends and issued in areas related to diagnostic
and prescriptive reading.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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*Reading: CRISS CRISS (Creating Independence Through Student Owned Strategies)
(Creating
Independence
General Objective: Participants will learn research -based comprehension strategies through explicit modeling,
Through Student
practice, and reflection.
Owned Strategies)
Specific Objectives:
01.Apply the CRISS Principles and Philosophy
02 Apply critical thinking skills in the reading process
03.Apply how to learn through reading, writing, talking and listening
04..Demonstrate appropriate reading techniques to use in the content subjects
05..Demonstrate strategies for improving comprehension and vocabulary
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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*Reading: NLC
Demonstrated
Reading
Objective:
To improve knowledge, skills and techniques in prescriptive teaching of reading skills.
Specific Objectives:
01. Diagnose student strengths and weaknesses related to reading skills using both formal and informal tests,
standardized tests, and teacher observations.
02. Prescribe instruction keyed to demonstrated skills deficiencies.
03. Maintain student records.
04. Maintain adequate pacing in instruction and movement through the management system.
05. Utilize effective techniques for teaching decoding skills.
06. Utilize effective techniques for teaching comprehension skills.
07. Utilize effective techniques for developing pre-reading/oral language skills.
08. Utilize effective techniques for building reading fluency through echo and choral reading.
09. Utilize effective techniques for developing vocabulary.
10. Provide evidence of the acquisition of an expanded knowledge base in diagnostic and prescriptive reading
instruction.
11. Update skills and knowledge and acquire information about current trends and issued in areas related to diagnostic
and prescriptive reading.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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*Reading: NLC
Differentiated
Objective:
To improve knowledge, skills and techniques in diagnostic and prescriptive teaching of reading skills.
Specific Objectives:
01. Diagnose student strengths and weaknesses related to reading skills using both formal and informal tests,
standardized tests, and teacher observations.
02. Administer informal reading inventories.
03. Prescribe instruction keyed to demonstrated skills deficiencies.
04. Maintain student records.
05. Maintain adequate pacing in instruction and movement through the management system.
06. Utilize effective techniques for teaching decoding skills.
07. Utilize effective techniques for teaching comprehension skills.
08. Utilize effective techniques for developing pre-reading/oral language skills.
09. Utilize effective techniques for building reading fluency for recreation and skimming.
10. Utilize effective techniques for developing vocabulary.
11. Provide evidence of the acquisition of an expanded knowledge base in diagnostic and prescriptive reading
instruction.
12. Update skills and knowledge and acquire information about current trends and issued in areas related to diagnostic
and prescriptive reading.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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*Reading: NLC for Objective:
Trainers
Teachers will deepen their instructional applications of the reading framework by leading and facilitating the learning of
faculty and staff. To improve knowledge, skills and techniques in diagnostic and prescriptive teaching of reading skills.
Specific Objectives:
01. Diagnose student strengths and weaknesses related to reading skills using both formal and informal tests,
standardized tests, and teacher observations.
02. Administer informal reading inventories.
03. Prescribe instruction keyed to demonstrated skills deficiencies.
04. Maintain student records.
05. Maintain adequate pacing in instruction and movement through the management system.
06. Utilize effective techniques for teaching decoding skills.
07. Utilize effective techniques for teaching comprehension skills.
08. Utilize effective techniques for developing pre-reading/oral language skills.
09. Utilize effective techniques for building reading fluency for recreation and skimming.
10. Utilize effective techniques for developing vocabulary.
11. Provide evidence of the acquisition of an expanded knowledge base in diagnostic and prescriptive reading
instruction.
12. Update skills and knowledge and acquire information about current trends and issued in areas related to diagnostic
and prescriptive reading.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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*Reading:
General Objective:
Wilson/Foundations Upon completing the 15-hour workshop the participant will be able to plan and implement a multisensory structured
Reading Training language program using specific strategies of the Wilson reading program.
Specific Objectives:
01. The participant will receive hands-on and practical training to implement the Wilson Intervention Model.
02. Participant will review the reading research to reach struggling readers.
03. Participants will learn the principles of language structure.
04. Participants will demonstrate how to teach language with direct, multisensory methods.
05. Participants will demonstrate the Wilson program implementation guide including the lesson planner which focuses
on the five areas of reading: phonemic awareness, phonics, vocabulary, fluency and comprehension.
06. Participants will be able to place students following the pretest in the appropriate level of the Wilson system,
progress monitor and evaluate students.
The WRS Applied Methods Workshop is a workshop that provides the practice and guidance needed to effectively
begin implementing the Wilson Reading System in the Intervention Model Setting. The Intervention Model targets
students who are reading below grade level, and is implemented in small groups and reading classes in the general
education classroom, after-school programs, literacy and adult education settings. The workshop introduces the
general program concepts and provides instruction in the lesson plan format targeted for a group setting.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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2100001
PEC: ESE
Awareness
Description Objective:
To provide appropriate training for beginning teachers.
Specific Objectives:
01. Understand the Professional educators’' Competencies model as it is implemented in St. Lucie County Schools.
02. Demonstrate appropriate generic teaching competencies an appropriate effective teaching behaviors as measured
by the indicators of the Florida Performance Measurement System.
03. Demonstrate knowledge of the major concepts in the Domains of the Florida Performance Measurement System.
landmark cases.
04. Implement Professional educators’' Competencies procedures regarding documentation.
05. Implement Professional educators’' Competencies procedures regarding the summative/formative observation
process.
06. Implement Professional educators’' Competencies procedures regarding development of the Professional
Development Plan.
07. Complete Professional educators’' Competencies documents correctly.
08. Demonstrate the ability to recognize signs of severe emotional distress in students and the ability to utilize
techniques of crisis intervention.
09. Demonstrate the ability to recognize signs of alcohol and drug abuse in students, and to use counseling techniques
with emphasis on intervention and prevention of future abuse.
10. Demonstrate the ability to recognize the indicators of child abuse and to understand the rights and responsibilities
regarding reporting.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to the
Professional educators’' Competencies.
12. Demonstrate proper procedures for operating the computer identify and describe major component parts and their
functions, and develop a plan to integrate computers into the classroom.
13. Demonstrate the ability to describe the standards of professional practice of the education profession in Florida, the
grounds for disciplinary action against an educator, procedural steps in the adjudication of cases, final recourse for
appeal available to an educator, and Florida and Federal landmark cases.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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ESE Language
Development &
Communication
Objective:
Participant will gain knowledge language development and communication skills.
Specific Objectives:
01. Identify the sequence of expressive and receptive language development and the components of language
structure.
02. Identify communication deficits and select appropriate interventions.
03. Select strategies for integrating communication instruction into educational settings.
04. Select appropriate assistive technology and alternative communication systems to facilitate communication.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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ESE Interpersonal Objective:
Interaction
Participant will gain knowledge of skills related to teaching interpersonal and participation.
Specific Objectives:
01. Select appropriate instructional procedures for teaching adaptive life skills based on observations, ecological
assessments, family interviews, and other student information.
02. Identify methods for evaluation and documenting student progress in acquiring, generalizing, and maintaining skills
related to interpersonal interactions and participation in activities across settings (e.g., at school, at home, and in the
community).
03. Identify skills necessary for students with disabilities to engage in self-determination and self-advocacy.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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ESE Instructional
Practices
Objective:
Participant will gain knowledge of instructional practices in exceptional student education.
Specific Objectives:
01. Competency 3. Knowledge of instructional practices in exceptional student education Objectives: 1. Analyze
assessment information to identify a student's environmental needs and instructional levels, to select appropriate
specialized techniques and learning strategies, and to determine IEP content.
02. Select instructional practices that reflect individual learning needs and incorporate a wide range of learning
strategies and specialized materials to create an appropriate instructional environment for students with disabilities.
03. Identify instructional strategies for acquisition, generalization, and maintenance of skills across real-life situations at
school, at home, and in the community.
04. Select relevant general education and special skills curricula appropriate for a given student's age, instructional
needs, and functional performance across settings.
05. Identify methods of accommodating and modifying assessment, instruction, and materials to meet individual student
needs.
06. Identify effective methods of communication, consultation, and collaboration with students, families, parents,
guardians, administrators, general education teachers, paraprofessionals, and other professionals as equal members
of education teams.
07. Analyze educational activities to assist in the determination and development of accommodations and modifications
that allow students across disabilities to participate in a meaningful way.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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ESE: Deaf/Hard of General Objective: To enable instructional personnel to obtain and improve professional knowledge and
Hearing
competencies in exceptionalities.
Specific Objectives:
1.
2.
3.
4.
Identify causes of hearing impairment.
Identify additional handicapping conditions which commonly occur with hearing impairment.
Identify behaviors which indicate that a student should be tested for possible hearing impairment.
Identify functioning differences between hard-of-hearing and deaf students.
Knowledge of different types of programs available to Deaf/Hard-of-Hearing students on national, state, and local levels
5. Identify and define different types of school placements which provide services to Deaf/Hard-of-Hearing students.
6. Analyze the social-emotional factors of different types of school placements of Deaf/Hard-of-Hearing students.
7. Identify special services offered nationally and locally to Deaf/Hard-of-Hearing persons and their families.
8. Analyze the factors involved in the placement of Deaf/Hard-of-Hearing students in most restrictive, partially
restrictive, and least restrictive learning environments.
9. Identify and differentiate the roles and responsibilities of the various professionals who provide educational services
for Deaf/Hard-of-Hearing students.
Knowledge of the provisions of federal and state legislation and their influence on the education of
Deaf/Hard-of-Hearing students
10.Identify the laws that have human and educational rights provisions for Deaf/Hard-of-Hearing persons.
11. Identify the methods to be used in securing the legal rights of a Deaf/Hard-of-Hearing person.
12. Differentiate among the requirements for diplomas and certificates of completion in Florida??s secondary schools.
Knowledge of national and local issues, trends, and organizations that influence the education of
Deaf/Hard-of-Hearing students
13. Identify the names and functions of the major professional associations and organizations in the field of education of
Deaf/Hard-of-Hearing students.
14. Identify the requirements for state and national certification and recertification for teachers of Deaf/Hard-of-Hearing
students.
15.Analyze the influence that regular education and special education have on the education of Deaf/Hard-of-Hearing
students.
Knowledge of the influence of historical developments on the education of Deaf/Hard-of-Hearing students
16. Identify the historical bases of current educational practices.
17.Identify historical and current controversies in the field of education of Deaf/Hard-of-Hearing students.
Knowledge of the psychology of deafness and social-emotional effects on the Deaf/Hard-of-Hearing child and his or her
family
18. Identify the stages of adjustment most parents go through in accepting a child??s hearing loss and the ongoing
nature of the acceptance process.
19. Identify social and psychological effects of deafness.
Knowledge of the life patterns of Deaf/Hard-of-Hearing individuals
20. Identify cultural organizations and services pertinent to Deaf/Hard-of-Hearing students.
21. Identify cultural practices unique to the Deaf/Hard-of-Hearing population.
22. Identify common perceptions of Deaf/Hard-of-Hearing persons frequently held by hearing persons.
23. Identify common perceptions of hearing persons frequently held by Deaf/Hard-of-Hearing persons.
Knowledge of the human auditory mechanism including anatomy of the mechanism and the auditory behavior
associated with the mechanism when intact or impaired
24. Identify the primary components and functions of the auditory mechanism.
25. Identify the nature and symptoms of conductive, mixed, and sensory-neural hearing impairments.
26. Identify the hierarchy of perceptual skills necessary for auditory learning.
Knowledge of the various procedures for testing hearing and interpreting hearing test results
27. Identify all audio logical symbols and notations used in hearing evaluation.
28. Interpret an audiogram showing the results of aided and unaided pure tone tests.
29. Identify the types of continuing assessment which will produce the data needed for auditory skills management.
30. Interpret speech reception threshold and speech discrimination scores, aided and unaided.
31. Identify the frequency range and decibel levels most important for speech reception.
32. Discern the educational implications of hearing test results.
33. Compare and interpret measures of auditory, visual, and auditory-visual speech reception of Deaf/Hard-of-Hearing
students.
Knowledge of various methods of auditory training and means for improving the acoustic environment
34. Evaluate the acoustic environment.
35. Select techniques to improve the acoustic environment for Deaf/Hard-of-Hearing students.
36. Select methods to maximize speech reception through the use of residual hearing.
37. Apply developmental ordering to the teaching of auditory skills.
38. Apply format information concerning vowels and frequency composition of consonants to structure an individualized
auditory training program.
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Knowledge of amplification equipment and assistive listening devices
39.Identify the major parts of a hearing aid.
40. Recognize and remedy minor problems with amplification devices.
41. Maintain group amplification devices.
42. Discuss and monitor the need for assistive listening devices.
Knowledge of various methods or modes and combination of modes of communication used in teaching
Deaf/Hard-of-Hearing students
43. Distinguish among the different communication methods used with Deaf/Hard-of-Hearing students.
44.Differentiate among the rationales for each communication method.
Knowledge of production and transmission of speech
45. Identify the functions of the diaphragm, lungs, larynx, vocal folds, and articulators in the production of speech
sounds.
46. Identify the suprasegmental elements of speech.
47. Identify the mechanisms responsible for pitch and intensity changes in speech.
48. Identify causes of different types of distorted vocal qualities.
49. Identify common articulation and voice quality errors found in the speech of students with various degrees and
configurations of hearing impairment.
50. Identify production characteristics of standard English phonemes.
Knowledge of instructional and assessment strategies used when developing speech skills with Deaf/Hard-of-Hearing
students
51. Identify instructional approaches used for teaching speech to Deaf/Hard-of-Hearing students.
52. Identify an appropriate developmental order in teaching speech to Deaf/Hard-of-Hearing students.
53. Identify essential components of speech instruction for the Deaf/Hard-of-Hearing student.
54. Distinguish among the different procedures of assessing speech.
Knowledge of orthographic systems
55. Identify the uses of orthographic systems commonly used with Deaf/Hard-of-Hearing students.
56. Distinguish among different orthographic systems.
57. Recognize International Phonetic Alphabet (IPA) transcription of standard English words.
Knowledge of sign language
58. Identify the linguistic features of American Sign Language (ASL).
59. Contrast the linguistic features of ASL with sign systems used to encode English in schools.
60. Demonstrate facility in receiving manual communication.
61. Formulate a message in Signed English or ASL.
Knowledge of English linguistics, psycholinguistics, and sociolinguistics and their application to the education of the
Deaf/Hard-of-Hearing
62. Utilize information of normal language development in the instruction of the Deaf/Hard-of-Hearing student.
63. Distinguish characteristics of language (ASL and English) in Deaf/Hard-of-Hearing students.
64. Recognize relationships between the skills of reading and writing and language development of
Deaf/Hard-of-Hearing students.
65.Analyze language samples of Deaf/Hard-of-Hearing students based on a linguistic model.
Knowledge of appropriate instructional procedures to effect language learning in Deaf/Hard-of-Hearing students
66. Identify current curricula, methods, and procedures of language instruction for Deaf/Hard-of-Hearing students.
67. Select teaching strategies to develop sentence structure.
68. Select teaching strategies to develop vocabulary with Deaf/Hard-of-Hearing students.
69. Select teaching strategies to develop extended compositions with Deaf/Hard-of-Hearing students.
70. Select teaching strategies to develop idiomatic and figurative language expression in hearing impaired students.
71. Select teaching strategies to develop sentence function.
72. Use a variety of language levels to express concepts to Deaf/Hard-of-Hearing students.
73. Employ techniques to expand the language production of the Deaf/Hard-of-Hearing student.
74. Analyze the language level in academic materials and adapt language to the linguistic level of the
Deaf/Hard-of-Hearing student.
75. Restate a Deaf/Hard-of-Hearing student??s communication in order to model standard English.
Ability to plan, implement, and evaluate learning experiences for Deaf/Hard-of-Hearing students, both individually and in
groups
76. Select instructional procedures that are unique to and appropriate for Deaf/Hard-of-Hearing students.
77. Identify procedures for grouping Deaf/Hard-of-Hearing students according to functioning levels.
78. Sequence learning activities for Deaf/Hard-of-Hearing students on a continuum from concrete to abstract.
79. Apply appropriate sensory integrations in the teaching of concepts.
80. Identify procedures to adapt instruction from the traditional auditory mode to a visual mode.
81. Identify strategies to compensate for the diminished incidental learning of Deaf/Hard-of-Hearing students.
82. Apply an appropriate hierarchy in questioning skills.
83. Interpret communicative feedback from Deaf/Hard-of-Hearing students and eliminate false positive responses.
84. Apply appropriate attention-getting techniques with Deaf/Hard-of-Hearing students.
85. Attend uniformly to students despite differences in hearing and speech abilities.
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86. Incorporate all appropriate components of communication into each lesson.
87. Individualize instruction to accommodate Deaf/Hard of Hearing students with additional exceptionalities.
Ability to communicate the needs of the Deaf/Hard-of-Hearing student to other school personnel, parents, and the
community
88. Identify abilities and needs of Deaf/Hard-of-Hearing students which may need to be explained to individuals and
groups in the community.
89. Define rules of confidentiality and ethical conduct standards used in communicating needs and abilities of
Deaf/Hard-of-Hearing students to others.
90. Identify strategies for parents to develop appropriate social-emotional behaviors in their Deaf/Hard-of-Hearing
child.
91.Identify procedures to assist parents in learning about their child??s hearing impairment and consequent
implications for home environment and parenting skills.
92. Identify techniques for stimulating parent participation in the development of communication skills.
93. Interpret cognitive behaviors of Deaf/Hard-of-Hearing students to their parents and school personnel.
94. Interpret academic behaviors of Deaf/Hard-of-Hearing students to their parents and school personnel.
95. Interpret communicative behaviors of Deaf/Hard-of-Hearing students to their parents and school personnel.
96. Identify activities, literature, resources, and references designed to help parents work confidently, effectively, and
independently with their Deaf/Hard-of-Hearing child.
97. Identify techniques for working with teachers in the regular classroom to implement mainstreaming and inclusion of
Deaf/Hard-of-Hearing students.
98. Apply knowledge of the National Association of the Deaf (NAD) / Registry of Interpreters for the Deaf (RID) Code of
Professional Conduct to the role of interpreters in the public school setting.
99. Recognize the level of classroom interpreter?? Communication skills.
100. Recognize the differences in certification levels of classroom interpreters.
Knowledge of media, materials, and resources
101. Identify special media for Deaf/Hard-of-Hearing students such as captioned films.
102. Identify sources of curriculum materials and services available and appropriate for Deaf/Hard-of-Hearing students.
103. Identify appropriate procedures for the evaluation and selection of computer software for use with
Deaf/Hard-of-Hearing students.
104. Select media, technology, materials, and resources consistent with lesson objectives for Deaf/Hard-of-Hearing
students.
105. Identify features of the classroom environment which must be considered or modified with respect to
Deaf/Hard-of-Hearing student?? Needs.
Knowledge of curriculum and instructional procedures common to the education of Deaf/Hard-of-Hearing and regular
education students and the ability to adapt regular curriculum and instruction for Deaf/Hard-of-Hearing students
106. Identify procedures to adapt textbooks used in regular education for Deaf/Hard-of-Hearing students.
107. Modify curriculum guides and sequential skill outlines for Deaf/Hard-of-Hearing students.
Knowledge of curriculum and instructional procedures unique to the education of the Deaf/Hard-of-Hearing
108. Select appropriate topics for developing a positive self-concept for Deaf/Hard-of-Hearing students.
109 Identify notable deaf persons and their contributions to the deaf and majority cultures.
110.Identify postsecondary programs and alternatives for a Deaf/Hard-of-Hearing student, given career interests and
abilities.
111. Identify resources associated with training in life management for Deaf/Hard-of-Hearing students.
112. Identify interpersonal relationship skills relative to social and employment settings.
113. Identify content areas related to career awareness, exploration, and preparation for Deaf/Hard-of-Hearing
students.
114. Identify employability skills.
115. Identify the essential components of the Unique Skills Curriculum Frameworks selected for Deaf/Hard-of-Hearing
students.
Ability to use educational, sociological, audio logical, psychological, and communicative information for educational
planning and advising for Deaf/Hard-of-Hearing students and for their parents
116.Identify the rationale for using multiple strategies to assess the performance of Deaf/Hard-of-Hearing students.
117. Identify standardized and criterion-referenced tests appropriate for the assessment of the Deaf/Hard-of-Hearing
student??s academic, psycho-motor, social-emotional, communicative, and linguistic abilities.
118. Identify procedures for the development of informal tests to assess the Deaf/Hard-of-Hearing student??s
academic, communicative, and linguistic abilities.
119. Identify alternatives to pencil and paper tests to assess the performance of Deaf/Hard-of-Hearing students.
120. Analyze and interpret information acquired from observation of student behavior in order to determine needs and
abilities of Deaf/Hard-of-Hearing students.
121. Recognize the assessment requirements for Deaf/Hard-of-Hearing students.
122. Identify appropriate and inappropriate assessment measures for Deaf/Hard-of-Hearing students.
123. Identify strategies and methods appropriate for Deaf/Hard of Hearing students with additional disabilities.
Knowledge of the design, development, and implementation of an individualized Education Plan (IEP) based on
assessment data
124. Identify the components of an IEP.
125. Evaluate language functioning and incorporate this information in an IEP.
126. Evaluate academic performance and incorporate this information in an IEP.
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127. Evaluate developmental functioning and incorporate this information in an IEP.
128. Evaluate social-emotional functioning and incorporate this information in an IEP.
129. Identify methods for assessing mastery of goals and objectives/benchmarks of the IEP and determine an
appropriate time line for mastery.
130. Identify a set of skills appropriate for use in an IEP.
131. Recognize the accountability implied by the IEP.
Knowledge of the sources for effective evaluation procedures to identify hearing impaired students with widely varying
learning approaches and capabilities
132. Recognize the behaviors associated with mental impairment in Deaf/Hard-of-Hearing students and know the
referral process for evaluation.
133. Recognize the behaviors associated with gifted intellectual functioning in Deaf/Hard-of-Hearing students and know
the referral process for evaluation.
134. Recognize the behaviors associated with visual impairment in Deaf/Hard-of-Hearing students and know the
referral process for evaluation.
135. Recognize the behaviors associated with learning disabilities in Deaf/Hard-of-Hearing students and know the
referral process for evaluation.
136. Recognize the behaviors associated with emotional handicaps in Deaf/Hard-of-Hearing students and know the
referral process for evaluation.
Familiarity with research, trends, and standards
137. Recognize current data-based research that is influencing practices in Deaf/Hard-of-Hearing.
138. Recognize contemporary educational priorities and trends influencing practices in Deaf/Hard-of-Hearing.
139. Identify appropriate actions based on legal and ethical standards.
140. Demonstrate knowledge of current data-based research that is influencing special education practices.
141. Identify professional organizations and their related purposes.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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2211001
Career & Technical General Objective: This course is designed to enhance cooperation and collaboration between career and technical
Education with
teachers and academic teachers in a school setting.
Academic
Connections
Specific Objective(s):
1. Identify current trends and issues in academic subject
areas.
2. Identify current trends and issues in career and technical education.
3. Demonstrate ways to integrate academic and CTE curricula as evidenced by integrated learning activities written by
a teacher team.
4. Select strategies to use in designing integrated learning activities appropriate to a particular work setting.
5. Use knowledge acquired to develop integrated units which can be team-taught by academic and CTE teachers.
6. Evaluate technology learning activities for use by both academic and CTE teachers.
7. Evaluate equipment designed to be incorporated into integrated learning activities.
8. Prepare instructional activities using computer technology appropriately and effectively.
9. Prepare teaching aids to enhance integrated instruction.
10. Design integrated programs appropriate for different age levels and content areas.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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2400001
Motivating Students Objective:
to Higher Levels of To develop and/or improve the ability of educational personnel to motivate students.
Participation &
Achievement
Specific Objectives:
01. Develop student pride, responsibility and self-discipline.
02. Develop in students a positive attitude toward learning.
03. Motivate students to appropriately complete class and homework assignments.
04. Motivate student to come to class with appropriate supplies and books.
05. Motivate students to comply with class and school rules and policies.
06. Provide a relaxed atmosphere in which each student is free to learn at his/her own level, and advance at his/her
normal pace.
07. Demonstrate attitudes, opinions, and emotions which help, rather than inhibit, student learning.
08. Provide incentives for the learning process by utilizing positive acceptable rewards and/or reinforcements.
09. Motivate students to higher levels of performance.
10. Update skills and knowledge and acquire information about current trends and issues in areas related to student
motivation.
11. Provide assessments that are motivating, engaging, instructional and informative.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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2401001
PEC:
Description Objective:
Curriculum/Instructi To provide appropriate training for teachers.
on/Assessment/FC
AT I
Specific Objectives:
01. Understand the Professional Educators’' Competencies model as it is implemented in St. Lucie County Schools.
02. Demonstrate appropriate generic teaching competencies an appropriate effective teaching behaviors as measured
by the indicators of the Florida Performance Measurement System.
03. Demonstrate knowledge of the major concepts in the Domains of the Florida Performance Measurement System.
landmark cases.
04. Implement Professional Educators’' Competencies procedures regarding documentation.
05. Implement Professional Educators’' Competencies procedures regarding the summative/formative observation
process.
06. Implement Professional Educators’' Competencies procedures regarding development of the Professional
Development Plan.
07. Complete Professional Educators’' Competencies documents correctly.
08. Demonstrate the ability to recognize signs of severe emotional distress in students and the ability to utilize
techniques of crisis intervention.
09. Demonstrate the ability to recognize signs of alcohol and drug abuse in students, and to use counseling techniques
with emphasis on intervention and prevention of future abuse.
10. Demonstrate the ability to recognize the indicators of child abuse and to understand the rights and responsibilities
regarding reporting.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to the
Professional Educators’' Competencies.
12. Demonstrate proper procedures for operating the computer identify and describe major component parts and their
functions, and develop a plan to integrate computers into the classroom.
13. Demonstrate the ability to describe the standards of professional practice of the education profession in Florida, the
grounds for disciplinary action against an educator, procedural steps in the adjudication of cases, final recourse for
appeal available to an educator, and Florida and Federal landmark cases.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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2401002
PEC:
Description Objective:
Curriculum/Instructi To provide appropriate training for beginning teachers.
on/Assessment/FC
AT II
Specific Objectives:
01. Understand the Professional Educators’' Competencies model as it is implemented in St. Lucie County Schools.
02. Demonstrate appropriate generic teaching competencies an appropriate effective teaching behaviors as measured
by the indicators of the Florida Performance Measurement System.
03. Demonstrate knowledge of the major concepts in the Domains of the Florida Performance Measurement System.
landmark cases.
04. Implement Professional Educators’' Competencies procedures regarding documentation.
05. Implement Professional Educators’' Competencies procedures regarding the summative/formative observation
process.
06. Implement Professional Educators’' Competencies procedures regarding development of the Professional
Development Plan.
07. Complete Professional Educators’' Competencies documents correctly.
08. Demonstrate the ability to recognize signs of severe emotional distress in students and the ability to utilize
techniques of crisis intervention.
09. Demonstrate the ability to recognize signs of alcohol and drug abuse in students, and to use counseling techniques
with emphasis on intervention and prevention of future abuse.
10. Demonstrate the ability to recognize the indicators of child abuse and to understand the rights and responsibilities
regarding reporting.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to the
Professional Educators’' Competencies.
12. Demonstrate proper procedures for operating the computer identify and describe major component parts and their
functions, and develop a plan to integrate computers into the classroom.
13. Demonstrate the ability to describe the standards of professional practice of the education profession in Florida, the
grounds for disciplinary action against an educator, procedural steps in the adjudication of cases, final recourse for
appeal available to an educator, and Florida and Federal landmark cases.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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2403003
PEC: Child Abuse, Description Objective:
Neglect Emotional To provide appropriate training for beginning teachers.
Distress
Specific Objectives:
01. Understand the Professional Educators’ Competencies model as it is implemented in St. Lucie County Schools.
02. Demonstrate appropriate generic teaching competencies and appropriate effective teaching behaviors as measured
by the indicators of the Florida Performance Measurement System.
03. Demonstrate knowledge of the major concepts in the Domains of the Florida Performance Measurement System.
landmark cases.
04. Implement Professional Educators’ Competencies procedures regarding documentation.
05. Implement Professional Educators’ Competencies procedures regarding the summative/formative observation
process.
06. Implement Professional Educators’ Competencies procedures regarding development of the Professional
Development Plan.
07. Complete Professional Educators’ Competencies documents correctly.
08. Demonstrate the ability to recognize signs of severe emotional distress in students and the ability to utilize
techniques of crisis intervention.
09. Demonstrate the ability to recognize signs of alcohol and drug abuse in students, and to use counseling techniques
with emphasis on intervention and prevention of future abuse.
10. Demonstrate the ability to recognize the indicators of child abuse and to understand the rights and responsibilities
regarding reporting.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to the
Professional Educators’Competencies.
12. Demonstrate proper procedures for operating the computer identify and describe major component parts and their
functions, and develop a plan to integrate computers into the classroom.
13. Demonstrate the ability to describe the standards of professional practice of the education profession in Florida, the
grounds for disciplinary action against an educator, procedural steps in the adjudication of cases, final recourse for
appeal available to an educator, and Florida and Federal landmark cases.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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2408001
Instruction:
Objective:
Instructional Skills - To improve knowledge and methods of instructional personnel.
A
Specific Objectives:
01. Identify long-range goals for a given subject area.
02. Construct and sequence related short-range objectives for a given subject.
03. Design, develop and adapt instructional activities in accordance with a prescribed set of annual goals and short term
objectives.
04. Select, adapt, and/or develop instructional methods and materials for a given set of instructional objectives and
student learning needs.
05. Select/ develop and sequence related learning activities appropriate for a given set of instructional objectives and
student learning needs.
06. Integrate consumer, economic, career, and nutrition education concepts into the curriculum.
07. Improve utilization of planning and teaching time.
08. Increase instructional relevance through utilization of community resources.
09. Use single factual and analysis/reason questions appropriately.
10. Integrate reading skills necessary to content area.
11. Understand the sequential development of students.
12. Maintain academic focus and effective pacing of instruction.
13. Present directions for carrying out an instructional activity.
14. Employ appropriate techniques for using newspapers in the classroom.
15. Teach critical evaluation of media.
16. Give specific academic praise.
17. Orient students to classwork and conduct beginning and ending reviews.
18. Use student data to identify trends, patterns, and develop data-informed action plans.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Instruction:
Objective:
Instructional Skills - To improve knowledge and methods of instructional personnel.
B
Specific Objectives:
01. Identify long-range goals for a given subject area.
02. Construct and sequence related short-range objectives for a given subject.
03. Design, develop and adapt instructional activities in accordance with a prescribed set of annual goals and short term
objectives.
04. Select, adapt, and/or develop instructional methods and materials for a given set of instructional objectives and
student learning needs.
05. Select/ develop and sequence related learning activities appropriate for a given set of instructional objectives and
student learning needs.
06. Integrate consumer, economic, career, and nutrition education concepts into the curriculum.
07. Improve utilization of planning and teaching time.
08. Increase instructional relevance through utilization of community resources.
09. Use single factual and analysis/reason questions appropriately.
10. Integrate reading skills necessary to content area.
11. Understand the sequential development of students.
12. Maintain academic focus and effective pacing of instruction.
13. Present directions for carrying out an instructional activity.
14. Employ appropriate techniques for using newspapers in the classroom.
15. Teach critical evaluation of media.
16. Give specific academic praise.
17. Orient students to classwork and conduct beginning and ending reviews.
18. Use a microcomputer and appropriate software as an element of classroom instruction.
19. Make software selections appropriate to students, curriculum, management, and hardware.
20. Help students collectively with strategies to improve study habits, test-taking, note-taking, reading comprehension,
and vocabulary building.
21. Identify concepts relating to current research on learning styles.
22. Identify concepts relating to current research on left and right brain dominance.
23. Utilize research and development findings to change teaching strategies and teaching styles.
24. Update skills and knowledge and develop awareness about current trends and issues in areas related to instruction.
25. Use student data to identify trends, patterns, and develop data-informed action plans.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Instruction: Teacher Objective:
Effectiveness
To increase knowledge and skills of instructional personnel in applying best practices and research to instruction.
Strategies
Specific Objectives:
01. Demonstrate knowledge of effective researched based instructional strategies.
02. Demonstrate a knowledge of learning styles and how this applies to student achievement
03. Demonstrate knowledge of effective curriculum design.
04. Demonstrate knowledge of effective presentation of subject matter concepts and indicators.
05. Demonstrate knowledge of how to effectively teach literacy skills.
06. Demonstrate a knowledge of how teachers can work in learning teams to advance their knowledge
07. Update skills and knowledge and acquire information about current trends and issues in areas related to teacher
effectiveness.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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*Teaching
Objective:
Effectiveness Model To provide instruction and practice in effective teaching behaviors and techniques.
Specific Objectives:
01. List factors which when manipulated increase students intent to learn.
02. List and explain the seven components of an effective lesson design.
03. Restate techniques which provide for more effective input in the delivery of a lesson.
04. Describe the importance of the modeling process to learning and list the critical attributes of an effective model.
05. List and explain techniques for effectively checking the understanding of a group.
06. Explain the four major ingredients for the design of effective practice, discuss the two types of practice and the
effective use of each.
07. State and discuss the four major components of reinforcement theory necessary for effective behavior modification.
08. Describe techniques which enable a teacher to plan a lesson which teaches for retention and transfer.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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PEC: Instructional Objective:
Strategies I
To provide appropriate training for teachers.
Specific Objectives:
01. Understand the Professional Educators' Competencies model as it is implemented in St. Lucie County Schools.
02. Demonstrate appropriate generic teaching competencies and appropriate effective teaching behaviors as measured
by the indicators of the Florida Performance Measurement System.
03. Demonstrate knowledge of the major concepts in the Domains of the Florida Performance Measurement System.
landmark cases.
04. Implement Professional Educators' Competencies procedures regarding documentation.
05. Implement Professional Educators' Competencies procedures regarding the summative/formative observation
process.
06. Implement Professional Educators' Competencies procedures regarding development of the Professional
Development Plan.
07. Complete Professional Educators' Competencies documents correctly.
08. Demonstrate the ability to recognize signs of severe emotional distress in students and the ability to utilize
techniques of crisis intervention.
09. Demonstrate the ability to recognize signs of alcohol and drug abuse in students, and to use counseling techniques
with emphasis on intervention and prevention of future abuse.
10. Demonstrate the ability to recognize the indicators of child abuse and to understand the rights and responsibilities
regarding reporting.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to the
Professional Educators' Competencies.
12. Demonstrate proper procedures for operating the computer identify and describe major component parts and their
functions, and develop a plan to integrate computers into the classroom.
13. Demonstrate the ability to describe the standards of professional practice of the education profession in Florida, the
grounds for disciplinary action against an educator, procedural steps in the adjudication of cases, final recourse for
appeal available to an educator, and Florida and Federal landmark cases.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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PEC: Instructional Objective:
Strategies II
To provide appropriate training for beginning teachers.
Specific Objectives:
01. Understand the Professional Educators' Competencies model as it is implemented in St. Lucie County Schools.
02. Demonstrate appropriate generic teaching competencies and appropriate effective teaching behaviors as measured
by the indicators of the Florida Performance Measurement System.
03. Demonstrate knowledge of the major concepts in the Domains of the Florida Performance Measurement System.
landmark cases.
04. Implement Professional Educators' Competencies procedures regarding documentation.
05. Implement Professional Educators' Competencies procedures regarding the summative/formative observation
process.
06. Implement Professional Educators' Competencies procedures regarding development of the Professional
Development Plan.
07. Complete Professional Educators' Competencies documents correctly.
08. Demonstrate the ability to recognize signs of severe emotional distress in students and the ability to utilize
techniques of crisis intervention.
09. Demonstrate the ability to recognize signs of alcohol and drug abuse in students, and to use counseling techniques
with emphasis on intervention and prevention of future abuse.
10. Demonstrate the ability to recognize the indicators of child abuse and to understand the rights and responsibilities
regarding reporting.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to the
Professional Educators' Competencies.
12. Demonstrate proper procedures for operating the computer identify and describe major component parts and their
functions, and develop a plan to integrate computers into the classroom.
13. Demonstrate the ability to describe the standards of professional practice of the education profession in Florida, the
grounds for disciplinary action against an educator, procedural steps in the adjudication of cases, final recourse for
appeal available to an educator, and Florida and Federal landmark cases.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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*UBD
Objective:
(Understanding by To improve knowledge of the design of curricula to engage students in exploring and deepening
Design) Train the Their understanding of important ideas and the design of assessments to reveal the extent of their understandings.
Trainer
Specific Objectives:
1. Explore common curriculum, assessment, and instruction practices that may interfere with the cultivation of student
understanding
2. Examine a backward design process and consider its value in helping to avoid common inadequacies in curriculum,
assessment, and teaching
3. Present a theory of the six facets of understanding and explore its theoretical and practical implications for curriculum,
assessment and teaching
4. Propose an approach to curriculum and instruction designed to engage students in inquiry, promote "undercover
age," and make the understanding of big ideas more likely.
5. Examine a continuum of methods for appropriately assessing the degree of student understanding.
6. Consider the role that predictable student misunderstandings should play in the design of curriculums, assessment,
and instruction.
7. Offer a template to assist in designing curriculums and assessments that focus on student understanding.
8. Propose a set of design standards for achieving quality control in curriculum and assessment designs.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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*Collaborative
Teaching
Objective:
Participants will be able to develop and use plans and procedures for effectively implementing and evaluating
collaborative teaching.
Specific Objectives:
01. Use strategies and select tools that facilitate efficient and effective collaboration.
02. Discuss and evaluate various collaborative teaching roles and responsibilities.
03. Identify minimal, advanced, and adapted competencies for students in collaborative teaching classes.
04. Use validated skills when delivering collaborative instruction.
05. Identify and design strategies that enhance existing instructional practices in order to meet individual student needs.
06. Identify appropriate sources for evaluating collaborative teaching.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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*Creating High
Performance
Learning
Objective:
School teams will understand the concepts embedded in distributed accountability and work together to create an action
plan to build a high performance learning culture at their schools.
Specific Objectives:
Upon successful completion of an inservice activity, the learner will be able to:
1. Develop a shared understanding of the nature of school culture.
2. Explain the relationship between school culture and student and adult performance in schools.
3. Characterize a â??top-notch?? or â??High-performance?? Culture â?? and contrast it to a toxic, unhealthy culture.
4. Consider a framework for nurturing a high-performance learning culture.
5. Explain the research that associates student achievement with beliefs in the areas of ability and achievement, effort
and efficacy, and power and control.
6. Utilize tools and techniques that can be used to encourage faculty reflection, inquiry, and dialogue about beliefs.
7. Explain how structures function in an organization to promote learning and change.
8. Explain the relationship between strategic structures and the furtherance of core beliefs of an organization.
9. Analyze three arenas for action in a school â?? The physical environment, policies and procedures, and relationships
â?? to determine how the deliberate development of
structures in these arenas can facilitate the strengthening of identified core beliefs.
10. Explain how the roles of leaders can foster and maintain a high-performance learning culture.
11. Utilize tools to assess, create, and nurture school culture.
12. Design an approach that focuses upon leadership roles and functions to turn around a toxic school culture.
13. Develop a plan for taking appropriate learning back to the school for interim work and learning.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Differentiated
Instruction
General Objective:
Educators will be able to diagnose, prescribe, and teach to individual student needs in their classrooms.
Specific Objectives:
01. Plan a mini lesson on an assigned skill for various ability groups within their class.
02. Identify how to use Bloom's Taxonomy to scaffold questioning and determine focus of student products.
03. Identify how to use challenging activities to enrich instruction and deepen thinking.
04. Identify how chosen complex assignments for which Clear and Compelling Product Standards are provided.
05. Identify the outcomes through formal and informal assessments.
06. Learn the benefits of tiring lessons.
07. Utilize management resources such as: Sticky Note Folders, 3x5 notation folders, etc. as anecdotal notes.
08. Determine the groupings within classrooms.
09. Learn how to make data driven decisions to meet the needs of all students.
10. Identify leveled readers and base tiered lesson accordingly.
11. Learn strategies to include all modes of learning in the process and product.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Cooperative
General Objective(s):
Learning Strategies Participants will understand and use a cooperative learning model to promote student achievement and development of
social skills in their classrooms.
Specific Objective(s):
Upon completion of an inservice activity, the participant will be able to:
1. Compare/contrast competitive, individualistic, and cooperative types of classroom activities.
2. Summarize research findings relating to benefits of using cooperative learning models in classrooms.
3. Select strategies to use in designing cooperative lessons appropriate to a particular setting.
4. Design, use, and evaluate content lessons based on cooperative learning principles.
5. Design, use, and evaluate group processing tasks as part of a cooperative learning lesson.
6. Describe at least three roles inherent in cooperative group learning activities.
7. Develop and describe a ?quiet signal system? for use in cooperative learning tasks.
8. Explain three strategies designed to foster positive interdependence in a particular classroom.
9. Develop and use a strategy designed to reduce one of the following problem behaviors in cooperative learning:
passive uninvolvement; active uninvolvement; independence; taking charge.
10. Design, use, and evaluate a strategy to coach a forming, functioning, formulating, or fermenting cooperative skill
with a particular student or group.
11. Design, use and evaluate a descriptive structural observation to provide for a group an objective assessment of
how well they used targeted collaborative skills.
12. Describe five common obstacles to effective group processing and list a possible solution for each one.
13. Design and explain a plan for setting up the physical environment of a classroom to enhance cooperative group
learning.
14. Explain each of the following terms and give an example in a specific cooperative group learning experience:
positive interdependence; criteria for success; individual accountability; social skills; processing; feedback.
15. Develop a T-Chart for clarifying teacher directions and for modeling concepts in a cooperative learning situation.
16. Design a synthesis activity which includes social, affective, cognitive, and metacognitive processing to use in a
cooperative group learning situation.
17. Develop a peer coaching component and integrate it into a cooperative group learning lesson.
18. Coach a teacher or several teachers and provide feedback relating to implementation of the elements of a
cooperative group lesson.
19. Identify and use multiple cooperative learning strategies in classroom lessons.
20. Use cooperative learning to foster collaboration in the brain-compatible classroom.
21. Use cooperative learning structures such as 3-step interview, numbered heads, round table, STAD, TGT, jigsaw;
and others to enhance classroom achievement.
22. Use cooperative learning structures in a classroom assessment plan.
23. Use technology in cooperative groups to enhance instruction.
24. Identify models and techniques used in cooperative learning.
25. Identify current trends and issues in cooperative learning.
26. Use cooperative learning strategies to create success for all through a positive learning environment that fosters
students? self-esteem
27. Use cooperative learning strategies to increase student learning and engagement and decrease discipline
problems
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Thinking Maps
General Objective(s):
Participants will be able to use Thinking Maps as a common visual language in their learning community for transferring,
thinking processes, integrating learning, and continuously assessing progress.
Specific Objective(s):
Upon successful completion of training, the learner will be able to:
1. Define clearly the eight fundamental thinking skills.
2. Identify the situations where the thinking skills are used.
3. Apply the Thinking Maps to complex, multi-step problems.
4. Apply the Maps to transfer thinking skills across disciplines.
5. Identify the theoretical foundation of Thinking Maps.
6. Explain the relationship of Thinking Maps to general cognitive organizers.
7. Make a plan for introducing the Maps to students.
8. Apply the Maps to all content areas.
9. Identify how the Maps can be used for assessment.
10. Apply the Maps in problem solving situations.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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*Thinking Maps
Thinking Maps
(Train the Trainer) General Objective(s):
Teachers and administrators will deepen their instructional applications of Thinking Maps by leading and facilitating the
learning of faculty and staff.
Specific Objective(s):
Upon successful completion of training, the learner will be able to:
1. Define clearly the eight fundamental thinking skills.
2. Identify the situations where the thinking skills are used.
3. Apply the Thinking Maps to complex, multi-step problems.
4. Apply the Maps to transfer thinking skills across disciplines.
5. Identify the theoretical foundation of Thinking Maps.
6. Explain the relationship of Thinking Maps to general cognitive organizers.
7. Make a plan for introducing the Maps to students.
8. Apply the Maps to all content areas.
9. Identify how the Maps can be used for assessment.
10. Apply the Maps in problem solving situations.
11. Lead introductory workshops for whole schools
12. Conduct systematic follow-up visitations in each school
13. Give model teaching demonstrations in classrooms
14. Facilitate the development of interdisciplinary applications with state objectives
15. Lead schools in assessing student learning using Thinking Maps
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Action Research: General Objective: The goal of action research is to create a process in which participants intentionally focus on
How to Conduct an improving their practice through the use problems, issues or concerns that they have identified for themselves.
Action Research
Project
Specific Objectives
Those engaging in action research seek out change and reflect on their practice by:
1. posing questions or “wonderings”
2. collecting data to gain insights into their wonderings
3. analyzing the data
4. creating a plan of action and a course of study
5. making changes in practice based on new understandings developed during inquiry
6. sharing findings with others
7. determine next steps as a result of their findings
8. use "new findings" to improve their practice
Activities: Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements
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Development,
Implementation,
Evaluation and
Revision of
Curriculum
GENERAL OBJECTIVE(S):
To provide participants with the opportunity to develop, implement and evaluate curriculum.
SPECIFIC OBJECTIVE(S):
Participants will complete one or more of the objectives:
1. Formulate instructional objectives to meet student needs;
2. Formulate student and teacher outcomes related to curriculum;
3. Select appropriate content related to objectives;
4. Select appropriate student learning experiences and student learning activities;
5. Develop appropriate curriculum materials;
6. Develop processes that coordinate and align curriculum, methodology and assessment with district goals;
7. Integrate learning experiences and learning activities into other subjects;
8. Communicate curriculum to teachers, parents, community members, administrators through workshops, inservice
and Professional Development activities;
9. Evaluate the appropriateness of curriculum and the quality of the curriculum;
10. Identify innovative and other curriculum approaches to meet student needs.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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*ER&D:
General Objectives:
Foundations of
This core ER&D course addresses the fundamental aspects of teaching and learning that are relevant for teachers and
Effective Teaching I classroom paraprofessionals in all grade levels and
subject areas.
Specific Objectives:
01. Examine proven practices for effective classroom and group management, maximal use of learning time,
questioning and feedback skills,
homework, interactive guided instruction strategies, and scaffolding techniques.
02. Understanding core topics critical to successful classroom practice, the course is particularly
useful for the training of mentor teachers and beginning and at-risk practitioners.
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Classroom
Instruction That
Works (Marzano)
General Objective:
Participants will learn the research-based strategies for increasing student achievement by Robert Marzano, Debra
Pickering and Jane Pollock.
Specific Objectives:
Upon successful completion of this professional development, the learner will be able to:
01. Understand the ability to use knowledge by engaging in mental processes that involve identifying ways items are
alike and different.
02. Synthesize information and organize it in a way that captures the main ideas and supporting details.
03. Understand the relationship between effort and achievement by addressing students' attitudes and beliefs about
learning and provide rewards or praise for student accomplishments related to the attainment of a goal.
04. Extend learning opportunities for students to practice, review, and apply knowledge and enhance students' ability
to reach the expected level of proficiency for a skill or process.
05. Enhance students' ability to represent and elaborate on knowledge using mental images.
06. Provide students with opportunities to interact with each other in groups in ways that enhance their learning.
07. Provide students a direction for learning and information regarding how well they are performing relative to a
particular learning goal so that they can improve their performance.
08. Enhance students' understanding of and ability to use knowledge by engaging them in mental processes that
involve making and testing hypotheses.
09. Enhance students' ability to retrieve, use, and organize what they already know about a topic.
10. Facilitate others in learning and implementing the nine high-yield strategies.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Demonstration
Classroom
Observation
General Objective: Participants and facilitators will work together to observe or provide best practices through the
recommended process for demonstration classrooms.
Specific Objective(s):
01. In preobservation discussion, identify targeted areas for development with mentor/administrator.
02. Observe and record targeted areas in the demonstration classroom (e.g. Classroom management, small group
instruction, differentiated instruction, effective use of time, etc.)
03. During post-observation debrief conference with observed teacher/mentor to reflect on observed targeted areas.
04. Create with assistance (mentor or administrator) a plan for implementation of targeted areas in classroom and a
timeline for implementation.
05. Implement the plan within the specified timeline.
07. Reflect and report on the success of the plan with the mentor/administrator.
08. Evaluate need for additional observation on same targeted areasor on other areas with mentor/administrator.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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*SIM (Strategic
Instruction Model)
General Objective(s): To enable instructional personnel to demonstrate effective modeling, progress monitoring,
instructional decision making and implementation in regards to research validated strategies from the University of
Kansas Center for Research on Learning. These strategies and routines cover a variety of content areas that include
reading, math, writing, science, social studies, communication skills, social skills and organization/study/test taking
skills.
Specific Objective(s):
1. Identify means for focusing on student's instructional need
2. Identify appropriate strategy to meet the student's instructional need
3. Identify appropriate assessments for pretest, ongoing monitoring and posttest
4. Identify the stages of acquisition of explicit strategy instruction
5. Demonstrate teacher model of strategy use
6. Give specific positive and corrective academic feedback
7. Demonstrate appropriate evaluation of student work
8. Identify long-range goals for a given subject area
9. Craft critical questions for a given course, unit or lesson
10. Create a course map for a given course, unit or lesson
11. Analyze difficulty of course content
12. Identify appropriate enhancements to reduce difficulty
13. Utilize multimodal approaches to teaching content.
14. Manage materials and instructional sequencing effectively.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Teacher Inquiry
(Action Research)
General Objective: Participants will conduct a systematic
inquiry into their own teaching practice.
Specific Objectives
Those engaging in action research seek out change and reflect on their practice by:
01. posing questions or “wonderings”
02. collecting data to gain insights into their wonderings
03. analyzing the data
04. creating a plan of action and a course of study
05. making changes in practice based on new understandings developed during inquiry
06. determine next steps as a result of their findings
07. share, critique, and celebrate research by participating in a district showcase.
08. participate in a peer review for district inquiry publication
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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PEC: Orientation Objective:
for New Teachers To provide appropriate training for beginning teachers.
Specific Objectives:
01. Understand the Professional Educators' Competencies model as it is implemented in St. Lucie County Schools.
02. Demonstrate appropriate generic teaching competencies and appropriate effective teaching behaviors as measured
by the indicators of the Florida Performance Measurement System.
03. Demonstrate knowledge of the major concepts in the Domains of the Florida Performance Measurement System.
landmark cases.
04. Implement Professional Educators' Competencies procedures regarding documentation.
05. Implement Professional Educators' Competencies procedures regarding the summative/formative observation
process.
06. Implement Professional Educators' Competencies procedures regarding development of the Professional
Development Plan.
07. Complete Professional Educators' Competencies documents correctly.
08. Demonstrate the ability to recognize signs of severe emotional distress in students and the ability to utilize
techniques of crisis intervention.
09. Demonstrate the ability to recognize signs of alcohol and drug abuse in students, and to use counseling techniques
with emphasis on intervention and prevention of future abuse.
10. Demonstrate the ability to recognize the indicators of child abuse and to understand the rights and responsibilities
regarding reporting.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to the
Professional Educators' Competencies.
12. Demonstrate proper procedures for operating the computer identify and describe major component parts and their
functions, and develop a plan to integrate computers into the classroom.
13. Demonstrate the ability to describe the standards of professional practice of the education profession in Florida, the
grounds for disciplinary action against an educator, procedural steps in the adjudication of cases, final recourse for
appeal available to an educator, and Florida and Federal landmark cases.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Learning
Styles/Student
Differences
Objective:
To increase participants' awareness, understanding, practice and application of Learning Styles and Multiple
Intelligences to their teaching as to increase student engagement and achievement.
Specific Objectives:
01. Identify individual students' learning styles.
02. Identify and expand individual teachers learning and teaching styles.
03. Define important characteristics of each learning style.
04. Teach students through their unique learning style characteristics.
05. Match teaching and learning styles.
06. Develop instructional resources to respond to unique learning styles.
07. Design and use specific strategies to respond to various learning styles.
08. Redesign classroom environment to respond to various learning styles.
09. Teach students to understand their learning style and teach themselves through their
unique styles.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Brain Based
Instruction
The program focuses on equipping participants with knowledge of how breakthroughs in brain research, student
achievement, instruction and cognition that can be translated into best practices in the classroom.
01. Define the key factors and components of brain based instruction
02. Use the teaching tool of metacognition to help students learn how to think, learn & communicate more effectively
03. Use the three phases of thinking, learning, and communicating (input, processing and output) to improve learning.
04. Equip students with the cognitive assets, the way of thinking that allows students to increase ability to get high-levels
of achievement & produce better behavioral results.
05. Coach students to use finishing power asset and affective expression to increase student output.
06. Identity students’ learning styles and uses their preferences to design more effective learning experiences.
07. Teach the H.E.A.R. strategy to students so you can cultivate in students the asset of more effectively inputting
information.
08. Understand that dendrites & axons work together in symphony when students are learning at peak levels.
09. Use 10 Key pathways to learn how to design work and strategies to improve learning.
10. Equip students with Smart Pegs to learn the 10 key foods to sustain health & energy.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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PEC: Diversity
Description Objective:
To provide appropriate training for teachers.
Specific Objectives:
01. Understand the Professional Educators’ Competencies model as it is implemented in St. Lucie County Schools.
02. Demonstrate appropriate generic teaching competencies and appropriate effective teaching behaviors as measured
by the indicators of the Florida Performance Measurement System.
03. Demonstrate knowledge of the major concepts in the Domains of the Florida Performance Measurement System.
landmark cases.
04. Implement Professional Educators’ Competencies procedures regarding documentation.
05. Implement Professional Educators’ Competencies procedures regarding the summative/formative observation
process.
06. Implement Professional Educators’ Competencies procedures regarding development of the Professional
Development Plan.
07. Complete Professional Educators’ Competencies documents correctly.
08. Demonstrate the ability to recognize signs of severe emotional distress in students and the ability to utilize
techniques of crisis intervention.
09. Demonstrate the ability to recognize signs of alcohol and drug abuse in students, and to use counseling techniques
with emphasis on intervention and prevention of future abuse.
10. Demonstrate the ability to recognize the indicators of child abuse and to understand the rights and responsibilities
regarding reporting.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to the
Professional Educators’Competencies.
12. Demonstrate proper procedures for operating the computer identify and describe major component parts and their
functions, and develop a plan to integrate computers into the classroom.
13. Demonstrate the ability to describe the standards of professional practice of the education profession in Florida, the
grounds for disciplinary action against an educator, procedural steps in the adjudication of cases, final recourse for
appeal available to an educator, and Florida and Federal landmark cases.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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PEC: Ethics
Objective:
To provide appropriate training for beginning teachers.
Specific Objectives:
01. Understand the Professional Educators’ Competencies model as it is implemented in St. Lucie County Schools.
02. Demonstrate appropriate generic teaching competencies and appropriate effective teaching behaviors as measured
by the indicators of the Florida Performance Measurement System.
03. Demonstrate knowledge of the major concepts in the Domains of the Florida Performance Measurement System.
landmark cases.
04. Implement Professional Educators’Competencies procedures regarding documentation.
05. Implement Professional Educators’Competencies procedures regarding the summative/formative observation
process.
06. Implement Professional Educators’ Competencies procedures regarding development of the Professional
Development Plan.
07. Complete Professional Educators’ Competencies documents correctly.
08. Demonstrate the ability to recognize signs of severe emotional distress in students and the ability to utilize
techniques of crisis intervention.
09. Demonstrate the ability to recognize signs of alcohol and drug abuse in students, and to use counseling techniques
with emphasis on intervention and prevention of future abuse.
10. Demonstrate the ability to recognize the indicators of child abuse and to understand the rights and responsibilities
regarding reporting.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to the
Professional Educators’Competencies.
12. Demonstrate proper procedures for operating the computer identify and describe major component parts and their
functions, and develop a plan to integrate computers into the classroom.
13. Demonstrate the ability to describe the standards of professional practice of the education profession in Florida, the
grounds for disciplinary action against an educator, procedural steps in the adjudication of cases, final recourse for
appeal available to an educator, and Florida and Federal landmark cases.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Accomplished
Practices for
Teachers
General Objective: Teachers and administrators will demonstrate the knowledge, skills, and dispositions needed by
teachers for high student achievement for all students.
Specific Objectives: Upon successful completion of an inservice activity, participants will be able to:
1. Assessment
Use assessment strategies, traditional and alternate, to assist the continuous development of the learner.
2.Communication
Use effective communication techniques with students and all other stakeholders.
3. Continuous Improvement
Engage in continuous professional quality improvement for self and school.
4.Critical Thinking
Use appropriate techniques and strategies which promote and enhance critical, creative, and evaluative thinking
capabilities of students.
5.Diversity
Use teaching and learning strategies that reflect each student’s culture, learning styles, special needs, and
socio-economic background to honor diversity.
6.Ethics
Adhere to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida.
7.Human Development and Learning
Use an understanding of learning and human development to provide a positive learning environment which supports
the intellectual, personal, and social development of all students.
8.Knowledge of Subject Matter
Demonstrate knowledge and understanding of the subject matter.
9.Learning Environments
Create and maintain positive learning environments in which students are actively engaged in learning, social
interaction, cooperative learning, and self-motivation.
10.Planning
Plan, implement, and evaluate effective instruction in a variety of learning environments.
11.Role of the Teacher
Describe the role of the teacher in working with various educational professionals, parents, and other stakeholders for
continuous improvement of the educational experiences of students.
12.Technology
Use appropriate technology in the teaching and learning process.
13. Student Performance
Strategizes to determine the most effective methods and strategies to meet the needs of all students in order to improve
student achievement.
14. Individual Professional Development Plan
Creates a plan aligned to student and school needs that will focus on improving the teacher's pedagogy or content
knowledge.
15. Other Professional Competencies
Familiarizes teachers with other professional responsibilities that are associated with the teaching profession.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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2507001
Professional
Learning
Communities:
How to Create a
PLC
Objective:
Participants will be able to complete professional growth activities designed to enhance student achievement,
collaboration with peers, and individual learning as part of a collegial group.
Specific Objective(s):
Upon successful completion, participants will be able to:
1. Analyze video or audiotapes of teaching behaviors to document professional teaching practices.
2. Design instructional units, teach them, and critique them collaboratively to develop knowledge about successful
instructional practices.
3. Engage in professional discourse around a specific topic of teaching and learning found in books.
4. Conduct action research in collaborative inquiry to support student achievement.
5. Collaborate to identify specific curriculum within a framework of content standards and curriculum materials.
6. Use real world examples of teaching (case studies) to serve as springboards for small group discussion and action.
7. Practice an ongoing collaborative cycle of observation, collaboration, and conferencing to implement instructional
change and learn from each other.
8. Construct knowledge through group study of factors influencing classroom practices and student learning.
9. Examine student work collaboratively using a common protocol to guide the discussion.
10. Self-assess teaching strategies and student results to share with colleagues in collaborative improvement
activities.
11. Work collaboratively to align curriculum, instruction, and assessment.
12. Study research-based teaching practices collaboratively to develop a common language for teaching and learning.
13. Specify goals and critical benchmarks, design data collection processes, collect data, analyze data, and modify
teaching practice based on data.
14. Practice inquiry in a group and make research-based classroom changes to support student achievement.
Component Number:
Activities:
Participants may analyze videotapes or audiotapes, hold professional book studies, do lesson study, do action
research, develop curriculum, complete case studies, practice peer coaching, work in study groups, examine student
work, collect data, monitor continuous assessment, practice inquiry, or complete observations and visitations in other
teachers’ classrooms.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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2700001
* ESOL add-on:
Methods of
Teaching ESOL,
Option A
Objective:
This component is designed to provide knowledge of first and second language acquisition research and its implications
for teaching listening, speaking, reading, writing, and content area material to LEP students. Participants will develop
lessons modified to ensure the academic success of LEP students. Participants will also apply major ESOL
methodologies and approaches.
Specific Objectives:
01. Distinguish between the acquisitions of language arts skills in ESOL and in the English program for native speakers.
02. Match instructional approaches with language learning theories.
03. Apply essential strategies for developing listening skills.
04. Apply essential strategies for developing speaking skills.
05. Apply essential strategies for developing reading skills.
06. Apply essential strategies for developing writing skills.
07. Recognize contributions of major leaders in the field of ESOL methodology.
08. Develop applications of the major ESOL methodologies and approaches in relation to the various needs of LEP
students, e.g. language proficiency, age, interest level, and learning styles.
09. Demonstrate knowledge of current trend in ESOL teaching.
10. Identify major methodologies and current trends in ESOL teaching.
11. Identify characteristics and applications of ESOL approaches.
12. Develop applications of Total Physical Response for the beginning stages of ESOL Teaming.
13. Plan a Language Experience Approach lesson appropriate to LEP students.
14. Identify features of natural/communicative approaches to teaching ESOL.
15. Identify characteristics of aural/oral approaches in developing listening, speaking, reading, and writing skills.
16. Demonstrate awareness of the central role of ESOL within the total school curriculum.
17. Identify cognitive approaches to second language learning.
18. Identify features and demonstrate applications of content based ESOL approaches.
19. Develop lesson plans demonstrating appropriate strategies for teaching reading, especially as related to the
establishment of sound system correspondence in terms of patterns.
20. Identify features and demonstrate applications of content area reading instruction for LEP students.
21. Compare various instructional strategies used in ESOL classrooms with those used in regular English classrooms.
22. Apply multisensory ESOL strategies in relation to learning styles.
23. Demonstrate effective lesson planning by providing multilevel ESOL activities for a variety of situations, such as
individual, small group, and whole group instruction, cooperative learning, and learning centers.
24. Plan lessons utilizing peer tutors, volunteers, or aides.
25. Demonstrate ability in classroom management techniques for a multilevel class, e.g., choosing group leaders,
arranging rooms according to teacher/student responsibilities, utilizing audiovisual materials, giving positive feedback.
26. Identify ESOL specific classroom management techniques for a multilevel class, e.g. choosing group leaders,
arranging rooms according to teacher/student responsibility, utilizing audiovisual materials, giving positive feedback.
27. Determine strategies for content area teachers to use with LEP students.
28. Design activities that will prepare students in the ESOL program to make a smooth transition to the regular program.
29. Recognize major language education professional organizations.
30. Demonstrate knowledge of the historical development of TESOL.
31. Demonstrate knowledge of major professional publications related to ESOL.
32. Evaluate and select available instructional materials in terms of student needs including age, language proficiency,
cultural background, and learning styles.
33. Demonstrate ability to sue instructional materials appropriately.
34. Discriminate between a learning disability and limited language proficiency.
35. Develop lesson plans demonstrating appropriate strategies for ensuring a smooth transition from the ESOL reading
program to regular English reading program.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
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The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* ESOL Course:
Methods of
Teaching ESOL
Objective:
To enable participants to identify and apply major ESOL methodologies and approaches.
Specific Objectives:
01. Distinguish between the acquisitions of language arts skills in ESOL and in the English program for native speakers.
02. Match instructional approaches with language learning theories.
03. Apply essential strategies for developing listening skills.
04. Apply essential strategies for developing speaking skills.
05. Apply essential strategies for developing reading skills.
06. Apply essential strategies for developing writing skills.
07. Recognize contributions of major leaders in the field of ESOL methodology.
08. Develop applications of the major ESOL methodologies and approaches in relation to the various needs of LEP
students, e.g. language proficiency, age, interest level, and learning styles.
09. Demonstrate knowledge of current trend in ESOL teaching.
10. Identify major methodologies and current trends in ESOL teaching.
11. Identify characteristics and applications of ESOL approaches.
12. Develop applications of Total Physical Response for the beginning stages of ESOL Teaming.
13. Plan a Language Experience Approach lesson appropriate to LEP students.
14. Identify features of natural/communicative approaches to teaching ESOL.
15. Identify characteristics of aural/oral approaches in developing listening, speaking, reading, and writing skills.
16. Demonstrate awareness of the central role of ESOL within the total school curriculum.
17. Identify cognitive approaches to second language learning.
18. Identify features and demonstrate applications of content based ESOL approaches.
19. Develop lesson plans demonstrating appropriate strategies for teaching reading, especially as related to the
establishment of sound system correspondence in terms of patterns.
20. Identify features and demonstrate applications of content area reading instruction for LEP students.
21. Compare various instructional strategies used in ESOL classrooms with those used in regular English classrooms.
22. Apply multisensory ESOL strategies in relation to learning styles.
23. Demonstrate effective lesson planning by providing multilevel ESOL activities for a variety of situations, such as
individual, small group, and whole group instruction, cooperative learning, and learning centers.
24. Plan lessons utilizing peer tutors, volunteers, or aides.
25. Demonstrate ability in classroom management techniques for a multilevel class, e.g., choosing group leaders,
arranging rooms according to teacher/student responsibilities, utilizing audiovisual materials, giving positive feedback.
26. Identify ESOL specific classroom management techniques for a multilevel class, e.g. choosing group leaders,
arranging rooms according to teacher/student responsibility, utilizing audiovisual materials, giving positive feedback.
27. Determine strategies for content area teachers to use with LEP students.
28. Design activities that will prepare students in the ESOL program to make a smooth transition to the regular program.
29. Recognize major language education professional organizations.
30. Demonstrate knowledge of the historical development of TESOL.
31. Demonstrate knowledge of major professional publications related to ESOL.
32. Evaluate and select available instructional materials in terms of student needs including age, language proficiency,
cultural background, and learning styles.
33. Demonstrate ability to sue instructional materials appropriately.
34. Discriminate between a learning disability and limited language proficiency.
35. Develop lesson plans demonstrating appropriate strategies for ensuring a smooth transition from the ESOL reading
program to regular English reading program.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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2704001
Bilingual/ESOL
Education
Objective:
The participant will develop the skills necessary to assist non-English speaking students in the educational setting.
Specific Objectives:
01. Demonstrate oral communication skills necessary for basic communications in the school setting.
02. Demonstrate an understanding of the Theory and practice of bilingual education.
03. Demonstrate an understanding of the components of a bilingual curriculum.
04. Demonstrate an understanding of the Special educational needs of limited English proficient students.
05. Demonstrate an understanding of the Instructional strategies and techniques employed in the
diagnostic/prescriptive teaching of limited English proficient students.
06. Understand the social and cultural backgrounds of non-English speaking students.
07. Utilize ESOL techniques, designed to help non-English speaking students make the transition into the regular
program in English.
08. Demonstrate the ability to relate and communicate with parents of limited English proficient students.
09. Select and adapt materials and curriculum to meet the unique needs of non-English speaking students in an
individualized approach.
10. Demonstrate skill in selecting, training, and evaluating personnel to work in the Bilingual Program.
11. Provide evidence of the acquisition of an expanded knowledge base in bilingual education.
12. Update skills and knowledge and acquire information about current trends and issues in areas related to bilingual
education.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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2704002
* ESOL for
Category III
Educators
Objective:
This program is designed to enable participants to increase their knowledge of the role and responsibilities of school
psychologists, resource teachers and others not include in category 1, 2, and 4 in Florida regarding limited English
proficient (LEP) students.
Specific Objectives:
Given involvement in the program, the participant will:
1. Demonstrate knowledge of the requirements of the 1990 ESOL Agreement regarding the appropriate roles and
responsibilities of school psychologists, resource teachers and others not included in category 1, 2, and 4.
2. Demonstrate knowledge of the school psychologist's, resource teacher's and others not included in category 1, 2, and
4's role and responsibility as a participant in the LEP Committee.
3. Demonstrate ability to develop positive interpersonal and communication skills in relationships with LEP students and
their families.
4. Develop and implement strategies for using school, community, and home resources of LEP students to enhance
their emotional well-being, school adjustment and academic performance,
5. Demonstrate ability to promote community, parent, and school involvement and partnership; demonstrate ability to
assist in promoting cultural awareness and sensitivity in the community.
6. Demonstrate ability to work cooperatively with the community and express to the community that its participation is
wanted and needed.
7. Demonstrate familiarity with culturally sensitive assessment and evaluation instruments which assist in complying
with the legal obligations of the district serving LEP students.
8. Demonstrate ability to administer and interpret test results, recognizing the effects of race, gender, age, ethnicity,
socioeconomic status, and religion on the results; demonstrate ability to identify linguistic and cultural bias in the test
content.
9. Demonstrate knowledge of current trends and issues related to the testing of linguistic and culturally diverse students
when using testing instruments and techniques.
10. Recognize the characteristics of second language acquisition; recognize characteristics of language acquisition and
learning stages.
11. Recognize major differences and similarities among various cultural groups in the U.S., in Florida, and in the local
community; demonstrate ability to counsel students, parents, school personnel and community members on these
differences and similarities.
12. Demonstrate knowledge and sensitivity to multicultural and diverse student populations; demonstrate ability to
create a positive and supportive environment to accommodate the various cultural background of students.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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2704005
* Empowering
General Objectives
ESOL Teachers of The purpose of this workshop is to assist teachers in developing attitudes, skills, and knowledge which will enable them
Other Subject Areas to identify students who are Limited English Proficient (LEP) and to provide effective instruction for LEP students. Upon
(Category II)
completion of this component, participants will be able to modify curriculum, and offer instruction and evaluation
compatible with student language diversity.
Specific Objectives
The participant will:
1. Recognize the need to provide services for LEP students and for relevant training.
2. Demonstrate an awareness of the extent to which culture permeates every aspect of our being, thinking, feeling,
valuing and interacting with others.
3. Distinguish between visible, surface characteristics of culture and the many subtle, invisible manifestations of culture
known as deep culture.
4. Examine in depth, and become familiar with, characteristics of one's own culture and how this influences our
interactions with and expectations for students.
5. Recognize the stages of cultural adaptation for newcomers to any culture and demonstrate awareness of the
behavioral characteristics that may be associated with each stage of adjustment and which often appear as classroom
problems.
6. Become aware of the wide diversity within any given cultural group and how to use cultural information without
depending upon stereotype and preconceived ideas concerning cultural characteristics.
7. Understand and accept the influence that home, school and community relationships have on academic achievement
and school adjustment of students.
8. Utilize knowledge about student and parent background characteristics to promote effective parental involvement.
9. Develop strategies and activities that promote parent, school and community relationships with the classroom.
10. Develop appropriate and positive expectations for students' progress in language learning in accordance with the
processes of first and second language acquisition, cognitive development and age of the learner.
11. Plan instructional activities that are appropriate to the stage of language acquisition of the student.
12. Adapt classroom activities and procedures so they maximize second language acquisition and learning, taking into
account similarities and differences between first and second language acquisition.
13. Assess students' oral language output in the classroom using a structured observation instrument correctly.
14. Develop instructional activities that are appropriate for students' oral language competence.
15. Understand the process of literacy development and be able to identify various stages of literacy.
16. Describe the similarities in the process of language acquisition and literacy development.
17. Identify and understand the many uses of language and literacy and the importance of early exposure to the
complete range of language uses.
18. Recognize opportunities for promoting literacy across a broad range of uses, utilize those opportunities, and design
and implement appropriate literacy activities.
19. Utilize instructional approaches and techniques that integrate language and curricular content learning.
20. Analyze and utilize strategies that combine language and thinking skills that are related to the content of the
curriculum.
21. Develop a lesson plan within a thematic unit using strategies designed to teach language and content
simultaneously.
22. Develop strategies that infuse multicultural information throughout the curriculum.
23. Understand the role and function of assessment in the education of limited English proficient students.
24. Identify types of tests and select those appropriate for language minority students and for the particular goals of
testing.
25. Analyze various assessment techniques and instruments designed to measure students' academic progress and
adapt these so they are appropriate for ESOL students.
26. Develop content-area assessment instruments which effectively monitor ESOL students' mastery of academic
material.
27. Use a variety of alternative assessment techniques appropriate for monitoring ESOL students' progress.
Identify the kinds of information necessary for adequate analysis of any learning problems encountered by ESOL
students and suggest appropriate instructional changes.
29. Conceptually integrate all sections of the course and note how they fit together or complement each other.
30. Decide which techniques are appropriate with which students in order t work toward course goals.
31. Justify those decisions based on information from various domains.
32. Carry out those decisions with participants' students.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
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6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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2704007
PEC: ESOL
Description Objective:
To provide appropriate training for teachers.
Specific Objectives:
01. Understand the Professional Educators’ Competencies model as it is implemented in St. Lucie County Schools.
02. Demonstrate appropriate generic teaching competencies and appropriate effective teaching behaviors as measured
by the indicators of the Florida Performance Measurement System.
03. Demonstrate knowledge of the major concepts in the Domains of the Florida Performance Measurement System.
landmark cases.
04. Implement Professional Educators’ Competencies procedures regarding documentation.
05. Implement Professional Educators’ Competencies procedures regarding the summative/formative observation
process.
06. Implement Professional Educators’ Competencies procedures regarding development of the Professional
Development Plan.
07. Complete Professional Educators’ Competencies documents correctly.
08. Demonstrate the ability to recognize signs of severe emotional distress in students and the ability to utilize
techniques of crisis intervention.
09. Demonstrate the ability to recognize signs of alcohol and drug abuse in students, and to use counseling techniques
with emphasis on intervention and prevention of future abuse.
10. Demonstrate the ability to recognize the indicators of child abuse and to understand the rights and responsibilities
regarding reporting.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to the
Professional Educators’Competencies.
12. Demonstrate proper procedures for operating the computer identify and describe major component parts and their
functions, and develop a plan to integrate computers into the classroom.
13. Demonstrate the ability to describe the standards of professional practice of the education profession in Florida, the
grounds for disciplinary action against an educator, procedural steps in the adjudication of cases, final recourse for
appeal available to an educator, and Florida and Federal landmark cases.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Technology:
Instructional
Technology
Objective:
To teach individual, and/or teams of, teachers to select, use, and evaluate the appropriateness of technological
applications for classroom instruction using current and emerging technologies.
Specific Objectives:
01. Describe how instructional technology can be used in planning and presenting lessons in the classroom.
02. Use software to facilitate educational management.
03. Use math/science programs in the classroom for demonstrations, simulations, and exploration.
04. Use interactive methods of teaching with technology in classroom presentations.
05. Describe the appropriate use of the following technological sources of information for laboratories, research,
demonstrations, or discussion.
06. Review and evaluate the merits and shortcomings of existing software programs.
07. Build technology into existing curriculum topics.
08. Integrate technology into the classroom.
09. Create learning experiences enhanced with emerging technology for use in the classroom.
Activities:
Participate in individual online courses/workshops, technology follow-ups to workshops, small group and large group
activities using technology, and classroom applications of technology learning.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Technology:
Computer Use Instruction &
Instructional
Management Skills
Objective:
To provide educational personnel with a functional awareness of computer-assisted instructional techniques,
computer-assisted classroom organization and management procedures, and computer application and programming
concepts. Emphasis will be placed on the use of one or more computers within the classroom and the selection of
appropriate software.
Specific Objectives:
01. Recognize and understand the basic operation and used of microcomputers for classroom instruction.
02. Describe existing peripherals available for microcomputers and what they can do; have a hands-on working
experience with available peripherals.
03. Set up and start a microcomputer and peripherals in proper order.
04. Develop a working vocabulary of terms frequently used in reference to microcomputers.
05. Use a microcomputer and appropriate software as an element of classroom instruction.
06. Make software selections appropriate to student’s curriculum, management requirements, and hardware.
07. Use a microcomputer and appropriate software to manage classroom records and materials.
08. Analyze a simple program and understand its logic.
09. Demonstrate knowledge of major programming principles by solving several common programming problems.
10. Plan, create, and execute an original microcomputer program.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to the use of
microcomputers in education.
Activities:
Participate will practice using various computer peripherals.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Technology:
Technical Skills
Objective:
To improve technical skills of instructional personnel.
Specific Objectives:
01. Recognize and understand the basic operation and use of microcomputers as applied to areas of responsibility.
02. Describe existing peripherals available for microcomputers and what they can do; have a hands-on working
experience with the peripherals.
03. Develop a non-technical working vocabulary of terms frequently used in reference to microcomputers.
04. Make software selections appropriate to students, curriculum, management requirements, and hardware.
05. Monitor microcomputer and/or terminal operation as related to areas of responsibility.
06. Update skills and knowledge and develop awareness about current trends and issues in areas related to
microcomputer use.
07. Learn new technology programs (such as PD360, ERO, Skyward) and apply learning to work.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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PEC: Technology Objective:
To provide appropriate training for beginning teachers.
Specific Objectives:
01. Understand the Professional Educators' Competencies model as it is implemented in St. Lucie County Schools.
02. Demonstrate appropriate generic teaching competencies and appropriate effective teaching behaviors as measured
by the indicators of the Florida Performance Measurement System.
03. Demonstrate knowledge of the major concepts in the Domains of the Florida Performance Measurement System.
landmark cases.
04. Implement Professional Educators’ Competencies procedures regarding documentation.
05. Implement Professional Educators’ Competencies procedures regarding the summative/formative observation
process.
06. Implement Professional Educators’ Competencies procedures regarding development of the Professional
Development Plan.
07. Complete Professional Educators’ Competencies documents correctly.
08. Demonstrate the ability to recognize signs of severe emotional distress in students and the ability to utilize
techniques of crisis intervention.
09. Demonstrate the ability to recognize signs of alcohol and drug abuse in students, and to use counseling techniques
with emphasis on intervention and prevention of future abuse.
10. Demonstrate the ability to recognize the indicators of child abuse and to understand the rights and responsibilities
regarding reporting.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to the
Professional Educators’Competencies.
12. Demonstrate proper procedures for operating the computer identify and describe major component parts and their
functions, and develop a plan to integrate computers into the classroom.
13. Demonstrate the ability to describe the standards of professional practice of the education profession in Florida, the
grounds for disciplinary action against an educator, procedural steps in the adjudication of cases, final recourse for
appeal available to an educator, and Florida and Federal landmark cases.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Action Research:
Technology
General Objective: The goal of action research is to create a process in which participants intentionally focus on
improving their practice through the use of technology in problems that they have identified for themselves.
Specific Objectives
Those engaging in action research seek out change and reflect on their practice by:
1.
2.
3.
4.
5.
6.
7.
8.
posing questions or “wonderings”
collecting data to gain insights into their wonderings
analyzing the data
creating a plan of action and a course of study
making changes in practice based on new understandings developed during inquiry
sharing findings with others
determine next steps as a result of their findings
use technology to improve their practice
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* Intel Teach
Program Technology
Integration
Framework
Objective:
To learn instructional strategies for addressing and assessing thinking skills, using technology to support deeper
understanding of core content.
Specific Objectives:
01. Learn instructional strategies for addressing and assessing thinking skills using technology to increase opportunities
for effective student collaboration, student-teacher interactions, and the inquiry process.
02. Create an instructional plan, sample projects, and assessment(s) that integrate the use of online thinking tools, are
aligned to standards, and support a project approach to learning and authentic inquiry.
03. Understand the online teaching tools and how to manage a classroom project using an online environment.
Activities:
Teachers participate in face-to-face interactive modules to create a standards-based unit plan incorporating support
materials and implementation strategies to improve and assess students' higher-order thinking with the use of free
online tools.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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PEC:
Media/Curriculum
Objective:
To provide appropriate training for beginning teachers.
Specific Objectives:
01. Understand the Professional Educators' Competencies model as it is implemented in St. Lucie County Schools.
02. Demonstrate appropriate generic teaching competencies ans appropriate effective teaching behaviors as measured
by the indicators of the Florida Performance Measurement System.
03. Demonstrate knowledge of the major concepts in the Domains of the Florida Performance Measurement System.
landmark cases.
04. Implement Professional Educators' Competencies procedures regarding documentation.
05. Implement Professional Educators' Competencies procedures regarding the summative/formative observation
process.
06. Implement Professional Educators' Competencies procedures regarding development of the Professional
Development Plan.
07. Complete Professional Educators' Competencies documents correctly.
08. Demonstrate the ability to recognize signs of severe emotional distress in students and the ability to utilize
techniques of crisis intervention.
09. Demonstrate the ability to recognize signs of alcohol and drug abuse in students, and to use counseling techniques
with emphasis on intervention and prevention of future abuse.
10. Demonstrate the ability to recognize the indicators of child abuse and to understand the rights and responsibilities
regarding reporting.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to the
Professional Educators' Competencies.
12. Demonstrate proper procedures for operating the computer identify and describe major component parts and their
functions, and develop a plan to integrate computers into the classroom.
13. Demonstrate the ability to describe the standards of professional practice of the education profession in Florida, the
grounds for disciplinary action against an educator, procedural steps in the adjudication of cases, final recourse for
appeal available to an educator, and Florida and Federal landmark cases.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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3508001
Skyward: Student
System
Objective:
To provide school district personnel with the essential skills to navigate and to perform job-related responsibilities in the
new Business Management system.
Specific Objectives:
01. Recognize and perform the basic tasks in Skyward that relate to specific job functions
Activities:
Participate will practice using various computer peripherals.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Skyward: Business Objective:
System
To provide school district personnel with the essential skills to navigate and to perform job-related responsibilities in the
new Business Management system.
Specific Objectives:
Budgetary
01. Complete and understand all processes in the PaC Financials system.
02. Understand where information is stored on the PaC Financials system as opposed to the Character system.
03. Understand the different features of the PaC Financials system as opposed to the Character system.
04. Provide ongoing training to additional staff members within their district.
05. Understand the concept of the fully integrated Skyward database
Employee Management
01. Complete and understand all processes in the PaC EMS system.
02. Understand where information is stored on the PaC EMS system as opposed to the Character system.
03. Understand the different features of the PaC EMS system as opposed to the Character system.
04. Provide ongoing training to additional staff members within their district.
05. Understand the concept of the fully integrated Skyward database.
Fast Track
01. Create and post openings within the District
02. Apply for posted openings
03. Screen applicants and create reports to make decisions on hiring
04. Move new hires into the payroll and Human Resources areas of the software
Fixed Assets
01. Enter fixed assets into the system
02. Inquire on fixed assets
03. Produce GASB-34 reports
Payroll
01. Complete and understand all processes in the Payroll system
02. Understand where information is stored on the Payroll system
03. Understand the different features of the Payroll system
04. Provide ongoing training to additional staff members within their district
Security System
01. Understand concepts of why and how security is used in a school district setting
02. Add users to security so that they can access PaC
03. Add users to security groups so that the district has control over what each user is viewing, adding, or changing
Salary Negotiations
01. Complete and understand all processes in the PaC Salary Negotiations system.
02. Build a proposed budget for the new year.
03. Provide ongoing training to additional staff members within their district.
04. Understand the concept of the fully integrated Skyward database.
School-Based Activity Accounting
01. Add a Chart of Accounts
02. Add Vendor/Payor Names
03. Add a Check Request
04. Apply a Check Reconciliation
05. Add Cash Receipts and Assigning Receipt Number
06. Add Journal Entries and post accounting
07. Run Reports on the various aspects related to SBAA
Substitute Tracking Training
01. Create the Rate Tables needed to calculate substitute payments.
02. Understand how to add sub masters for each employee type a sub works for.
03. Understand how to enter substitute transactions.
04. Understand how to process substitute tracking reports.
05. Understand how to calculate substitute pay information.
06. Understand how to import substitute pay information into the PaC Payroll system.
07. Understand how to enter corrective history transactions, used primarily for correcting errors.
Time-Off Training
01. Understand the additional functionality of Time-Off Accrual vs. Standard Time-Off
02. Create the codes needed to use these features.
03. Learn how to process transactions for incrementing time throughout the year as well as process Time-Off year end
that occurs during the year for anniversaries.
04. Learn how to process Year End for Time-Off that occurs at Year End and not during the year.
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True Time Training
01. Understand all aspects of True Time and how it interfaces with Payroll
02. Provide training for staff as they are setup to use True Time
03. Have an understanding of the importance of the Employee Management interface regarding employees with multi
jobs.
Activities:
Participate will practice using various computer peripherals.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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4102001
ESE Assessment
and Evaluation
Objective:
Please Add Main Component Objective(s)
Specific Objectives:
01. Identify the purposes of assessment (e.g. screening, eligibility, diagnosis, identification of relevant instructional
content, and across disciplines.
02· Identify the legal requirements and ethical principles regarding the assessment of students with disabilities (e.g.,
confidentiality, adherence to test protocols, and appropriateness of assessment for student needs).
03· Identify appropriate formal and informal assessments for students across disabilities.
04· Interpret, analyze, and apply the results of formal and informal assessments for students across disabilities.
05· Identify alternate assessment strategies and procedures (e.g., observations, performance-based assessments,
interviews, and portfolios) and their appropriate use.
06· Identify the factors that influence disproportionate representation of students from diverse cultural, linguistic, and
socioeconomic backgrounds in programs for students with disabilities and recognize the implications for assessment.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Evaluation of
Student
Performance
Objective:
To improve student performance evaluation skills.
Specific Objectives:
01. Administer standardized tests.
02. Interpret and utilize standardized test data.
03. Construct or assemble a classroom test to measure student performance according to criteria based upon
objectives.
04. Select appropriate item type (test item appropriateness).
05. Develop students' understanding of the basis of testing/evaluation and motivate them to accept testing procedures
in a positive manner.
06. Promote student testwiseness.
07. Recognize test anxiety.
08. Exhibit positive administration skills.
09. Arrange for appropriate physical setting.
10. Test with appropriate frequency.
11. Provide test-data feedback.
12. Diagnose the entry knowledge and/or skills of students for a given set of instructional objectives using diagnostic
tests, teacher observations and student records.
13. Update skills and knowledge and acquire information about current trends and issues relating to student
performance evaluation.
14. Identify the purpose of grading.
15. Identify the components of grading.
16. Identify the best models in grading practice.
17. Understand standards-based grading.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving in-service points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Assessments,
Multiple
Objective:
Classroom teachers will understand and use multiple kinds of assessment techniques that require students to
demonstrate their competencies or knowledge by creating an answer or product.
Specific Objectives:
Upon completion of an inservice activity, the participant will be able to:
1. Explain the purposes of assessment.
2. Identify appropriate situations and times for assessment.
3. Describe present assessment techniques.
4. Compare and contrast multiple choice and short answer tests to alternative assessment techniques.
5. Describe how a constructed response item can be used as an assessing technique.
6. Identify and create a constructed response item.
7. Develop strategies for assessing constructed response items in individual as well as group work.
8. Describe how a presentation can be used as an assessment.
9. Develop strategies for assessing a presentation in individual as well as group work.
10. Describe how an investigation can be used as an assessment.
11. Develop strategies for assessing an investigation in individual as well as group work.
12. Use a general rubric.
13. Describe benefits of using a portfolio.
14. Develop management techniques.
15. Formulate and explicate standards for evaluating a portfolio.
16. Incorporate alternative assessment into the classroom.
17. Compare and contrast authentic assessment, performance assessment, and standardized assessment.
18. Describe uses of essays, writing, oral discourse, exhibitions, experiments.
19. Relate curriculum tasks to appropriate assessment techniques.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Analyzing Data
Objective:
General Objective: To provide participants will the skills, processes and tools to transform data into knowledge that can
be used to improve effectiveness and performance.
Specific Objectives:
1. Use a strategic approach to data analysis
2. Use district data to focus on critical issues
3. Identify trends, patterns, and observations
4. Present findings around critical issues
5. Develop data-informed action plans
6. Using multiple data sources
7. Understand assessments
8. Perform a Root cause analysis
9. Communicate results
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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PEC: Domain
Overview
Description Objective:
To provide appropriate training for beginning teachers.
Specific Objectives:
01. Understand the Professional Educators’ Competencies model as it is implemented in St. Lucie County Schools.
02. Demonstrate appropriate generic teaching competencies ans appropriate effective teaching behaviors as measured
by the indicators of the Florida Performance Measurement System.
03. Demonstrate knowledge of the major concepts in the Domains of the Florida Performance Measurement System.
landmark cases.
04. Implement Professional Educators’ Competencies procedures regarding documentation.
05. Implement Professional Educators’ Competencies procedures regarding the summative/formative observation
process.
06. Implement Professional Educators’ Competencies procedures regarding development of the Professional
Development Plan.
07. Complete Professional Educators’ Competencies documents correctly.
08. Demonstrate the ability to recognize signs of severe emotional distress in students and the ability to utilize
techniques of crisis intervention.
09. Demonstrate the ability to recognize signs of alcohol and drug abuse in students, and to use counseling techniques
with emphasis on intervention and prevention of future abuse.
10. Demonstrate the ability to recognize the indicators of child abuse and to understand the rights and responsibilities
regarding reporting.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to the
Professional Educators’Competencies .
12. Demonstrate proper procedures for operating the computer, identify and describe major component parts and their
functions, and develop a plan to integrate computers into the classroom.
13. Demonstrate the ability to describe the standards of professional practice of the education profession in Florida, the
grounds for disciplinary action against an educator, procedural steps in the adjudication of cases, final recourse for
appeal available to an educator, and Florida and Federal landmark cases.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* ESOL add-on:
Testing and
Evaluation, Option
A
Objective:
This component is designed to provide knowledge that will enable participants to assess LEP students' initial English
language proficiency for program placement and for determining instructional program placement. In addition, this
component will enable participants to gain skills needed to modify existing assessment instruments and develop
alternative assessments for LEP students in Language Arts and Content Area Subjects.
Specific Objectives:
1.To demonstrate the ability to assess initial English language proficiency for placement and instruction.
2.To identify and/or develop instruments to determine the ability of students to function independently in regular classes
for English speakers.
3.Id entify suitable ESOL assessment instruments which assist in complying with legal obligations of districts serving
LEP students.
4.Identify levels of English proficiency to place students appropriately for ESOL instruction.
5.Identify tests of English proficiency to place students appropriately at the beginning level of ESOL instruction.
6.Identify tests of English proficiency to place students appropriately at the intermediate level of ESOL instruction.
7.Identify tests of English proficiency to place students appropriately at the advanced level of ESOL instruction.
8.Identify tests that evaluate attitudes towards U.S. culture and the behaviors appropriate to that culture.
9.Adapt content-area tests to levels appropriate to LEP students.
10.Identify instruments to determine the ability of students to function independently.
11.Identify available ESOL exit level tests.
12.Identify cultural biases in commercial tests.
13.Construct listening test items appropriate for ESOL students.
14. Construct speaking test items appropriate for ESOL students.
15.Construct reading test items appropriate for ESOL students.
16.Construct writing test items appropriate for ESOL students.
17.Construct test items to assess cultural knowledge of ESOL students.
18.Identify the differences between norm-referenced and criterion-referenced tests.
19.Identify criteria for selecting appropriate norm-referenced tests.
20.Identify criteria for selecting appropriate criterion-referenced tests.
21.Define the different kinds of validity in tests.
22.Define reliability.
23.Describe the use of test-item analysis.
24.Design appropriate proficiency tests to measure progress of LEP students in ESOL classes.
25.Design appropriate tests to measure achievement of LEP students.
26.Describe indicators of quality teacher self-evaluation of ESOL instruction.
27.Interpret assessment data of LEP students as it relates to placement in ESOL program.
28.Interpret assessment data of LEP students as it relates to progress in ESOL program.
29.Interpret assessment date of LEP students as it relates to exit from ESOL program.
30.Identify necessary records and documents maintained for LEP students.
.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* ESOL course:
Testing and
Evaluation
Objective:
01. Demonstrate the ability to assess initial English language proficiency for placement and instruction.; 02. Identify
and/or develop instruments to determine the ability of students to function independently in regular classes for English
speakers.
Specific Objectives:
01. Identify suitable ESOL assessment instruments which assist in complying with legal obligations of districts servicing
LEP students.
02. Identify levels of English proficiency to place students appropriately for ESOL instruction.
03. Identify test of English proficiency to place students appropriately at the beginning level of ESOL instruction.
04. Identify test of English proficiency to place students appropriately at the intermediate level of ESOL instruction.
05. Identify test of English proficiency to place students appropriately at the advanced level of ESOL instruction.
06. Identify tests for evaluating attitudes towards U.S. culture and behavior appropriate to it.
07. Adapt content area tests to ESOL levels appropriate to LEP students.
08. Identify instruments to determine the ability of students to function independently in regular classes for English
speakers.
09. Identify available ESOL exit level tests.
10. Identify cultural biases in commercial tests.
11. Construct ESOL listening test items.
12. Construct ESOL speaking test items.
13. Construct ESOL reading test items.
14. Construct ESOL writing test items.
15. Construct ESOL test items to assess cultural knowledge.
16. Identify the differences between norm-referenced and criterion referenced tests.
17. Identify criteria to select appropriate norm-referenced tests.
18. Identify criteria to select appropriate criterion-referenced tests.
19. Define the different kinds of validity in tests.
20. Define reliability.
21. Describe the use of test-item analysis.
22. Design appropriate proficiency tests to measure progress of LEP students in ESOL classes.
23. Design appropriate tests to measure achievement of LEP students.
24. Describe indicators of teacher self-evaluation of ESOL instruction.
25. Interpret assessment data of LEP students as it relates to placement in ESOL program.
26. Interpret assessment data of LEP students as it relates to progress in ESOL program.
27. Interpret assessment data of LEP students as it relates to exit from ESOL program.
28. Identify necessary records and documents maintained for LEP students.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* ESOL
Assessment and
Procedures
Objective:
To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in assessment of ESOL
students for placement and progress monitoring with emphasis on formal and informal evaluation techniques and the
interpretation, application, and communication of results.
Specific Objectives:
Upon completion of component, participants will have acquired competencies to:
01. Identify the purpose of assessment.
02. Recognize criteria and procedures for the evaluation of ESOL students.
03. Identify the minimum assessment requirements mandated by federal and state laws.
04. Describe the placement process.
05. Identify legal and ethical issues related to confidential student information.
06. Apply appropriate ethical standards in communicating assessment results to parents and other professionals.
07. Synthesize student assessment information for use in LEP development.
08. Differentiate between formal/informal tests.
09. Demonstrate the ability to differentiate between formal/standardized tests and criterion-referenced tests.
10. Differentiate between use of formal/informal assessments/tests, and select them as circumstances require.
11. Define measurement terminology used in assessment of students.
12. Describe a systematic method of using archival records for student assessment.
13. Describe methods for systematic screening of students for school readiness.
14. Define and describe curriculum-based assessment.
15. Interpret the results of formal/informal academic assessments/test.
16. Interpret and utilize, as they relate to classroom instruction, the results of formal/informal intelligence tests.
17. Interpret the results of formal/informal process assessment/tests, as they relate to classroom instruction.
18. Describe the purpose of tests.
19. Identify social/behavioral patterns from data.
20. Select appropriate instruments for developmental, academic, social, and behavioral assessment.
21. Demonstrate appropriate test administration techniques to assess educational progress.
22. Identify guidelines for group administration of tests to ESOL students.
23. Select and interpret screening and testing instruments based on multicultural considerations.
24. Synthesize student assessment information to determine student learning styles.
25. Select and apply appropriate data-based instructional measures.
26. Identify social/behavioral patterns from systematic observations.
27. Pinpoint and record data for discrete and continuous behaviors.
28. Develop appropriate reevaluation recommendations based on comparison of archival information with students'
current functioning.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Positive Behavior
Supports
Objective:
Participant will gain knowledge of assessing, designing, and implementing positive behavioral supports.
Specific Objectives:
01. Analyze the legal and ethical issues pertaining to positive behavior management strategies and disciplinary actions.
02. Identify data collection strategies to assess student behavior.
03. Analyze individual and group data to select and evaluate proactive interventions that foster appropriate behavior.
04. Identify and interpret the essential elements of a functional behavior assessment and a behavior intervention plan.
05. Recognize the various concepts and models of positive behavior management.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Response to
Intervention (RTI)
Objective:
To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in the Response to
Intervention (RtI) model. This includes increasing skill proficiency in the areas of delivering education curricula to all
students (tier 1) and research-based classroom management for all. Achieving proficiency in academic and behavioral
areas includes increased skill in analysis of universal screening tools, progress monitoring, development of hypotheses
that might explain discrepancies, testing of hypotheses, data collection/management and reporting, data driven
decision-making, and understanding the role of research based interventions at tiers 2 and 3 as well as being able to
deliver those services to students when the data indicates that tier 2 and/or 3 is necessary to the student’s success.
Specific Objectives:
01. Upon completion of the sessions, participants will have acquired competencies to: 1. Define RtI, explain the
process, and explain why the RtI model results in improved student outcomes.
02. identify universal screening instruments and analyze data in all content/behavior areas resulting from these
screenings school-wide, by grade level, and by classroom.
03. assess the fidelity of the instructional and behavioral programs/principles used.
04. form hypotheses explaining gaps between benchmark and proficiency of subgroups.
05. align Tier 1 interventions to hypothesis statements.
06. Monitor the outcomes of the interventions and revise hypotheses when necessary
07. Identify when benchmarks are being met and how to identify students who are candidates for Tier 2 and 3.
08. Identify appropriate Tier 2 and 3 interventions.
09. Implement/refer to appropriate Tier 2 and 3 interventions when appropriate and continue with progress
monitoring/reporting, data collections, and decision-making
10. Define and implement Student Study or Problem Solving Teams that are compliant with the RtI model.
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* Behavior
Management/CPI
Objective:
To update and improve skills and knowledge in classroom (behavior) management and discipline.
Specific Objectives:
01. Stop misconduct and maintain instructional momentum.
02. Formulate and explicate standards for student behavior.
03. Identify causes of misbehavior and employ technique(s) for prevention/correction.
04. Understand and apply effective praise.
05. Arrange an effective learning atmosphere through organizing the physical setting.
06. Apply a variety of techniques for effective classroom management.
07. Select and implement classroom management procedures which enhance student self-concept and self-control.
08. Apply positive techniques of behavior management.
09. Be aware of the general developmental characteristics of different ages.
10. Update skills and knowledge and acquire information about current trends and issues relating to classroom
management.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Behavior
Objective:
Management (Para. To update and improve skills and knowledge in classroom (behavior) management and discipline.
Trng.)
Specific Objectives:
01. Stop misconduct and maintain instructional momentum.
02. Formulate and explicate standards for student behavior.
03. Identify causes of misbehavior and employ technique(s) for prevention/correction.
04. Understand and apply effective praise.
05. Arrange an effective learning atmosphere through organizing the physical setting.
06. Apply a variety of techniques for effective classroom management.
07. Select and implement classroom management procedures which enhance student self-concept and self-control.
08. Apply positive techniques of behavior management.
09. Be aware of the general developmental characteristics of different ages.
10. Update skills and knowledge and acquire information about current trends and issues relating to classroom
management.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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PEC:
Description Objective:
Behavior/Classroo To provide appropriate training for beginning teachers.
m Management I
Specific Objectives:
01. Understand the Professional Educators’ Competencies model as it is implemented in St. Lucie County Schools.
02. Demonstrate appropriate generic teaching competencies and appropriate effective teaching behaviors as measured
by the indicators of the Florida Performance Measurement System.
03. Demonstrate knowledge of the major concepts in the Domains of the Florida Performance Measurement System.
landmark cases.
04. Implement Professional Educators’ Competencies procedures regarding documentation.
05. Implement Professional Educators’ Competencies procedures regarding the summative/formative observation
process.
06. Implement Professional Educators’ Competencies procedures regarding development of the Professional
Development Plan.
07. Complete Professional Educators’ Competencies documents correctly.
08. Demonstrate the ability to recognize signs of severe emotional distress in students and the ability to utilize
techniques of crisis intervention.
09. Demonstrate the ability to recognize signs of alcohol and drug abuse in students, and to use counseling techniques
with emphasis on intervention and prevention of future abuse.
10. Demonstrate the ability to recognize the indicators of child abuse and to understand the rights and responsibilities
regarding reporting.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to the
Professional Educators’Competencies.
12. Demonstrate proper procedures for operating the computer identify and describe major component parts and their
functions, and develop a plan to integrate computers into the classroom.
13. Demonstrate the ability to describe the standards of professional practice of the education profession in Florida, the
grounds for disciplinary action against an educator, procedural steps in the adjudication of cases, final recourse for
appeal available to an educator, and Florida and Federal landmark cases.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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PEC: Survival
Training
Objective:
To provide appropriate training for beginning teachers.
Specific Objectives:
01. Understand the Professional Educators’ Competencies model as it is implemented in St. Lucie County Schools.
02. Demonstrate appropriate generic teaching competencies and appropriate effective teaching behaviors as measured
by the indicators of the Florida Performance Measurement System.
03. Demonstrate knowledge of the major concepts in the Domains of the Florida Performance Measurement System.
landmark cases.
04. Implement Professional Educators’ Competencies procedures regarding documentation.
05. Implement Professional Educators’ Competencies procedures regarding the summative/formative observation
process.
06. Implement Professional Educators’ Competencies procedures regarding development of the Professional
Development Plan.
07. Complete Professional Educators’ Competencies documents correctly.
08. Demonstrate the ability to recognize signs of severe emotional distress in students and the ability to utilize
techniques of crisis intervention.
09. Demonstrate the ability to recognize signs of alcohol and drug abuse in students, and to use counseling techniques
with emphasis on intervention and prevention of future abuse.
10. Demonstrate the ability to recognize the indicators of child abuse and to understand the rights and responsibilities
regarding reporting.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to the
Professional Educators’Competencies.
12. Demonstrate proper procedures for operating the computer, identify and describe major component parts and their
functions, and develop a plan to integrate computers into the classroom.
13. Demonstrate the ability to describe the standards of professional practice of the education profession in Florida, the
grounds for disciplinary action against an educator, procedural steps in the adjudication of cases, final recourse for
appeal available to an educator, and Florida and Federal landmark cases.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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PEC:
Description Objective:
Behavior/Classroo To provide appropriate training for beginning teachers.
m Behavior
Management II
Specific Objectives:
01. Understand the Professional Educators’ Competencies model as it is implemented in St. Lucie County Schools.
02. Demonstrate appropriate generic teaching competencies and appropriate effective teaching behaviors as measured
by the indicators of the Florida Performance Measurement System.
03. Demonstrate knowledge of the major concepts in the Domains of the Florida Performance Measurement System.
landmark cases.
04. Implement Professional Educators’ Competencies procedures regarding documentation.
05. Implement Professional Educators’ Competencies procedures regarding the summative/formative observation
process.
06. Implement Professional Educators’ Competencies procedures regarding development of the Professional
Development Plan.
07. Complete Professional Educators’ Competencies documents correctly.
08. Demonstrate the ability to recognize signs of severe emotional distress in students and the ability to utilize
techniques of crisis intervention.
09. Demonstrate the ability to recognize signs of alcohol and drug abuse in students, and to use counseling techniques
with emphasis on intervention and prevention of future abuse.
10. Demonstrate the ability to recognize the indicators of child abuse and to understand the rights and responsibilities
regarding reporting.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to the
Professional Educators’Competencies.
12. Demonstrate proper procedures for operating the computer identify and describe major component parts and their
functions, and develop a plan to integrate computers into the classroom.
13. Demonstrate the ability to describe the standards of professional practice of the education profession in Florida, the
grounds for disciplinary action against an educator, procedural steps in the adjudication of cases, final recourse for
appeal available to an educator, and Florida and Federal landmark cases.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Discipline/Classroo Objective:
m Management
To assist classroom teachers and other staff in developing effective classroom management and discipline procedures.
Strategies
Specific Objectives:
01. Select, teach, and implement classroom management procedures which enhance student self-concept and
self-control.
02. Use appropriate natural and logical consequences for misbehavior.
03. Apply positive techniques of behavior management.
04. Describe relevant policies, practices, and laws that must be covered in developing, implementing, and
perpetuating an effective student behavior program.
05. Describe supportive materials and/or equipment and how they are utilized to implement a positive program for
student behavior.
06. Describe an effective communication process relating to the implementation and perpetuation of a positive student
behavior program.
07. Describe expected behavior and/or responsibilities consistent with democratic values and legal rights.
08. Apply a variety of techniques for effective classroom management.
09. Arrange an effective learning atmosphere through organizing the physical setting.
10. Develop a positive classroom environment which incorporates brain research, learning styles/theory, cooperative
learning, and/or cooperative discipline concepts.
11. Foster a learning environment in which all students are treated equitably with safety from psychological and
physical harm.
12. Develop a classroom environment which accepts and values students cultural and linguistic backgrounds.
13. Initiate classroom discussions that create a climate of openness, mutual respect, support, and inquiry.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* Professional Crisis General Objective: The crisis prevention component of the Professional Crisis Management (PCM) system teaches
Management
a wide range of non-physical and verbal strategies for the prevention of crisis situations. Since PCM is based on a
(PCM)
teaching and learning model, it integrates smoothly as well as complements and strengthens existing teaching and
treatment strategies. Furthermore, throughout the PCM workshop, an emphasis is placed on the importance of
individual choice and basic human rights.
Specific Objective(s):
Upon successful completion of training, the learner will be able to:
01. Acquire skills that enable them to quickly and safely stabilize an escalating situation before it becomes necessary
to physically intervene.
02. Provide a continuum of painless physical procedures and techniques that can be utilized to intervene in a crisis
situation.
03. Learn specific procedures that have been uniquely designed for children, adolescents, and adults designed to
maintain human dignity and to complete avoid award positioning and physical pain.
04. Recognize the dignity and value of all human beings and to be sensitive to individual human rights and freedoms.
05. Identify various methods of interacting (verbally) following the implementation of crisis intervention.
06. Describe post-crisis intervention counseling presented and practiced at all training courses.
07. Identify skills that enable participants to quickly reintegrate individuals back to their regular teaching or treatment
activities.
08. Specify how to conduct post-crisis analysis which includes ways of improving future interactions in crisis situations.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* ER&D:
Strategies for
Student Sucess I
General Objective:
This research-based course consists of 4 modules that address teaching and learning aspects of the classroom for both
new and veteran teachers. These 2 hour modules are designed as a manageable method of receiving the core basics
for managing all aspects of the classroom, understanding student behavior and the appropriate use of feedback and
praise.
Specific Objectives:
01. Making Physical Space Conducive to Learning
Effective classroom managers arrange classrooms to support the lesson, and to eliminate potential distractions and
opportunities for inappropriate behavior by allowing for easy monitoring of students at all times. Participants will reflect
on ways to improve the arrangement of their own classrooms.
02. Order in the Classroom: Rules/procedures/Consequences
Effective teachers establish and enforce instructional and social behavioral expectations’?¦by monitoring student
behavior and applying reasonable and appropriate consequences. They understand the difference between rules,
procedures and consequences. Participants will leave with a clear understanding of how these three concepts
promote a classroom environment conducive to learning.
03. Addressing Behavior and Anger in the Classroom
It is important to identify student behavior that impedes learning and apply interventions that promote positive student
attitudes toward learning and teach social skills. Participants will recognize the need to understand and implement
appropriate interventions.
04. Feedback: Friend or Foe
Teachers give constant feedback to students. What teachers say to students, however, can also do more harm than
good. This module raises awareness to unacceptable praise and provides guidelines for acceptable forms of praise
that support student learning.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* ER&D:
General Objectives:
Managing Antisocial Managing Antisocial Behavior (MAB) is an ER&D module
Behavior
that presents the most recent research on antisocial behavior and provides educators with effective strategies for
managing antisocial behavior across a number of learning environments. The module reviews what is found in the
ER&D Beginning of the Year Classroom Management (BYCM) and takes the research to the next level for students who
do not respond to
basic prevention through effective classroom management. MAB will provide teachers and support staff with the
information, tools and skills they need to prevent a great
deal of antisocial behavior and/or to manage much of this behavior when it arises.
Specific Objectives:
1. Who Are These Students and What Is Antisocial Behavior?
Before students can be identified as antisocial, one must have a clear understanding of what antisocial behavior is. In
the first section of the module, antisocial behavior is defined along with characteristics of antisocial behavior. Further
attention is given to psychological variables that contribute to antisocial behavior in addition to development factors and
interventions for antisocial behavior.
2. Effective Classroom Management
There can be substantial reduction in antisocial behavior through prevention or remediation using effective classroom
management techniques. This section is an extension of BYCM, which discusses what can be done in classrooms to
implement effective practices, thus avoiding or minimizing the onset of antisocial behavior, and/or changing it once it
appears.
3. Behavior Analysis
The focus of this section is to help teachers and support staff refines their understanding of behavior. To be able to
communicate with others about the exact nature of a particular behavior or set of behaviors, it is necessary to define the
behavior(s), distinguish its characteristics, and determine the frequency with which it occurs. By incorporating the
techniques presented here, educators will be able to understand the antisocial behavior that student’s exhibit in school
and then determine an appropriate approach to reduce, replace or eradicate the undesired behavior.
4. Building Social Competence in the Classroom
When individual students do not respond appropriately to class wide prevention measures, it becomes necessary to use
interventions to try to reshape these students’ behaviors. In this section, small-group interventions will be discussed.
While class wide-prevention practices, such as improving classroom management and practicing classroom routines,
are aimed at preventing antisocial behavior for the entire class, small group interventions focus on minimizing problem
behavior in those students who do not completely respond to class wide prevention strategies.
5. Behavior Enhancement and Reduction Behavior enhancement and behavior reduction are positive approaches that
can be implemented to manage student behavior. When students with inappropriate behaviors do not respond to
attempts to teach them alternative behaviors, these two
types of strategies can be used to address this resistance. One strategy attempts to enhance desired behaviors; the
other attempts to reduce undesired behaviors.
6. The Acting-Out Cycle
Geoffrey Colvin (1993) has identified a seven-phase cycle that describes the many different behaviors that make up the
more serious or violent behavior that children with antisocial behavior usually have. The phases of the acting-out cycle
are based on the severity or the intensity of the behaviors. Familiarization with the phases of the acting-out cycle can
enable educators to understand the behavioral processes and
common behavioral indicators characterizing each phase. In this section, detailed descriptions of each phase are
provided, along with strategies and interventions designed to manage each phase.
7. School wide Behavior Support Practices
Among the most important advances in improving the behavior of children in schools has been the recent systematic
emphasis on school wide systems of behavior support. The final section of this module is on Primary Prevention (e.g.
those behavior support efforts that are school wide). The emphasis is not just on the teaching of social and lifestyle skills
to all students but also the use of proactive systems that result in a school environment that is predictable, positive and
collaborative.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
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Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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5999999903001
5999999904001
5999999905001
5999999905002
5999999906001
5999999906002
5999999907001
5999999907002
5999999907003
5999999908001
5999999908002
5999999908003
Banked ESOL
Points
Banked ESOL
Points
Banked ESOL
Points
Bannked ESOL
Points
Banked ESOL
Points
Banked ESOL
Points
Banked ESOL
Points
Banked ESOL
Points
Banked ESOL
Points
Banked ESOL
Points
Banked ESOL
Points
Banked ESOL
Points
This component is for instructional staff who have not used all of their ESOL Endorsement inservice points for renewal
of the professional certificate. The state allows for banking of these points towards future renewal.
This component is for instructional staff who have not used all of their ESOL Endorsement inservice points for renewal
of the professional certificate. The state allows for banking of these points towards future renewal.
This component is for instructional staff who have not used all of their ESOL Endorsement inservice points for renewal
of the professional certificate. The state allows for banking of these points towards future renewal.
This component is for instructional staff who have not used all of their ESOL Endorsement inservice points for renewal
of the professional certificate. The state allows for banking of these points towards future renewal.
This component is for instructional staff who have not used all of their ESOL Endorsement inservice points for renewal
of the professional certificate. The state allows for banking of these points towards future renewal.
This component is for instructional staff who have not used all of their ESOL Endorsement inservice points for renewal
of the professional certificate. The state allows for banking of these points towards future renewal.
This component is for instructional staff who have not used all of their ESOL Endorsement inservice points for renewal
of the professional certificate. The state allows for banking of these points towards future renewal.
This component is for instructional staff who have not used all of their ESOL Endorsement inservice points for renewal
of the professional certificate. The state allows for banking of these points towards future renewal.
This component is for instructional staff who have not used all of their ESOL Endorsement inservice points for renewal
of the professional certificate. The state allows for banking of these points towards future renewal.
This component is for instructional staff who have not used all of their ESOL Endorsement inservice points for renewal
of the professional certificate. The state allows for banking of these points towards future renewal.
This component is for instructional staff who have not used all of their ESOL Endorsement inservice points for renewal
of the professional certificate. The state allows for banking of these points towards future renewal.
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6005001
AIDS/HIV, HBV and Objective:
Infectious Diseases To provide personnel with information about Acquired Immune Deficiency Syndrome (AIDS), highlighting bio
Education &
psychosocial considerations relevant to the school-age child.
Prevention
Specific Objectives:
01. Recall the populations at-risk for developing AIDS.
02. Describe how the human immunodeficiency virus (HIV) disrupts the immune system.
03. Identify modes of casual contact with people with AIDS that do not transmit AIDS.
04. Explain 3 ways to reduce the risk of exposure to the AIDS virus.
05. Describe 3 ways to prevent transmission of AIDS.
06. Discuss one way a child with AIDS can be helped to cope with psychological stress.
07. Discuss one way a person fearful of AIDS can be helped to cope with his/her fear(s).
08. Identify 3 community resources available to help the child with AIDS and his/her family.
09. Recall the chronic symptoms exhibited by the child with AIDS.
10. Identify 3 ways to reduce the risk of infection in the child with AIDS.
11. Assess symptoms exhibited by the child with AIDS that require referral to medical personnel.
12. Identify situations when home tutoring may be warranted for a child with AIDS.
13. Discuss 3 ways to promote normal growth and development for a child with AIDS.
14. Identify his/her value orientation regarding AIDS.
15. Discuss the St. Lucie County School Board Policy on AIDS, ARC and HIV.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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6005002
* CPR and First Aid Objective:
Training
To improve participants’ are understanding and use of basic first aid and life saving techniques and procedures.
Specific Objectives:
01. Identify common signs and symptoms of a heart attack.
02. Demonstrate the ability to recognize the signs and symptoms of respiratory arrest, cardiac arrest, and airway
obstructions.
03. Demonstrate skills and competencies in mouth-to-mouth breathing.
04. Demonstrate skills and competencies in administering CPR in accordance with approved procedures.
05. Demonstrate skills and competencies in the removal of airway obstructions (Heimlech Maneuver).
06. Demonstrate two procedures which can be used to stop bleeding.
07. Describe potential causes of shock and appropriate first aid treatment.
08. List common symptoms of poisoning and describe procedures to be followed in cases of suspected poisoning.
09. List an appropriate sequence of procedures for types of injuries specified by the instructor.
10. Demonstrate first aid treatment for other common medical emergencies.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Conflict Resolution Objective:
for Teachers
To enable the participant to develop strategies to resolve conflict through analysis of conflict situations and
implementation of resolution methods.
Specific Objectives:
01. Identify and define typical conflict situations.
02. Analyze causes of conflict e.g. values, rejection, defensiveness, unmet needs.
03. Analyze personal behaviors which impede resolution of conflict.
04. Identify personal behaviors which promote resolution of conflict.
05. Develop resolution strategies for specific work-related conflict situations.
06. Identify steps to be taken to further remediate or sustain the resolution of conflict.
07. Identify actions which would prevent recurrence of conflicts.
08. Identify potential areas of conflict and take preventive actions.
09. Update skills and knowledge and acquire information about current trends and issues relating to conflict resolution.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Substance Abuse, Objective:
Suicide and Child To provide personnel with knowledge about emotional stress, as well as student suicide and self destruction, alcohol
Abuse Prevention and drug abuse, child abuse and neglect, and AIDS education.
Specific Objectives:
01. Recognize factors which increase emotional stress and the risk of suicide and self destruction.
02. Recognize behaviors and situations which are considered to be suicide distress signals.
03. Identify symptoms of, and a means of coping with, depression and anxiety.
04. Deal effectively with the distressed person while accessing appropriate support/intervention.
05. Defuse hostility and resistance while opening lines of support.
06. Identify sources of therapeutic assistance and method of referral for potential suicides and for post-suicide attempt
incidents.
07. Avoid inappropriate behaviors and provide a supportive climate for the suicidal and/or emotionally distressed
individual.
08. Provide appropriate support and referral for the family of the suicidal and/or emotionally distressed student.
09. Cite current research studies pertaining to suicide prevention.
10. Provide a systematic educational process to prevent substance usage.
11. Recognize signs of alcohol and drug abuse in students.
12. Utilize counseling techniques with emphasis on intervention and prevention of future alcohol and drug abuse.
13. Identify sources of assistance for victims of alcohol and drug abuse, as well as appropriate referral procedures.
14. Recognize the physical and behavioral indicators of child abuse and neglect.
15. Know the rights and responsibilities regarding reporting of child abuse and neglect.
16. Care for a child's needs after a report of child abuse or neglect is made.
17. Identify recognition, intervention, and prevention strategies pertaining to child abuse and neglect that can be related
to children in a classroom setting in a non-threatening, positive manner.
18. Educate educational personnel regarding the medical/legal aspects of AIDS.
19. Deal with the emotional issues of AIDS.
20. Help parents, teachers and students understand and deal with AIDS.
21. Update skills and knowledge and acquire information about current trends in areas related to suicide prevention,
emotional trauma, alcohol and drug abuse, and child abuse and neglect, and AIDS education.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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PEC: Substance
Abuse
Objective:
To provide appropriate training for beginning teachers.
Specific Objectives:
01. Understand the Professional Educators’ Competencies model as it is implemented in St. Lucie County Schools.
02. Demonstrate appropriate generic teaching competencies and appropriate effective teaching behaviors as measured
by the indicators of the Florida Performance Measurement System.
03. Demonstrate knowledge of the major concepts in the Domains of the Florida Performance Measurement System.
landmark cases.
04. Implement Professional Educators’ Competencies procedures regarding documentation.
05. Implement Professional Educators’ Competencies procedures regarding the summative/formative observation
process.
06. Implement Professional Educators’ Competencies procedures regarding development of the Professional
Development Plan.
07. Complete Professional Educators’ Competencies documents correctly.
08. Demonstrate the ability to recognize signs of severe emotional distress in students and the ability to utilize
techniques of crisis intervention.
09. Demonstrate the ability to recognize signs of alcohol and drug abuse in students, and to use counseling techniques
with emphasis on intervention and prevention of future abuse.
10. Demonstrate the ability to recognize the indicators of child abuse and to understand the rights and responsibilities
regarding reporting.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to the
Professional Educators’Competencies.
12. Demonstrate proper procedures for operating the computer identify and describe major component parts and their
functions, and develop a plan to integrate computers into the classroom.
13. Demonstrate the ability to describe the standards of professional practice of the education profession in Florida, the
grounds for disciplinary action against an educator, procedural steps in the adjudication of cases, final recourse for
appeal available to an educator, and Florida and Federal landmark cases.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Framework for
Understanding
Poverty
Objective:
Teachers and administrators will develop instructional applications using their understanding of poverty situations to
increase student achievement.
Specific Objectives:
Overview
1. Analyze the characteristics of poverty and how they affect patterns of living.
2. Explain the language registers, discourse patterns, and story structures.
3. Give examples of hidden rules.
4. Develop instructional applications to information presented in this workshop.
Module I
5. Analyze the eight resources of a student.
6. Explain language registers, discourse patterns, and strong structure.
7. Give examples of hidden rules among classes.
8. Identify discipline interventions that are effective.
9. Explain mediation and cognitive structures.
10. Explain how economic realities affect patterns of living.
Module 2
11. Analyze the eight resources of a student and make interventions based on those resources that are present.
12. Understand that failure is often related to missing pieces and identify ways to provide missing resources.
Module 3
13. Distinguish among the different registers of language and assist students in the development of formal register.
14. Utilize story structure when working with certain students and parents.
15. Understand mediation and cognitive strategies.
Module 4
16. Understand family structure and the resulting behavioral patterns in generational poverty.
Module 5
17. Understand and give examples of the hidden rules of the three economic classes.
Module 6
18. Understand student behaviors related to poverty.
19. Identify discipline interventions that are effective.
Module 7
20. Explain the importance of relationships to students from poverty.
21. Identify means to create relationships with students from poverty.
Module 8
22. Identify strategies to build emotional resources in students.
Module 9
23 Identify strategies to improve relationships and increase success in working with parents.
Module 10
24. Understand basic concepts in learning.
Module 11
25. Understand new learners have different needs for instruction, and certain activities have a higher payoff in learning
for a given amount of time.
Module 12
26. Provide strategies for translating the abstract to the concrete.
Module 13
27. Build cognitive capacity in students for planning and controlling impulsivity.
Module 14
28. Provide students with a systematic approach, vocabulary, plan, and procedures to complete all portions of every
academic task.
Module 15
29. Build cognitive capacity for making questions in the minds of students.
Module 16
30. Enable students to sort the important from the unimportant using patterns and mental models.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
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8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* Framework for
Understanding
Poverty (Train the
Trainer)
Objective:
Teachers and administrators will deepen their instructional applications of the Framework for Understanding Poverty by
leading and facilitating the learning of faculty and staff.
Specific Objectives:
Overview
1. Analyze the characteristics of poverty and how they affect patterns of living.
2. Explain the language registers, discourse patterns, and story structures.
3. Give examples of hidden rules.
4. Develop instructional applications to information presented in this workshop.
Module I
5. Analyze the eight resources of a student.
6. Explain language registers, discourse patterns, and strong structure.
7. Give examples of hidden rules among classes.
8. Identify discipline interventions that are effective.
9. Explain mediation and cognitive structures.
10. Explain how economic realities affect patterns of living.
Module 2
11. Analyze the eight resources of a student and make interventions based on those resources that are present.
12. Understand that failure is often related to missing pieces and identify ways to provide missing resources.
Module 3
13. Distinguish among the different registers of language and assist students in the development of formal register.
14. Utilize story structure when working with certain students and parents.
15. Understand mediation and cognitive strategies.
Module 4
16. Understand family structure and the resulting behavioral patterns in generational poverty.
Module 5
17. Understand and give examples of the hidden rules of the three economic classes.
Module 6
18. Understand student behaviors related to poverty.
19. Identify discipline interventions that are effective.
Module 7
20. Explain the importance of relationships to students from poverty.
21. Identify means to create relationships with students from poverty.
Module 8
22. Identify strategies to build emotional resources in students.
Module 9
23 Identify strategies to improve relationships and increase success in working with parents.
Module 10
24. Understand basic concepts in learning.
Module 11
25. Understand new learners have different needs for instruction, and certain activities have a higher payoff in learning
for a given amount of time.
Module 12
26. Provide strategies for translating the abstract to the concrete.
Module 13
27. Build cognitive capacity in students for planning and controlling impulsivity.
Module 14
28. Provide students with a systematic approach, vocabulary, plan, and procedures to complete all portions of every
academic task.
Module 15
29. Build cognitive capacity for making questions in the minds of students.
Module 16
30. Enable students to sort the important from the unimportant using patterns and mental models.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
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8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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St. Lucie County
General Objective:
Bullying and
To understand the district's policy on bullying and harassment.
Harassment Policy
Specific Objectives:
01. Participants will learn the definition of bullying and harassment.
02. Participants will learn to identify bullying and harassment.
03. Participants will learn the procedure for reporting bullying and harassment.
04. Participants will understand the consequences of engaging in bullying and harassment.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Substance
Objective:
Abuse-Recognition This component is designed to familiarize participants in the areas of the history of drugs, drug classification,
and Prevention
terminology, and counseling.
Specific Objectives:
01. Explain the definition of the word "drug".
02. Describe mental, behavioral and biological changes from the use of drugs.
03. List the good and bad uses of drugs.
04. Be familiar with the history of drugs; events aiding the spread of drugs, medical use of drugs, and recreational use of
drugs.
05. List the various classifications of drugs and their behavioral perspectives.
06. Define and discuss the various basic terminology relative to drugs.
07. Identify the development and recognition of drug dependence - both mentally and physically.
08. List and identify the nature and effects of specific categories of drugs such as "non-drug" drugs, over the counter
drugs, social drugs, stimulants, depressants, narcotics, hallucinogens, psychotherapeutic and prophylactic drugs.
09. Explain the components of drug counseling which involves social considerations, biological considerations,
personal consideration, and recognition and resolution to drug problems.
10. List the various community resources that are available for treatment and prevention of drug abuse.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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School Safety/Safe Objective:
Learning
To provide safe and secure learning and working environments for students, employees and community members.
Environment
Specific Objectives:
01. To identify school safety and security issues.
02. Identify strategies to promote and/or enhance safe learning environments.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Conflict Resolution Objective:
for
To enable the participant to develop managerial strategies to resolve conflict through analysis of conflict situations and
Admin/Supervisors/ implementation of resolution methods.
Managers
Specific Objectives:
01. Identify and define typical conflict situations.
02. Analyze causes of conflict e.g. values, rejection, defensiveness, unmet needs.
03. Analyze personal behaviors which impede resolution of conflict.
04. Identify personal behaviors which promote resolution of conflict.
05. Develop resolution strategies for specific work-related conflict situations.
06. Identify steps to be taken to further remediate or sustain the resolution of conflict.
07. Identify actions which would prevent recurrence of conflicts.
08. Identify potential areas of conflict and take preventive actions.
09. Update skills and knowledge and acquire information about current trends and issues relating to conflict resolution.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* Facilitative
Leadership
Objective:
01. Administrators and teachers will be able to plan effectively and lead groups through teacher/staff participation.; 02.
Trainers in Facilitative Leadership will be able to provide information, materials, practice opportunities, and support for
participants who will deliver and use Facilitative Leadership in their organizations.
Specific Objectives:
Upon completion of an inservice training activity, the participant will process strategies and skills to:
01. Determine desired outcomes for a meeting.
02. Examine the context of a meeting as part of a planning component.
03. Identify participants who should attend a meeting so that multiple points of view will be identified.
04. Distinguish between content (what) and process (how).
05. Determine roles and functions of meeting participants (recorder, facilitator, team member, facilitative leader).
06. Determine an effective room arrangement for a specific meeting.
07. Choose an appropriate decision-making option for a specific meeting,
08. Plan agenda topics, process steps, and time frames to accomplish desired outcomes of a meeting.
09. Identify potential pitfalls to a meeting and plan effective prevention's for those pitfalls.
10. Understand the concept of group memory and use group memory for meetings.
11. Develop effective action plans which specify tasks to be done, people responsible and due dates for each task.
12. Use "plus/delta" forms to review meeting effectiveness.
13. Understand the concept of follow-up, including evaluation, communication and recognition of individual
contributions to the success of an action plan.
14. Evaluate facilitative leadership characteristics of self.
15. Use a six-phase problem-solving model, obtaining agreements in each phase.
16. Use problem-solving tools, ie "N/3", "What's the Real Problem?", "Lasso", "5 Why's", "Sort by Category", "Negative
Voting", and "What Would it Take?"
17. Use facilitative behaviors to maintain and regain focus with respect to process or content during a meeting.
18. Create an open and collaborative atmosphere through listening techniques.
19. Give and solicit feedback using effective feedback principles.
20. Develop ground rules for meetings.
21. Use tools for unlocking the creating potential of individuals and groups.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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WOW Creating and Objective:
Leading a Learning The participants will become knowledgeable of the twelve components of a WOW school and use those components to
Community
transform the school, classroom and district into a learning organization.
Specific Objectives:
1. To gain knowledge of the 12 components of a Working on the Work School.
2. To equip participants with the knowledge of how to create a vision for their school where all students are engaged in
important work.
3. To use WOW surveys to assess progress towards the 12 components found in a WOW school.
4. To gain knowledge regarding new roles for teachers as leader and inventor of quality work.
5. To gain knowledge regarding the new role for principal as leader of leaders.
6. To develop a deeper understanding of the WOW framework.
7. To invent lessons using the 10 Design Qualities.
8. To create means in which students are given a voice to express their satisfaction with the work they are given
9. To find ways in which resources (time, people, space and technology) can be used in flexible ways so that the entire
staff can collaborate.
10. To give and receive feedback by colleagues using the WOW Protocol to improve student work.
11. To gain a deep understanding of the WOW framework and the basic assumptions regarding school reform.
12. To gain an understanding of the System Standards, School Standard and Classroom Standards.
13. To learn the difference between congenial, collegial, and collaborative climates and begin the process of moving
teachers from congenial to collaborative.
14. To understand the difference between climate and culture.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Legal
Objective:
Responsibilities of To assist school-based Administrators in taking appropriate action when illegal (criminal) activities occur on school
School
property.
Administrators
Specific Objectives:
01. Upon completion of appropriate activities participants will be able to: 1. Follow appropriate procedures when a
criminal act occurs on campus.
02. Understand the laws relating to rules of evidence, search and seizure and to the rights of students.
03. Understand and make appropriate applications in securing, handling, maintaining and preserving physical evidence
to ensure its acceptance in criminal proceedings.
04. Recognize commonly abused substances and be aware of health and safety considerations involved in handling
substances.
05. Identify the indicators (characteristics) of drugs and drug users.
06. Recognize indicators of child abuse.
07. Follow appropriate procedures in reporting suspected and/or verified child abuse.
08. Be aware of support services available to victims of abuse and/or rape and of proper referral procedures.
09. Update skills and knowledge and acquire information about current trends and issues in areas related to the legal
responsibilities of school administrators.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* Florida Education Objective:
Finance Program To improve knowledge of the Florida Education Finance Program.
(FEFP) (Admin.)
Specific Objectives:
01. Demonstrate understanding of the historical and philosophical basis of school funding.
02. Demonstrate understanding of local tax structure (including current modifications).
03. Demonstrate understanding of state tax structure (including current trends and modifications).
04. Calculate required local effort contribution to the FEFP.
05. Determine local revenues from discretionary millage, debt service millage, and capital improvement millage.
06. Calculate the State's FTE allocation to the local school district.
07. Determine the State's allocation of categorical and special funds to the local school district.
08. Determine the State's allocations to the local school district for capital improvements and debt service.
09. Identify the 4 funds within the local school district budget.
10. Identify the components of each of the 4 funds.
11. Utilize FTE Management Procedures: A. Providing for auditable FTE records. B. Preparing for an FTE membership
survey. C. Certifying the eligibility of students. D. Completing the FTE count.
12. Complete appropriate data processing documentation and procedures for FTE.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Customer Service
Objective(s):
Participants will recognize the unique strengths and preferences of themselves, co-workers, and external customers.
They will enhance their skills to increase customer satisfaction, and they will understand a process for creating
improved working relationships.
1. Identify who are the internal and external customers.
2. Identify research theories that support excellent customer service.
3. Design strategies to establish, maintain and enhance customer relationships.
4. Identify causes of conflict.
5. Define attitude and explain how it affects behavior and productivity and customer relationships.
6. Identify techniques for dealing with difficult customers.
7. Distinguish between difficult and upset customers.
8. Develop strategies to implement a “win-win” paradigm.
9. Develop empathic listening skills.
10. Identify ways to build integrity in your actions
11. Employ ways to deliver bad news in an appropriate way
12. Employ new strategies that keep the customer happy
Activities:
Participate in problem solving, case study review, data analysis, large and small group discussion, role play, creation of
a product, action plan, collaborative lesson design, simulations, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* Targeted
Selection/Job
Analysis
Objective:
To increase participants' awareness, understanding, practice and application of the technology used to establish job
related behavioral criteria and to collect data based on job related past performance.
Specific Objectives:
01. Identify procedures to plan and implement a job analysis.
02. Collect data using job activity and critical incident questionnaires.
03. Label and categorize identified behaviors obtained from job analysis and critical incident questionnaires.
04. Identify procedures to conduct a targeted interview.
05. Demonstrate effective interviewing techniques.
06. Evaluate and synthesize interview data.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Classroom
Walkthrough
Objective:
To use the Classroom Walkthrough process to increase focus on student achievement as instructional leaders conduct
brief, informal classroom observations.
Specific Objectives:
As a result of Classroom Walk-Through (CWT) training, participants will:
1. Be prepared to explain CWT rationale and process to staff, students and parents as appropriate.
2. Understand the difference between (CWT) and evaluation.
3. Establish the amount of time to be devoted to CWT.
4. Establish a system for conducting and managing information from CWT and Reflection process.
5. Use CWT protocol for brief classroom visits.
6. Identify the teaching/learning objective and determine alignment with standards/curriculum (T1).
7. Determine if the teaching/learning objective is on Target for grade level/course level (T2).
8. Determine the Taxonomy level (T3).
9. Determine alignment of Text/materials (T4).
10. Identify instructional strategy(s) observed during CWT.
11. Determine the level of learner engagement during CWT.
12. Use quick questions to determine student understanding and engagement.
13. Identify topic for reflection.
14. Use CWT model for reflection.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* Professional
Enhancement
Program (PEP)
Objective:
In this diagnostic, developmental program, current and potential administrators will engage in mastery
of key aspects of leadership ( correlated to the Florida Principal Competencies).
Specific Objectives:
Upon completion of an inservice training activity, the participant will process strategies and skills to:
1. Make formal presentation.
2. Write letters and draft plans.
3. Use problems-analysis to identify urgent problems, strengths, and weaknesses of a hypothetical
school.
4. Prepare a high quality school improvement plan.
5. Express values and organizational vision.
6. Use written communication skills and organizational analysis skills while responding to a series of school related
problems.
7. Exhibit appropriate interpersonal sensitivity.
8. Inventory interests.
9. Effectively manage resources.
10. Provide leadership to problem solving groups.
11. Delegate appropriately.
12. Make timely decisions.
13. Make sound judgments.
14. Manage stress.
15. Exhibit self-motivation.
16. Engage in cooperative learning throughout the process.
17. Reflect on performance and create a professional development plan based on the targeted
recommendations for improvement and growth.
18. Use technology to input performance data.
19. Serve as a "monitor and evaluator" for a peer throughout the training.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Non-Instruct
Leadership:
Communication
Objective
To develop and refine skills and traits necessary for effective organizational communications.
Specific Objective(s):
Upon completion of an inservice activity, the participant will be able to:
1.Complete a self-assessment of communication skills.
2.Identify ways to improve ability to communicate.
3.Identify listening skills that can be developed.
4.Identify skills needed to establish and maintain positive relationships.
5.Acquire knowledge on two aspects of written communications--reading and writing.
6.Identify communication skills which reduce communication breakdown.
7.Self-assess strengths and weaknesses as a presenter and a listener.
8.Use speaking listening, reading, and/or writing skills to communicate effectively with a variety of audiences.
9.Use accepting body language.
10.Identify current trends and issues in communications.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, problem solving, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Teacher
General Objective: Participants who successfully complete Teacher Insight/Interviewing Training will be able to better
Insight/Interviewing select teacher candidates using the teacher Insight electronic assessment results and the FIT Interview.
Skills
Specific Objectives: Upon successful completion the participant will be able to:
01. Describe the talent theory.
02. Identify the role of studying the best teachers to enhance teacher selection
03. Understand the research development process
04. Identify types of questions asked in teacher Insight online assessment.
05. Use a structured set of interview questions (FIT Interview) to gain additional information about candidate's
motivation, relationships, instructional approaches and other talents/strengths.
06. Understand the process in place for SLCSB for recruitment, assessment and development.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Mentoring/Coachin General Objective: This focuses on building the skills of those who serve as mentors/coaches by learning the roles,
g Colleagues
skills, processes and tools used by effective mentors/coaches to help develop others who are interested in becoming
more effective in their current role.
Objectives:
01. Identify the motivation, skills, knowledge, attitudes and
experiences of effective mentors/coaches.
02. Commit to ethical behavior as a mentor/coach.
03. Identify the individuals who would benefit from mentoring/coaching and how to best serve their needs.
04. Describe the process, resources and tools needed to
implement an effective coaching/mentoring program.
05. Describe how to use communication effectively to
promote reflection and extend learning.
06. Identify the appropriate mentoring strategies to keep
mentees focused on moving toward their competencies.
07. Facilitate discussions between/among colleagues of professional topics/research.
08. Share successful practices through collaboration with others.
09. Encourage reflective practice.
10. Create a forum for addressing instructional problems
11. Build collaborative norms to enable teachers to give and receive ideas and receive assistance.
12. Provide feedback to improve instruction.
13. Model for others what is expected of them.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* WCG: Essentials General Objective: This module is a guide to various independent and collaborative strategies and activities that
of Instructional
promote effective instructional leadership. An effective instructional leader recognizes that improving student
Leadership (Online) achievement is directly related to fostering excellence in teaching and learning.
Specific Objectives:
These will be entered once the module becomes available.
Activities:
Complete the assigned activities listed in the module.
Participant Evaluation:
To earn inservice points for this module, the participant must successfully complete all work and pass the end of course
assessment. Send to the Dept. of Professional Development Form HRD0042, with documentation showing a passing
score on the final assessment (60 or higher) and a log of all activities completed. All activities must be successfully
completed and submitted to earn the inservice points.
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* WCG: Improving General Objective: This module addresses reading in the content areas and the concept of reading instruction at the
Practice in Literacy secondary level. Leaders will learn to recognize and promote effective literacy instruction at the secondary level.
7-12 (Online)
Specific Objective:
Leaders at the secondary level will be able to:
1. Develop an understanding of issues commonly encountered by secondary teachers with regard to literacy.
2. Identify and explain educational practices in content areas that require literacy skills, including assessment and
evaluation.
3. Recognize teachers who develop instructional strategies in content areas that reinforce students' reading and
writing skills.
4. Use appropriate terminology in discussions relating to literacy.
5. Cite a book, website, and literacy experts related to the contemporary teaching and learning of literacy in secondary
schools.
Activities:
Complete the assigned activities listed in the module.
Participant Evaluation:
To earn inservice points for this module, the participant must successfully complete all work and pass the end of course
assessment. Send to the Dept. of Professional Development Form HRD0042, with documentation showing a passing
score on the final assessment (60 or higher) and a log of all activities completed. All activities must be successfully
completed and submitted to earn the inservice points.
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* WCG: Improving General Objective: This module provides an introduction to the fundamental components of literacy?reading, writing,
Practice in Literacy speaking, and listening?and will help leaders to recognize and promote effective literacy instruction at the elementary
K-6 (Online)
level.
Specific Objectives:
1. Identify and explain educational practices that enhance and support the teaching and learning of literacy.
2. Recognize teachers who engage in effective instructional strategies for literacy.
3. Use terminology in discussions relating to literacy.
coordinate professional development sessions for literacy improvement.
4. Cite a book, website, and literacy expert related to the contemporary teaching and learning of literacy.
Activities:
Complete the assigned activities listed in the module.
Participant Evaluation:
To earn inservice points for this module, the participant must successfully complete all work and pass the end of course
assessment. Send to the Dept. of Professional Development Form HRD0042, with documentation showing a passing
score on the final assessment (60 or higher) and a log of all activities completed. All activities must be successfully
completed and submitted to earn the inservice points.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* WCG: Improving General Objective: This module introduces leaders (even those without a mathematics background) to best practices
Practices in
in mathematics education. The content will assist leaders in recognizing appropriate instruction and relevant
Mathematics
terminology for discussions relating to mathematics education.
(Online)
Specific Objectives:
1. Understand and explain educational practices that enhance and support the learning of mathematics
2. Observe and recognize staff who engage in effective teaching strategies
3. Use appropriate terminology in discussions about mathematics education
4. Cite at least one book, article, and website to share with staff on the topic
Activities:
Complete the assigned activities listed in the module.
Participant Evaluation:
To earn inservice points for this module, the participant must successfully complete all work and pass the end of course
assessment. Send to the Dept. of Professional Development Form HRD0042, with documentation showing a passing
score on the final assessment (60 or higher) and a log of all activities completed. All activities must be successfully
completed and submitted to earn the inservice points.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* WCG:
Introduction to
Student
Achievement Data
(Online)
General Objective: This module is the first in a series of modules that will deal with the use and analysis of data to
improve student achievement, enhance your skills as an instructional leader, and improve teacher effectiveness. This
module defines and clarifies various types of student achievement data and introduces how data can be gathered and
organized effectively by educators.
Specific Objectives:
Will input these when the module becomes available.
Activities:
Complete the assigned activities listed in the module.
Participant Evaluation:
To earn inservice points for this module, the participant must successfully complete all work and pass the end of course
assessment. Send to the Dept. of Professional Development Form HRD0042, with documentation showing a passing
score on the final assessment (60 or higher) and a log of all activities completed. All activities must be successfully
completed and submitted to earn the inservice points.
Component Evaluation
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* WCG: Leading
Human Resource
Development
(online)
General Objective: This online module focuses on understanding the importance of leading human resource
development. It exposes the rationale for the importance of human capital, the contemporary view of staff development,
and various components of school improvement.
Specific Objectives
1. Identify human resources as the most valuable asset in creating and maintaining a high-performing school.
2. Differentiate among professional development, staff development, and organizational development while
acknowledging that each is essential and inextricably linked to the others in supporting school growth.
3. Describe the necessary perspective, knowledge and skills of an administrator who leads human resource
improvement.
4. Address the circumstances that form an environment in which professional development takes place.
5. Describe the means for acquiring knowledge and skills.
Activities:
Complete the assigned activities listed in the module.
Participant Evaluation:
To earn inservice points for this module, the participant must successfully complete all work and pass the end of course
assessment. Send to the Dept. of Professional Development Form HRD0042, with documentation showing a passing
score on the final assessment (60 or higher) and a log of all activities completed. All activities must be succesffuly
completed and submitted to earn the inservice points.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements
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* WCG: Creating General Objective: This module explores the dynamics of the principal/teacher/parent interactions that comprise the
Parent Partnerships climate of the school as a place of social interaction as well as a place of learning. The term "parent" is used to refer to
(Online)
a parent, guardian, grandparent, or other primary caregiver.
Specific Objectives:
1. Recognizing the role in creating parent partnerships
2. Building an inviting climate
3. Keeping parents informed
4. Hearing and responding to parents
5. Increasing involvement by including parents on committees
6. Sharing student successes with parents
7.Opening the doors to new parent/teacher relationships
8. Use tools to increase parent involvement in the school
9. Assist parents in helping their child at home
10.Assist parents through community resources
This module is free to Florida Educators once an account is created on www.floridaschoolleaders.org.
Activities:
Participate in the work provided in the module, case study review, data analysis, large and small group discussion, role
play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections and/or student response to the
work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC.
To earn inservice points for this module, the participant must successfully complete at least one activity for each chapter
in the module. There are 10 chapters in this module. Send evidence of activities completed to the Dept. of
Professional Development Form HRD0042. All activities must be successfully completed and submitted to earn the
inservice points.
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
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Restructuring for
School
Improvement
General Objective: School and district leaders will extend their ability to increase student achievement and improve
instruction.
Specific Objectives:
Upon completion of an inservice activity the participant will be able to:
01.
02.
03.
04.
05.
06.
07.
identify the four characteristics of "rock solid" leadership.
examine AYP guidelines
examine progress monitoring tools
learn data tools (i.e., data walls, data rosters)
learn the factors that influence instruction
identify the elements of an effective team
integrate a plan to strengthen instruction
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Educational
Leadership for
School
Improvement
General Objective: School-based and district level personnel will enhance their leadership skills to continuously
improve their ability to increase student achievement and improve instruction.
Specific Objectives:
Upon completion of an inservice activity the participants will be able to:
01. Apply leadership skills that are necessary for success.
02. Apply research findings to academic achievement.
03. Lead conversations with staffs on important issues.
04. Evaluate an instructional strategy for effectiveness of student achievement.
05. Create academic success situations for students.
06. Describe the stages of change and apply strategies as employees go through each.
07. Analyze communication skills in determine ways to improve communication.
08. Identify specific strategies that lead to increase student achievement.
09. Explain a variety of way to differentiate instruction to meet the needs of a wide range of student with varying
abilities.
10. Explain strategies to engage students in quality learning.
11. Describe diagnostic/prescriptive methods for curriculum problems at all ability levels.
12. Describe questioning or testing techniques which encourage learning.
13. Describe various methods for authentic assessment.
14. Demonstrate the ability to deal with interpersonal processes that accompany curriculum change, ie., collaboration,
conflict management and confrontation, problem solving, and decision making.
15. Implement techniques to create a safe, non-threatening climate that supports curriculum experimentation and
risk-taking.
16. Demonstrate practical strategies for data collection and analysis, and suggest ways to share this information with
others in order to build commitment to continuous school improvement.
17. Demonstrate data collection and analysis and suggest ways to share the information with others.
18. Demonstrate the ability to honestly evaluate employees and provide feedback that will lead to improvement.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Induction
General Objective: Participants will identify the processes employed in the effort to ensure that all stake-holders are
aware of and become committed to the norms that guide behavior in the school.
Specific Objective(s): Upon completion of an inservice training activity, the participant will process strategies and skills
to:
01. Define and redefine rules, roles, and relationships as systems are undergoing changes that modify the normative
order.
02. Create a vision that reflects a high standard of performance, describes a unique attribute, represents future
accomplishments, conjures up an image or picture, present a unifying theme and/or appeals to shared values.
03. Develop a mission that reflects a task or purpose for the school/district.
04. Identify beliefs or judgments about what is worthy, important or desirable that are reflected in the school/district
behavior.
05. Communicate the mission, vision, and beliefs of the school/district to ensure commitment for all stakeholders.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving in-service points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* Non-Instruct
Objective
Leadership: Peer To develop and refine skills and traits necessary for effective emerging leadership.
Today, Boss
Tomorrow
Specific Objective(s): Upon completion of an in-service activity, the participant will be able to:
01.
02.
03.
04.
Learn what it means to accept responsibilities of their new roles.
Set clear boundaries.
Value their strengths in communication skills.
Explain the importance of taking thoughtful and strategic action.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, problem solving, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving in-service points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* Non-Instruct
Leadership: The
Extraordinary
Leader Good to
Great
Objective
To develop and refine skills and traits necessary for effective organizational leadership.
Specific Objective(s): Upon completion of an in-service activity, the participant will be able to:
01. Explain the difference between good leaders and great leaders.
02. Define the 16 competencies of high performance leaders.
03. Learn strengths and behaviors that demonstrate leadership effectiveness in workplace situations.
04. Discover why enhancing existing leadership strengths, not focusing solely on fixing weaknesses, is the most
successful way to become an extraordinary leader.
05. Perform a step-by-step analysis of an individual leadership feedback report through structured individual and
group exercises.
06. Construct an Individual Leadership Development Plan customized to existing strengths, passions and
organization's needs.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, problem solving, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving in-service points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* Non-Instruct
Leadership:
Supervision
Objective
To develop and refine skills and traits necessary for effective organizational supervision.
Specific Objective(s): Upon completion of an in-service activity, the participant will be able to:
01. Explain the role of frontline supervisors that is critical to organizational success.
02. Understand the complex and competitive environment in which organizations function.
03. Identify problems and solutions of interpersonal communications.
04. Contrast "management" and "leadership".
05. Demonstrate goal setting techniques.
06. Identify employee problems and demonstrate methods for resolving them.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, problem solving, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving in-service points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* Non-Instruct
Objective
Leadership: Time To develop and refine skills and traits necessary for effective organizational leadership.
and Stress
Management
Specific Objective(s): Upon completion of an in-service activity, the participant will be able to:
01. Identify time wasters.
02. Eliminate or at least minimize time-wasting activities.
03. Manage conflicting priorities.
04. Identify causes of stress.
05. Develop methods to effectively handle stress.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, problem solving, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving in-service points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* Non-Instruct
Objective
Leadership:
Participants will learn how attitude affects leadership; employee relationships and customer relationships; application of
Interpersonal Skills the seven successful habits of successful people.
Specific Objective(s): Upon completion of an in-service activity, the participant will be able to:
01. Demonstrate awareness of production/production capability;
02. Recognize the difference between principles and values, personal and professional development;
03. Develop a plan for principle centered leadership;
04. Identify circle of influence and circle of concern;
05. Demonstrate personal application of the circle of influence;
06. Identify personal mission and values before setting goals;
07. Identify and prioritize activities according to the Time Management Matrix;
08. Define and demonstrate negotiating agreements resulting in win-win agreements;
09. Identify skills that enhance relationships and build teams;
10. Identify skills that promote personal and professional development.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, problem solving, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving in-service points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* Non-Instruct
Objective
Leadership:
To develop and refine skills and traits necessary for effective team leadership within an organization.
Managing Effective
Teams
Specific Objective(s): Upon completion of an in-service activity, the participant will be able to:
01. Solve problems that affect their ability and willingness to do their jobs effectively.
02. Gain the commitment of employees and co-workers to solve problems on their own rather than them expecting
solutions.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, problem solving, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving in-service points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* Non-Instruct
Objective
Leadership: Public To develop and refine skills and traits necessary for public speaking.
Speaking
Specific Objective(s): Upon completion of an in-service activity, the participant will be able to:
01.
02.
03.
04.
Plan, prepare and deliver an effective presentation.
Learn how to present awards.
Properly introduce speakers.
Develop plans to plan, prepare and deliver an effective presentation.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, problem solving, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving in-service points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* Non-Instruct
Leadership:
Sensitivity &
Diversity
Objective
To develop and refine skills and traits necessary for effective sensitivity and diversity leadership.
Specific Objective(s): Upon completion of an in-service activity, the participant will be able to:
01. Understand ways people are different from one another.
02. Identify the impact of differences on multicultural interaction.
03. Explore the role of values, attitudes and beliefs in communication, expectations and interpersonal relations.
04. Develop strategies to create a positive climate for diversity.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, problem solving, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving in-service points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* Non-Instruct
Objective
Leadership:
To develop and refine skills and traits necessary for effective conflict resolution leadership.
Conflict Resolution
Specific Objective(s): Upon completion of an in-service activity, the participant will be able to:
01. Identify causes of conflict in the workplace and how to deal with it.
02. Learn methods of correcting behavior that leads to conflict.
03. Distinguish between difficult and "upset" people.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, problem solving, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving in-service points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* Non-Instruct
Leadership:
Essential Skills in
Interviewing
Objective
To develop and refine skills and traits necessary for effective skills in interviewing..
Specific Objective(s): Upon completion of an in-service activity, the participant will be able to:
01.
02.
03.
04.
Learn the implications of poor hiring decision.
Explain how competencies define he requirements of a job.
How to gather and evaluate complete examples of an applicant's past behavior related to the job's competencies.
How to conduct interviews in a way that makes a positive impression on the applicant.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, problem solving, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving in-service points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* Exploration of
Leadership
General Objective: Participants will explore leadership in a learning organization that focuses on student achievement
through the engagement of students and employees.
Specific Objectives: Participants will
1. delve deeper into the role of principal in a learning organization and the major roles that the leaders play.
2. gather data about students and their needs so that this information can be communicated readily to staff, parents, and
the larger community in ways that staff, parents, and the community can act on it.
3. lead collegial conversation about the work being designed for students and the work being produced by students
using protocols.
4. demonstrate and explain to others the fundamental significance of engagement for students and adults in the school
5. participate in an action research project about a wondering associated with their practice.
6. identify ways to find out if students as primary customers are challenged, interested, and satisfied with the work that
they produce as a result of the work they are given.
7. explore ways to engage the community in the work of their schools.
8. assess their own practice using the Working on the Work classroom standards.
9. create a personal vision that puts student engagement through lesson design as the focus.
10. examine how effective schools have a culture of high expectations and a collaborative and collegial work
environment.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, problem solving, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving in-service points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* TeachFirst
General Objective:
Leadership Training
Specific Objectives: Participants will be able
01. to Integrate existing school and district priorities into the PLC framework
02. to provide a bridge between data analysis and instructional strategies
03. to define what PLCs need to focus on, learn about, and implement in the classroom
04. to align instructional needs with Teach First Instructional Strategies
05. to develop teacher leaders to serve as PLC facilitators
06. to establish benchmarks for Measuring Progress
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements
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Developing School General Objective: In order to assist school-based leaders and potential leaders in becoming an active part of the
Based Collaborative problem solving the makes collaborative bargaining successful, school-based personnel must be developed as leaders
Leaders
to understand the collaborative philosophy and how they can effectively contribute to the district. Engaging and
empowering all employees to be leaders in their individual classrooms, school building, or work sites supports the
districts philosophy that quality schools are the responsibility of the entire community. The course presents researched
problem-solving strategies through the interest- based (collaborative bargaining) problem-solving.
Specific Objectives:
01. Participants will learn to use effective leadership strategies for collaborative problem-solving by focusing on who
they are as potential leaders and then on how to use their personal strengths to build effective relationships with other
educators to find solutions to school-based and district issues.
02. Participants will identify their individual school-based leadership structures.
03. Participants will learn interest-based problem solving process in order to participate in district-wide and
school-based collaborative bargaining committees and groups with confidence.
04. Participants will identify a set of personal goals to pursue, to strengthen their existing leadership traits.
05. Participant will create systems within their sites which encourage open communication and interest-based problem
solving between staff and administration.
Activities: Participate in case review, problem solving activities, simulations, data analysis, large group and small
group discussion creation of a product, action plan, and collaborative lesson design, etc.
Participant Evaluation: Each participant will demonstrate increased competency on the targeted objectives as
determined by a valid means of measurement in compliance with Section 231.608(1), Florida Statutes and Rule
6A-5.071(5), FAC, using one or more of the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving in-service points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* Developing New
Administrators
General Objective: Principals and Assistant Principals who are new to their positions will enhance their leadership
skills as site based administrators through collegial conversations, problem solving and learning specific to their needs.
Specific Objectives:
Upon completion of an inservice activity the participants will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
know how to discern what is important and what is more important when deciding how to manage time.
know when to involve personnel in decision making.
recognize the stages of change that people go through and utilize strategies to support them.
lead and provide professional development as it pertains to specific needs of their schools.
be able to implement ideas learned from colleagues.
begin to build a climate of trust on their school campuses.
problem solve by accessing colleagues in their cohort.
identify and apply specific management skills that will provide more time for the role of instructional leadership.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Non-instruct
Leadership:
Exceptional
Customer Service
Non-instructional Leadership: Exceptional Customer Service
Objective: To provide the kind of exceptional service that creates real customer loyalty, organizations need people who
possess not only robust interpersonal skills, but a positive, can-do attitude, an understanding of the larger organizational
context they work in, and a commitment to making excellence their everyday service standard. This course will train
staff to be sensitive to the needs of customers, peers, supervisors and the public. Participants will explore the
challenges of delivering stellar service and the way it adds value to every type of customer interaction by:
Specific Objectives:
Learn to meet the needs of all types of customers
Identify the external and the internal customer
Develop a customer service philosophy
Consider each service situation from the customer's point of view and respond on a human level.
Project a positive attitude and willingness to help
Listen to customers (internal/external) in a way that shows interest and respect for their unique needs
Build a rapport by relating to customers (internal/external) in a genuine way
Enhance your entire team's service performance
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, problem solving, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Non-Instruct
Leadership:
Teamwork
Teamwork
Objective: Workplace reality is that, no matter what skills we have mastered and can utilize, we don't work in a
vacuum. We are constantly facing organizational challenges, shifting responsibilities, and stress.� Topics covered
will include using a professional approach; differentiating between submissive, aggressive and assertive behavior;
working with difficult people; and staying positive in today's busy, pressure-filled workplace:
Specific Objectives
1. Identify characteristics of effective teams
2. Identify interpersonal skills required for effective teams
3. Identify the roles within effective teams
4. Complete Practical Exercise for teamwork
5. Role play Conflict Resolution
6. Work with difficult behaviors
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, problem solving, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* Florida
Performance
Measurement
System (FPMS)
Observer
Certification
Training (Admin.)
Objective:
To provide appropriate personnel with the knowledge and skills needed to recognize and code effective and ineffective
teaching behavior.
Specific Objectives:
01. Demonstrate a knowledge of effective teacher planning concepts and indicators.(domain 1)
02. Demonstrate knowledge of effective management of student conduct concepts and indicators. (domain 2)
03. Demonstrate knowledge of effective instructional organization and development concepts and indicators. (domain
3)
04. Demonstrate knowledge of effective presentation of subject matter concepts and indicators. (domain 4)
05. Demonstrate knowledge of effective verbal and non-verbal communication concepts and indicators. (domain 5)
06. Demonstrate knowledge of effective student testing and evaluation concepts and indicators. (domain 6)
07. Accurately code teacher behavior using ESE Coding Manual for FPMS Summative Observation Instrument.
08. Accurately code teacher behavior using FPMS Formative Observation Instruments.
09. Demonstrate appropriate conferencing techniques related to pre and post observation conferences.
10. Update skills and knowledge and acquire information about current trends and issues in areas related to FPMS.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* Florida School
Law (Admin.)
Objective:
To improve knowledge of Florida School Law.
Specific Objectives:
01. Demonstrate an understanding of the sources of law which affect public education.
02. Demonstrate the ability to locate and use appropriate resource materials and/or persons. (Includes terminology,
vocabulary, reading citations, Florida Administrative Code, etc.)
03. Understand selected landmark Supreme Court decisions affecting public education.
04. Understand selected federal and state laws affecting public education.
05. Demonstrate the ability to locate and interpret St. Lucie County School Board Policies, Rules and Regulations.
06. Understand the court orders desegregating the St. Lucie County Schools and their continued impact on the
operation of the school system.
07. Solve typical school-based problems using appropriate legal basis.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Instructional
Supervision
Objective:
To increase participants' awareness, understanding, practice and application of the Teaching Effectiveness Model
(T.E.M.) a formative process which provides feedback about teaching behaviors that results in improved teaching
performance.
Specific Objectives:
01. Demonstrate an understanding of the Teaching Effectiveness Model.
02. Identify the research upon which the model is based.
03. Identify concepts and indicators for each of the following: a. Motivation theory b. Lesson design c. Effective input and
modeling d. Techniques for checking for understanding e. Practice theory f. Reinforcement theory g. Retention and
transfer h. Instructional conferencing.
04. Demonstrate application of the Teaching Effectiveness Model.
05. Demonstrate an understanding of a formative process which provides feedback about teaching behaviors that
results in improved teaching performance.
06. Identify research-based concepts upon which the formative evaluation process is based.
07. Identify procedures in a formative evaluation process which will enable instructional supervisors to: a. Identify, label
and explain a teacher's effective teaching behaviors. b. Stimulate the development of a teacher's effective teaching
behaviors. c. Encourage a teacher to identify those parts of a teaching episode and assist with which she/he was not
satisfied. d. Identify and label ineffective aspects of a teaching episode and assist development of more effective
teaching behaviors. e. Promote continuing growth of an effective teacher.
08. Identify guidelines for giving and receiving feedback.
09. Demonstrate application of the formative evaluation process which includes: a. Anecdotal note taking b. Conference
planning c. Effective verbal and nonverbal communication skills.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* Interactional
Management
Objective:
To increase participants' awareness, understanding practice and application of Interaction Management skills relating
to: a. day-to-day supervision, b. goals and standards, c. performance appraisal, d. management reinforcement.
Specific Objectives:
01. Upon completion of the appropriate strategies participants will identify critical steps, reinforce key principles and
demonstrate the following Interaction Management Skills: 1. Day-to-day Supervision a. Improve employee performance
b. Improve work habits c. Utilize effective follow-up action d. Utilize effective disciplinary action e. Maintain improved
performance f. Motivate the average performer g. Delegate responsibility h. Overcome resistance to change i. Handling
employee complaints.
02. Goals and Standards: a. Establish performance goals and standards b. Communicate performance standards c.
Negotiate performance goals d. Review performance goals and standards.
03. Performance Appraisal: a. Prepare an employee for performance appraisal b. Communicate satisfactory
performance to an employee c. Communicate unsatisfactory performance to an employee.
04. Management Reinforcement: a. Reinforce a supervisor's interaction skills b. Diagnose critical situations.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Leadership
Development for
Teachers
Objective:
To meet the needs of experienced teachers who have a desire to engage in developing the knowledge and skills to
improve their skills. Three broad components of the course are: Personal Assessment, Changing Schools, and
Influencing Strategies. The course is designed to be highly interactive and to provide teachers with opportunities to
broaden their focus beyond their individual classrooms.
Specific Objectives:
01. Assess themselves in relation to teacher leader characteristics and develop teacher leader communication and
negotiation skills.
02. Cooperatively learn and teach the definitions and concepts of teacher leadership from the literature.
03. Experience giving and receiving feedback as a means of growth and development of skills.
04. Determine personal values and congruence with workplace values.
05. Exhibit and develop skills in teacher leader roles of recorder, reporter and facilitator.
06. Demonstrate listening skills.
07. Acknowledge differences and recognize the value of diversity.
08. Develop influencing strategies in one-on-one and team relationships.
09. Draft a personal vision for a school and build a shared vision with a team.
10. Measure school practices in relation to dimensions of teacher leadership.
11. Apply knowledge of change process to personal experiences.
12. Identify relevant decision-making areas for teacher leaders.
13. Design strategies for collegial relationships with peers at different stages of professional expertise.
14. Select and present a viewpoint on current issues related to school change.
15. Analyze and use data to support a position on an issue.
16. Envision future role as a teacher leader and develop plans for personal/professional development and for
influencing change in home school settings.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Leadership Skills
Objective:
To improve skills and knowledge of administrators in performance of assigned duties.
Specific Objectives:
01. Implement School Board Policies, State Board of Education Rules, and Florida Statutes as they relate to assigned
responsibilities.
02. Define duties and responsibilities of staff to facilitate understanding of rules.
03. Develop strategies for creating and/or maintaining a professional attitude and high moral among staff.
04. Utilize observation and evaluation instruments and develop strategies to facilitate supervision and evaluation of staff
and of the instructional program.
05. Utilize effective consulting skills to interact with staff, parents, and students.
06. Recognize and understand the basic operation and use of microcomputers for classroom instruction and
management.
07. Make software selections appropriate to students, curriculum, management requirements, and hardware.
08. Provide active supervision of instructional, clerical, and non-instructional personnel using microcomputers.
09. Develop strategies to facilitate accountability including State Assessment Testing, Compensatory Programs, and
the Primary Education Program.
10. Initiate, design, and implement programs to meet the specific needs of the school and/district.
11. Establish priorities and employ effective time management procedures which will facilitate scheduling administrative
and instructional tasks in a way that insures appropriate balance.
12. Manage/cope with job stress.
13. Understand and support programs which focus upon affective growth and development of staff and students.
14. Develop strategies to promote parent and community involvement in the total school program.
15. Direct the public relations program of the school/department.
16. Understand the purpose and functions of the Management Information System.
17. Follow procedures for approval and review of forms.
18. Follow procedures for management, retention, and destruction of records.
19. Utilize the system for the submission and collection of data.
20. Maintain current skills and knowledge in areas related to assignment.
21. Provide evidence of the acquisition of an expanded knowledge base in administration.
22. Update skills and knowledge and acquire information about current trends and issues in areas related to
assignment.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* Preparing New
Principals (PNP)
(Admin.)
Objective:
Participants in the Preparing New Principals Program and Supervising Principals will develop an understanding of the
Level II Principal Certification Program and its implementation.
Specific Objectives:
01. Describe the Human Resource Management and Development program and the requirements to be met by each
school district.
02. Understand the organization and procedures required by the preparing New Principals program.
03. Assess their own leadership style and the implications for developing professional relationships with
superordinate’s, subordinates and peers.
04. Describe a behavioral event using the STAR (situation, action, result) model.
05. Provide coaching and feedback based on STAR, above.
06. Assess administrative experiences based on function/task analysis.
07. Select appropriate training and experiences for professional development plan based on self- assessment and other
appropriate inputs.
08. Identify areas of strength to offer as a resource to program participants.
09. Report critical incidents to superordinate using STAR and appropriate presentation skills.
10. Compare Function/Task data to the Florida Principal Competencies to determine the extent of competency
acquisition through on the job experiences.
11. Develop and refine skills as identified by ongoing appraisal and feedback.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Leadership Skills:
Induction
Objective:
The purpose of these inservices is to cause participants to internalize the values and norms of the organization to the
point that the primary means of control over performance is self-control.
Specific Objectives:
01. Understand that the standards for administrators are consistent with the core beliefs of the system.
02. Develop clear understanding of expectations of expectations and norms of the system.
03. Demonstrate knowledge of the distinct stages of entry into the organization.
04. Develop a clear understanding of the beliefs, vision and mission of the district and be able to personalize them in the
role in which you are employed.
05. Recognize that all the positions in the district are created to support teachers who design quality work for students
who engage in it.
06. Develop a clear understanding of the system's core beliefs, core business and events that define the structure and
culture of the district.
07. Develop a clear understanding of student as the primary customer.
08. Develop a clear understanding or roles and responsibilities of the position in which you are employed in the district.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Leadership for
School
Collaboration
Objective: Participants will learn and practice basic committee structures� and 4 strategies of highly effective
organizational leadership: better use of data, issues based organizing, leaders as organizers, and organizational
outreach.� Participants will then, utilize interest-based collaboration, with faculties and administration, to resolve
issues and create policy at schools and worksites.
Specific Objectives:
Participants will learn and effectively utilize:
01. Roles and Responsibilities of leaders
02. Meetings and Committees (Robert's Rules of Order)
03. Organization Resources
04. Representing Members Part I
05. Representing Members Part II
06. The 4 Pillars of Organization Part I (see above)
07. The 4 Pillars of Organization Part II (see above)
08. State Organization
09. Public Policy Advocacy Part I
10. Public Policy Advocacy Part II
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* ESOL for
Administrators
Objective:
The instructional leader will develop attitudes skills and knowledge in understanding the effects of culture on
communication, the background and legal requirements for ESOL education, and an evaluation method to measure
instructional strategies of trained ESOL teachers.
Specific Objectives:
1. Demonstrate knowledge of the background of the 1990 ESOL Agreement, including knowledge of related legislation
and litigation. (Objective 1)
2.Demonstrate knowledge of the requirements of the 1990 ESOL Agreement (placement, monitoring, programmatic
issues, etc.) to ensure compliance. (Objective 2)
3. Demonstrate knowledge of administrator's role and responsibility as the instructional leader of the school and
participant in the LEP Committee. (Objective 3)
4 .Demonstrate knowledge of the role and responsibilities of Florida Department of Education, school districts and
schools regarding the 1990 ESOL Agreement. (Objective 4)
5. Demonstrate ability to evaluate trained teachers who are using ESOL instructional strategies in Basic ESOL courses.
(Objective 5)
6. Demonstrate ability to evaluate trained teachers who are using ESOL or Home Language strategies in basic subject
area courses. (Objective 6)
7. Demonstrate ability to evaluate instructional personnel (other than basic subject area teachers) who are using ESOL
or Home Language strategies. (Objective 7)
8. Demonstrate knowledge of No Child Left Behind and how its mandates for LEP students impacts schools and
districts.
9. Demonstrate knowledge and sensitivity to multicultural and diverse student population; create a positive and
supportive environment to accommodate the diverse cultural backgrounds of students. (Objective 9)
10. Recognize major differences and similarities among various cultural groups in the U.S., in Florida, and in the local
community; counsel students, parents, school personnel and community members on these differences and similarities.
(Objective 10)
11. Demonstrate ability to work cooperatively with the community and express to the community that its participation is
wanted and needed. (Objective 11)
12. Develop cross-cultural awareness and understanding of the major cultural groups represented in the local school
district, and at the individual schools, in order to meet the needs of LEP students within the context of a multicultural
student population. (Objective 12)
13. Demonstrate ability to explain to LEP students what behavior is expected of them in American culture, in the district,
and in the school. (Objective 13)
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Health & Safety I
Objective:
01. To provide orientation to new personnel.; 02. To review and update procedures and practices related to delivering
health services to students.
Specific Objectives:
01. Demonstrate proficiency in the use of the audiometer and telebinocular, as well as in scoliosis and pediculosis
screening.
02. Utilize forms and documents, legal or otherwise, pertaining to school admissions, health records, etc.
03. Identify allied agencies, both public and private, for possible referral and follow-up of the health needs of children.
04. Demonstrate proficiency in using the appropriate techniques for administration of prescribed medications, first aid,
CPR, crisis intervention, etc.
05. Recognize and identify communicable conditions when they occur in the school.
06. Demonstrate procedures to be followed when potentially communicable conditions are present in the school.
07. Define their position in relationship to the total school program.
08. Assist in providing health services, in cooperation with community health agencies, to meet health needs of migrant
children.
09. Maintain a record of referrals and service provided to migrant children.
10. Be aware of the purpose and overall function of the MSRTS; as well as, be able to read and add necessary data to
the MSRTS health record.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to health
services.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Health & Safety II
Objective:
01. To provide orientation to new personnel. 02. To review and update procedures and practices related to delivering
health services to students.
Specific Objectives:
01. Demonstrate proficiency in the use of the audiometer and telebinocular, as well as in scoliosis and pediculosis
screening.
02. Utilize forms and documents, legal or otherwise, pertaining to school admissions, health records, etc.
03. Identify allied agencies, both public and private, for possible referral and follow-up of the health needs of children.
04. Demonstrate proficiency in using the appropriate techniques for administration of prescribed medications, first aid,
CPR, crisis intervention, etc.
05. Recognize and identify communicable conditions when they occur in the school.
06. Demonstrate procedures to be followed when potentially communicable conditions are present in the school.
07. Define their position in relationship to the total school program.
08. Assist in providing health services, in cooperation with community health agencies, to meet health needs of migrant
children.
09. Maintain a record of referrals and service provided to migrant children.
10. Be aware of the purpose and overall function of the MSRTS; as well as, be able to read and add necessary data to
the MSRTS health record.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to health
services.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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PRE-K:
Developmentally
Appropriate
Practices for Young
Children (CFS
Training for Aides)
Objective:
To develop in the participant the knowledge and skills necessary for assisting in the implementing of a developmentally
appropriate, anti-bias program for Pre-Kindergarten children.
Specific Objectives:
01. Develop an understanding of active learning and how to provide these opportunities for young children.
02. Recognize a developmentally appropriate environment which includes well-defined, appropriately labeled interest
areas in the classroom.
03. Develop a daily schedule that provides for a balance of quiet and active child and adult initiated activities.
04. Identify the essential experiences for optimum language, social, emotional, cognitive, and physical development in
young children.
05. Develop the ability to provide many varied opportunities for children to hear and use language.
06. Demonstrate how to facilitate children's successful completion of tasks by providing support, focused attention,
physical proximity, and verbal encouragement.
07. Identify the characteristics of stress in children's behavior and the effective methods of dealing with these
characteristics.
08. Develop techniques for facilitating the development of self-esteem and creativity in children.
09. Develop techniques for facilitating the development of self-control in children by treating children with dignity and
using appropriate discipline techniques.
10. Identify strategies and develop the ability to encourage independence in children as skills are acquired.
11. Develop techniques for establishing and maintaining effective relationships with each child's family and encourage
family involvement in the prekindergarten program.
12. Develop techniques for showing respect for the child's family make-up, cultural background, and religious beliefs.
13. Identify strategies for sharing information with families about child development, age-appropriate learning activities,
and prekindergarten programming.
14. Acquire knowledge of methods to prevent and/or confront bias in the classroom related to gender, race, ethnicity,
and different physical abilities.
15. Develop a sense of responsibility for young children in their care.
16. Develop an awareness of the environment in relation to young children.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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PRE-K: Early
Objective:
Childhood Practices To develop in the participant the knowledge and skills necessary for assisting in an Early Childhood program for
for
Pre-Kindergarten children.
Paraprofessionals
(CFS Training for Specific Objectives:
PSP)
01. Develop an understanding of the State Statutes and Rules and Local Policies which govern child care.
02. Demonstrate an ability to plan, establish, and maintain a healthy, safe, and clean environment.
03. Demonstrate knowledge of the nutrition needs of young children.
04. Exhibit knowledge of the definition, extent, causes, and effects of child abuse and neglect.
05. Demonstrate an understanding of the role and responsibility of child care workers for reporting and preventing child
abuse and neglect.
06. Exhibit knowledge of materials and strategies for the prevention of child sexual abuse.
07. Exhibit knowledge of the principles of child growth and development for prekindergarten children.
08. Demonstrate knowledge and use of learning activities which are appropriate for prekindergarten children.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Conflict Resolution Objective:
Support Staff
To enable the participant to develop strategies to resolve conflict through analysis of conflict situations and
implementation of resolution methods.
Specific Objectives:
01. Identify and define typical conflict situations.
02. Analyze causes of conflict e.g. values, rejection, defensiveness, unmet needs.
03. Analyze personal behaviors which impede resolution of conflict.
04. Identify personal behaviors which promote resolution of conflict.
05. Develop resolution strategies for specific work-related conflict situations.
06. Identify steps to be taken to further remediate or sustain the resolution of conflict.
07. Identify actions which would prevent recurrence of conflicts.
08. Identify potential areas of conflict and take preventive actions.
09. Update skills and knowledge and acquire information about current trends and issues relating to conflict resolution.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Dropout Prevention Objective:
Increase participant's knowledge of reasons for dropouts and possible educational alternatives to minimize the number
of dropouts.
Specific Objectives:
01. Recognize and understand the various reasons for dropouts.
02. Recognize signs of potential dropouts.
03. Recognize student profile for potential dropouts.
04. Recognize specific alternate education programs.
05. Identify community resources and referral methods.
06. Demonstrate knowledge of self-esteem and motivational techniques.
07. Demonstrate knowledge and understanding of techniques dealing with positive communication.
08. Identify, describe and apply activities that can be used for dropout retrieval.
09. Demonstrate an awareness of goal setting activities for students.
10. Expand the child/student study team to provide intervention for "at risk" students.
11. Update knowledge and develop awareness about current trends and resources in dropout prevention.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* Clinical Educator Objective:
Training
To provide an update of pedagogical and improvement skills needed by clinical educators who assist developing
teachers in the acquisition and practice of teaching competencies essential to effective classroom performance.
Specific Objectives:
01. Diagnosing Teaching Performance: 1. Demonstrate knowledge of data collection techniques on observed teacher
performance.
01. Diagnosing Teaching Performance: 2. Demonstrate knowledge of the following five Clinical Education observation
instruments: Selective Verbatim; Verbal Flow; Class Traffic; Shadowing; Task Analysis.
02. Giving Feedback: 1. Practice and demonstrate effective conferencing techniques.
02. Giving Feedback: 2. Practice and demonstrate ability to perform a pre and post conference after data collection.
02. Giving Feedback: 3. Practice strategies on how to build a collegial relationship.
03. Writing Professional Development Plans: 1. Demonstrate ability to write professional development plans that
promote professional growth.
03. Writing Professional Development Plans: 2. Develop strategies and brainstorm ideas for continuous improvement.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Interpersonal Skills Objective:
for
To enhance personal and professional interpersonal skills necessary for manager/supervisor/administrative positions.
Adm/Supervisors/M
anagers
Specific Objectives:
Upon completion of the appropriate strategies, participants will be able to:
1. Use strategies and processes for effective team building.
2. Understand that attitude effects leadership
3. Learn to value individual differences
4. Understand work team relationship.
5. Utilize strategies to prevent conflicts, improve relationships among co-workers and colleagues
6. Learn agreement and negotiation skills to improve relationships with customers, suppliers, colleagues, and
employees on all levels.
7. Work more effectively with other people, resulting in higher-quality decisions, greater organizational unity, and
reduced rivalry.
8. Build a more cohesive, functional, and powerful company culture through shared mission, values, strategy, and
goals.
9. Conduct interviews in a way that makes a positive impression on the applicant.
10. Use techniques and interviewing questions for finding the right applicant for a posted position.
11. Gather and evaluate examples of applicant's past behavior related to job requirements in order to make an
informed decision on hiring.
12. Learn to avoid legally inappropriate questioning.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Media: Library
Media Services
Objective:
To improve skills and knowledge in the area of Media Services.
Specific Objectives:
01. Organize and supervise the media center and its program.
02. Demonstrate knowledge of current research pertaining to the use of media in education.
03. Make print, non-print and computer software selections appropriate to students, curriculum, management
requirements, and hardware.
04. Develop strategies to facilitate recreational reading activities and the use of community library facilities.
05. Understand and implement district policy pertaining to selection of school media materials.
06. Understand and appropriately process citizen requests for reconsideration of a book in accordance with School
Board policy.
07. Provide instruction in the use of the media center resources.
08. Participate in curriculum planning as media specialists.
09. Work with principals, teachers, and other appropriate educational leaders to design, recommend, and stimulate
utilization of instructional media.
10. Develop and administer the media budget.
11. Provide instruction in the use of photography, video/audio production, visual arts, and other media related
techniques.
12. Assist teachers, parents, and administrators in developing multi-media programs.
13. Develop, administer, and evaluate a media services needs assessment process.
14. Develop documentation for self-study of media program.
15. Use a microcomputer and appropriate software to manage media center records and materials.
16. Use a microcomputer and appropriate software as an element of media center instruction.
17. Demonstrate knowledge and educational applications of materials and equipment available through the media
program.
18. Select print and non-print materials for a balanced media program.
19. Develop strategies for the integration of print and non-print materials in the media center.
20. Demonstrate the acquisition of an expanded knowledge base in media services.
21. Update skills and knowledge and acquire information about current trends and issues in areas related to
assignment.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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* Supervising Intern Objective:
Teachers
Participants will coach and mentor intern teachers in their student teaching semester through academic coaching.
Classroom observation, conferring skills, and formative observations will be a requirement of this supervision. Both
Clinical Educator Training (CET Tools) and the College of Educational??s formative instruments will be used to give
feedback to the intern.
Specific Objectives:
The supervising Clinical Educator will work with the intern teacher and the University Supervisor to:
1. Become familiar with the responsibilities of all parties in the student teaching semester and the requirements for each.
2. Orient the intern teacher to the class, school, school district, and state.
3. Assign duties to the intern teacher and plan for the gradual assumption of all instructional and managerial
responsibilities according to university requirements.
4. Guide and support the intern teacher in planning for effective instruction for all children in the classroom.
5. Guide and monitor the intern teacher in classroom management strategies and evaluation the intern?s application of
behavior management strategies.
6. Give appropriate and timely feedback to the intern teacher based on data collected. Data collected should be
submitted to the intern teacher??s university supervisor for inclusion in the intern teacher??s file at the university.
7. Provide time to conference with the intern teacher to coach the intern teacher in areas needing professional growth.
8. Observe the intern teacher both formally and informally during the semester for the purpose of further refining the
intern teacher?s skills and effectiveness as a classroom teacher.
Participant Evaluation:
Each participant will submit to the Department of Professional Development a letter from the college or university stating
the satisfactory supervision on an intern teacher. 120 Hours of inservice credit will be awarded for supervising intern
teachers within a 5 year period.
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PEC: Teacher
Induction
Objective:
To provide appropriate training for teachers.
Specific Objectives:
01. Understand the Professional Educators’ Competencies model as it is implemented in St. Lucie County Schools.
02. Demonstrate appropriate generic teaching competencies and appropriate effective teaching behaviors as measured
by the indicators of the Florida Performance Measurement System.
03. Demonstrate knowledge of the major concepts in the Domains of the Florida Performance Measurement System.
landmark cases.
04. Implement Professional Educators’ Competencies procedures regarding documentation.
05. Implement Professional Educators’ Competencies procedures regarding the summative/formative observation
process.
06. Implement Professional Educators’ Competencies procedures regarding development of the Professional
Development Plan.
07. Complete Professional Educators’ Competencies documents correctly.
08. Demonstrate the ability to recognize signs of severe emotional distress in students and the ability to utilize
techniques of crisis intervention.
09. Demonstrate the ability to recognize signs of alcohol and drug abuse in students, and to use counseling techniques
with emphasis on intervention and prevention of future abuse.
10. Demonstrate the ability to recognize the indicators of child abuse and to understand the rights and responsibilities
regarding reporting.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to the
Professional Educators’Competencies.
12. Demonstrate proper procedures for operating the computer identify and describe major component parts and their
functions, and develop a plan to integrate computers into the classroom.
13. Demonstrate the ability to describe the standards of professional practice of the education profession in Florida, the
grounds for disciplinary action against an educator, procedural steps in the adjudication of cases, final recourse for
appeal available to an educator, and Florida and Federal landmark cases.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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PEC: Support
Staff
Description Objective:
To provide appropriate training for beginning support staff for teachers.
Specific Objectives:
01. Understand the Professional Educators’ Competencies model as it is implemented in St. Lucie County Schools.
02. Demonstrate appropriate generic teaching competencies and appropriate effective teaching behaviors as measured
by the indicators of the Florida Performance Measurement System.
03. Demonstrate knowledge of the major concepts in the Domains of the Florida Performance Measurement System.
landmark cases.
04. Implement Professional Educators’ Competencies procedures regarding documentation.
05. Implement Professional Educators’ Competencies procedures regarding the summative/formative observation
process.
06. Implement Professional Educators’ Competencies procedures regarding development of the Professional
Development Plan.
07. Complete Professional Educators’ Competencies documents correctly.
08. Demonstrate the ability to recognize signs of severe emotional distress in students and the ability to utilize
techniques of crisis intervention.
09. Demonstrate the ability to recognize signs of alcohol and drug abuse in students, and to use counseling techniques
with emphasis on intervention and prevention of future abuse.
10. Demonstrate the ability to recognize the indicators of child abuse and to understand the rights and responsibilities
regarding reporting.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to the
Professional Educators’Competencies.
12. Demonstrate proper procedures for operating the computer identify and describe major component parts and their
functions, and develop a plan to integrate computers into the classroom.
13. Demonstrate the ability to describe the standards of professional practice of the education profession in Florida, the
grounds for disciplinary action against an educator, procedural steps in the adjudication of cases, final recourse for
appeal available to an educator, and Florida and Federal landmark cases.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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New Employee
Orientation
Objective:
To provide information, orientation and/or training for all new employees regarding the personnel laws, rules, policies
and procedures under which they work as School Board employees.
Specific Objectives:
01. To provide an overview of the laws, policies, rules and procedures that apply to all employees.
02. To orient new employees to the benefits that are provided to all employees by the School Board.
03. To orient new employees to the responsibilities that all employees have as related to their employment by the
School Board.
04. To inform, orient, and/or train new employees relative to the items listed on the current "New Employee Orientation
Agenda" provided at each "New Employee Orientation", including, but not limited to: Code of Ethics, FRS benefits, Drug
Free Workplace, Prevention of Infectious Diseases, HIV/AIDS, HBV, Employee Calendars, Telecommunications
Acceptable Use Agreement, Personnel policies, rules and procedures, employee benefits, reporting of crime, reporting
of sexual abuse, reporting of child abuse, neglect or abandonment, Workers' Compensation, Health and Dental
enrollment, etc.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Migrant
Objective:
To provide orientation to new personnel and review and update procedures and practices required by assignment.
Specific Objectives:
01. Serve as a liaison between home and school for the purpose of locating, identifying, and recruiting eligible children.
02. Maintain and utilize information on available health and social services and serve as a liaison between school,
home, and community agencies to assist in obtaining these services.
03. Cooperate with other program personnel in encouraging parental and community involvement in the activities of the
Florida Migratory Child Compensatory Program.
04. Update skills and knowledge and develop awareness about current trends and issues in identifier recruiter/migrant
area.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Grant Writing
Objective:
To improve grant seeking knowledge, skills and proposal writing techniques for effective use in applying for grants from
governmental, foundation, and corporate funding sources.
Specific Objectives:
01. Utilize effective techniques for researching and applying for governmental, foundation and corporate funding.
02. Utilize appropriate procedures for contacting funding sources.
03. Identify appropriate advocate and grants contacts.
04. Utilize a time-saving "systems approach" or "project plan approach" to grant writing.
05. Demonstrate ability to write clear, on-target objectives.
06. Develop fundable and innovative ideas for proposals.
07. Utilize strategies for documenting needs.
08. Demonstrate techniques for refining concepts.
09. Prepare budget narratives and required budget sheets.
10. Demonstrate proficiency in writing the type of proposals required for governmental, foundation, and corporate
grants.
11. Demonstrate ability to design an evaluation plan, collect evaluative data, and submit required evaluative reports to
appropriate funding agencies.
12. Update skills and knowledge in areas related to grant writing.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Substitute Teacher Objective:
Training
To develop and/or enhance instructional skills of the
Substitute Teacher.
Specific Objectives:
01. Demonstrate knowledge of the St. Lucie County Schools Substitute Teacher Handbook.
02. Demonstrate knowledge of appropriate classroom management strategies and techniques.
03. Identify stages of child growth and development as pertinent to school-age groupings.
04. Demonstrate knowledge of general operational procedures, policies and substitute teaching duties.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Volunteer and
Community
Services
Objective:
To increase and improve the level of community involvement in the school system.
Specific Objectives:
01. Identify needs and possible strategies for solving problems in schools.
02. Demonstrate familiarity with school programs and resources.
03. Address community conditions which directly affect the health and welfare of school students.
04. Develop printed information such as student handbooks, school brochures, and announcements.
05. Conduct informal surveys, by phone or questionnaire.
06. Study and review test data.
07. Serve in classrooms as volunteer assistants to school professionals.
08. Establish and maintain a positive learning climate in the home.
09. Strengthen the shared decision-making between school and home.
10. Help improve educational conditions within the school.
11. Assist in developing guidelines for student conduct and student discipline.
12. Be knowledgeable of School Board policies, Florida statutes, and State Board rules concerning programs under
discussion.
13. Be knowledgeable of School Budget and Annual Report of School's operation and progress.
14. Participate in comprehensive planning activities.
15. Identify the developmental stages in the growth and development of children.
16. Offer advice and counsel to school administrators as part of the advisory group process.
17. Reinforce basic skills instruction under the supervision of professional personnel.
18. Assist the classroom teacher in extending the language skills of listening, speaking, reading and writing.
19. Work with the school librarian in shelving, filing clipping, circulation and book processing.
20. Perform clerical, filing and record-keeping tasks under the teacher's direction.
21. Make and play learning-oriented games.
22. Operate a variety of audio-visual equipment.
23. Assist with bulletin board preparation.
24. Assist in establishing effective written and oral communication between non-English speaking parents and students.
25. Assist on field trips, or excursions to cultural events.
26. Listen to students who have a need for a listener.
27. Help administer tests to students.
28. Operate learning centers.
29. Assist in educational and health screening and assessment of students.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Food Service
Personnel
Objective:
To improve skills, knowledge, and techniques of food service employees.
Specific Objectives:
01. Understand their responsibilities as food service employees.
02. Identify philosophy, goals, and objectives in reference to school food service program.
03. Develop knowledge of county and school operational procedures.
04. Be knowledgeable of history, philosophy, organization, and objectives of the National School Lunch Program, the
School Breakfast Program and other relevant child nutrition programs.
05. Know how students learn to choose nutritious foods.
06. Develop skills and acquire knowledge for advancement to food service manager.
07. Select menus and alternatives for flexible preparations.
08. Develop high standards of grooming and work habits.
09. Select appropriate equipment for food preparation and develop skills for the use and care of same.
10. Select, adapt, or prepare educational activities.
11. Develop work schedules, job specifications, and employee evaluations.
12. Select and prepare new foods.
13. Prepare requisitions, work orders, inventories, maintenance plans, and schedules.
14. Manage a good service department effectively.
15. Motivate employees.
16. Identify problems and develop possible solutions to those problems.
17. Develop positive self concept, attitudes, and values.
18. Speak, write, and listen effectively.
19. Employ effective nonverbal communication skills.
20. Utilize current technical knowledge and skills in specific trade area.
21. Evaluate and revise Food Service Policies.
22. Provide evidence needed to meet program review standards and audit requirements.
23. Understand and implement federal and state regulations and rules in the financial management system, financial
reporting, and DPS audits.
24. Understand and implement appropriate aspects of the Nutrition Education and Training (NET) Program.
25. Initiate requisitions for replacement of equipment.
26. Recognize and understand the basic operation and use of microcomputers as applied to food service operations.
27. Develop a non-technical working vocabulary of terms frequently used in reference to microcomputers.
28. Provide active supervision of clerical and non-instructional personnel using microcomputers.
29. Provide evidence of the acquisition of an expanded knowledge base in food service areas.
30. Update skills and knowledge in areas related to food service.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Specialized
Objective:
Training I (classified To develop and/or enhance skills of classified personnel for improved performance of assigned duties.
personnel only)
Specific Objectives:
Credit of one point per clock hour of inservice credit will be awarded at the discretion of the Director of Human Resource
Development upon presentation of a certificate of completion and other appropriate documentation. Documentation will
verify content and duration of training which is acquired in non-school settings such as; business, industry, military
service.
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Student Services:
Guidance
Objective:
To improve knowledge, skills, and techniques used in providing guidance and counseling services.
Specific Objectives:
01. Establish working relationships with student(s) to explore personal, social, emotional, academic concerns.
02. Use group process to assist students in self-understanding, interpersonal relationships, behavior changes, value
clarification, etc.
03. Assist teachers with group guidance and career education activities, modeling classroom guidance techniques.
04. Assist with screening and testing programs and serve as a resource to classroom teachers.
05. Administer, score, and interpret standardized tests.
06. Assist students with career exploration, job opportunities, vocational assessment, and job placement.
07. Assist students in making the transition from one level or setting to another.
08. Provide training to assist parents in developing effective parenting skills.
09. Understand the sequential social, emotional, physical, and intellectual development of students.
10. Understand and implement district policies and procedures as required by assignment.
11. Interpret district policies and procedures to teachers, students, and parents.
12. Provide appropriate student documentation as required by school and district.
13. Provide evidence of the acquisition of an expanded knowledge base in guidance.
14. Develop teacher support groups.
15. Expand awareness of child/student study teams
16. Update skills and knowledge and acquire information about trends and issues in areas related to guidance.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Student Services: Objective:
School Social Work To improve knowledge, understanding, skills and techniques used in providing school social work services.
Specific Objectives:
01. Identify problems of students (physical, behavioral, school, home) that are interfering with the learning situation.
02. Consult effectively with teachers, administrators, community agencies and as a team member to analyze alternative
plans and develop plans to alleviate school problems.
03. Demonstrate knowledge of normal growth and development patterns of students as well as deviations in behavior
from the norm to use as a basis for formulating goals for the learning child.
04. Formulate goals for the learning child to overcome problems and develop strategies to reach these goals.
05. Be aware of the changing patterns of family dynamics and its effect upon the family members, particularly children.
06. Facilitate the movement of parents and students toward a solution of their problems by utilizing the most appropriate
casework principles.
07. Develop strategies to help parents and students in overcoming short-term problems (crisis intervention).
08. Demonstrate knowledge of community resources and be able to make appropriate use of them in planning for the
child.
09. Increase skill in working with parents of children who have serious physical, mental and/or emotional handicaps.
10. Develop techniques for assisting parents in developing effective parenting skills.
11. Interpret to the child, parent and the public, the range and scope of school social work as well as the school laws and
policies of the district.
12. Use the group process to explore personal, social, emotional, and academic concerns with students and/or parents.
13. Provide evidence of the acquisition of an expanded knowledge base in school social work.
14. Update skills and knowledge and acquire information about current trends and issues in the areas related to school
social work.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Student Services:
Psychologists
Objective:
01. To increase knowledge and understanding of student services as a coordinated and comprehensive program.; 02.
To develop and/or update skills, techniques and resources used in providing services to students.; 03. To develop a
system for the early identification of learning potential and factors which affect the child's educational performance.
Specific Objectives:
01. Assist students in self-understanding and self-development through individual and group counseling.
02. Be an effective part of the standardized school testing and evaluation procedures.
03. Assist teachers, parents and administrators in effectively dealing with student problems and with community and
school resources.
04. Evaluate students with learning or adjustment problems as well as students in exceptional-child programs.
05. Consult and counsel with parents, students and school personnel regarding evaluations, learning potentials and
factors impeding performance.
06. Provide casework services to assist in the prevention and remediation of problems of attendance, behavior,
adjustment and learning.
07. Serve as liaison between the home and school by making home visits and referring students and parents to
appropriate school and community agencies for assistance.
08. Provide career education activities and information to include the areas of career awareness, career exploration,
assessment and employability skills for the benefit of students, parents, and teachers utilizing community resources to
the greatest extent possible.
09. Make available information concerning job preparatory programs to include apprenticeship and vocational-technical
training programs, as well as assist in job placement and vocational follow-up where appropriate.
10. Assist in the identification of potential early school leavers and conduct exit interviews for actual early school
leavers.
11. Develop educational and social programs which help students develop skills enabling them to resolve differences
and conflicts between groups.
12. Develop and conduct programs which promote understanding, communication and intergroup skills.
13. Identify, protect and promote the physical health of students.
14. Provide educational personnel with knowledge about positive emotional development, emotional stress, student
suicide and self destruction, alcohol and drug abuse, and child abuse and neglect, as well as identifying sources of help,
when appropriate.
15. Provide a means for positive education and involvement that will be acceptable and available to all citizens/parents
on the issue of prevention of youth suicide.
16. Plan inservice training for all teachers and administrators on the prevention of youth suicide.
17. Become familiar with the student dropout profile and become well grounded in appropriate counseling
techniques/procedures deemed effective in such cases.
18. Meet, counsel and professionally assist those students who have been identified as potential dropouts and where
possible the parents or legal guardians of such students to alleviate the conditions/problems leading to the identification.
19. Report potential dropouts so that steps toward initiating remediation procedures may be taken by school
administration.
20. Develop a building-based student services plan that reflects input from parents, teachers, principals, students and
other agencies.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Specialized
Training II (for
classified
personnel)
Objective:
To develop and/or enhance skills of classified personnel for improved performance of assigned duties.
Specific Objectives:
Credit of one point per clock hour of inservice credit will be awarded at the discretion of the Director of Human Resource
Development upon presentation of a certificate of completion and other appropriate documentation. Documentation will
verify content and duration of training which is acquired in non-school settings such as; business, industry, military
service.
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Collaborative
Bargaining
General Objective: To increase leadership skills of all individuals involved in the Collaborative Bargaining process.
Specific Objectives:
01.
02.
03.
04.
05.
06.
07.
08.
09.
Understand and apply the collaborative bargaining assumptions and principles.
Identify the methods employed in collaborative bargaining.
Identify collaborative problem solving steps.
Simulate bargaining utilizing the Collaborative Method.
Identify and communicate the interests of constituencies.
Effectively gather, share and interpret information and data essential to sound decision-making.
Use communication skills to improve understanding and relationships.
Structure negotiations to optimize possibilities for mutual gain.
Employ behaviors that stimulate trust and open communication.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Data Processing
Objective:
To update operational skills for district/school personnel.
Specific Objectives:
01. Participants completing appropriate activities will demonstrate the ability to: 1. Operate new equipment.
02. Understand the application of new programs to school system needs.
03. Analyze outputs, revise programs according to specifications.
04. COMPUTER USAGE: Introduction to Computers 4. Recognize and understand the basic operation and use of
microcomputers and use microcomputer hardware and software.
05. COMPUTER USAGE: Introduction to Computers 5. Use a microcomputer and appropriate software to manage
alpha and numeric records and materials.
06. WORD PROCESSING 6. Use a microcomputer and appropriate software for word processing.
07. STUDENT SYSTEM 7. Use a microcomputer and appropriate software for: A. Microcomputer application:
attendance, demographics, transfers of data. B. Mainframe application: demographic, attendance, grades, schedules,
FTE, special programs, discipline, vocational.
08. INTERFACING WITH MAINFRAME APPLICATIONS (Micro to mainframe) 8. Property records, accounting,
warehouse.
09. FLORIDA INFORMATION RESOURCE NETWORK (FIRN) 9. Understand the purpose of the system.
10. FLORIDA INFORMATION RESOURCE NETWORK (FIRN) 10. Identify ways that FIRN can enhance services to
schools and departments.
11. FLORIDA INFORMATION RESOURCE NETWORK (FIRN) 11. Access FIRN information.
12. Update skills and knowledge and acquire information pertaining to the use of data processing in educational
settings.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Secretarial/Clerical: Objective:
Update I
To update skills, knowledge, and techniques of secretaries and other clerical personnel.
Specific Objectives:
01. Demonstrate competent use of multi-line telephone service using correct telephone etiquette while taking and
relaying accurate messages, and answering questions according to school and/or School Board policy.
02. Identify barriers to effective communications and demonstrate verbal and non-verbal communications skills which
utilize direct and inferential modes.
03. Greet visitors courteously and assist them as their needs dictate.
04. Demonstrate understanding of ethical conduct which is consonant with legal rights and responsibilities of clerical
personnel.
05. Take and transcribe dictation required by job assignment.
06. Obtain, gather, and organize pertinent data, and develop required reports.
07. Perform routine office duties (typing, filing, duplicating, bookkeeping, handling correspondence and phone calls)
accurately, efficiently, expeditiously, and in a professional manner.
08. Maintain records necessary for efficient operation of office and/or job assignment, to include all filing, acquisition of
supplies, property, etc.
09 Maintain a schedule of appointments and make arrangements for conferences and interviews as required for
efficient operation of office.
10. Demonstrate competent use of business and duplicating machines as required.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to the use of
computers as required by job assignment.
12. Provide evidence of the acquisition of an expanded knowledge base in areas related to assignment.
Activities:
Participate in case study review, problem-solving activities, data analysis, large and small group discussion, role play,
creation of a product, action plan, and collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Secretarial/Clerical: Objective:
Update II
To update skills, knowledge, and techniques of secretaries and other clerical personnel.
Specific Objectives:
01. Demonstrate competent use of multi-line telephone service using correct telephone etiquette while taking and
relaying accurate messages, and answering questions according to school and/or School Board policy.
02. Identify barriers to effective communications and demonstrate verbal and non-verbal communications skills which
utilize direct and inferential modes.
03. Greet visitors courteously and assist them as their needs dictate.
04. Demonstrate understanding of ethical conduct which is consonant with legal rights and responsibilities of clerical
personnel.
05. Take and transcribe dictation required by job assignment.
06. Obtain, gather, and organize pertinent data, and develop required reports.
07. Perform routine office duties (typing, filing, duplicating, bookkeeping, handling correspondence and phone calls)
accurately, efficiently, expeditiously, and in a professional manner.
08. Maintain records necessary for efficient operation of office and/or job assignment, to include all filing, acquisition of
supplies, property, etc.
09. Maintain a schedule of appointments and make arrangements for conferences and interviews as required for
efficient operation of office.
10. Demonstrate competent use of business and duplicating machines as required.
11. Update skills and knowledge and acquire information about current trends and issues in areas related to the use of
microcomputers as required by job assignment.
12. Provide evidence of the acquisition of an expanded knowledge base in areas related to assignment.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Maintenance: Site
Maintenance
Performance
Update
Objective:
To improve knowledge, skills and techniques in maintaining clean, properly maintained and attractive educational
facilities throughout the school system.
Specific Objectives:
01. Diagnose and correct facilities problems (e.g., heating and air conditioning, electrical, carpentry, plumbing).
02. Prepare surface and apply protective coating or paint.
03. Identify defective parts and order or secure replacements.
04. Perform routine maintenance functions on heaters and air conditioners, intercoms, fire warning, and other systems.
05. Perform required building safety and maintenance inspections.
06. Secure, use, and maintain equipment in accordance with established procedures.
07. Supervisors will identify critical steps, reinforce key principals and demonstrate Interaction Management Skills
pertaining to: a. Day-to-day Supervision b. Goals and Standards c. Performance Appraisal d. Management
Reinforcement.
08. Update skills and knowledge in areas related to assignment.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Maintenance:
Maintenance
Performance
Update
Objective:
To improve knowledge, skills and techniques in properly maintaining school facilities.
Specific Objectives:
01. Diagnose and correct facilities problems (e.g., heating and air conditioning, electrical, carpentry, plumbing).
02. Prepare surface and apply protective coating or paint.
03. Identify defective parts and order or secure replacements.
04. Perform routine maintenance functions on heaters and air conditioners, intercoms, fire warning, and other systems.
05. Perform required building safety and maintenance inspections.
06. Secure, use, and maintain equipment in accordance with established procedures.
07. Supervisors will identify critical steps, reinforce key principals and demonstrate Interaction Management Skills
pertaining to: a. Day-to-day Supervision b. Goals and Standards c. Performance Appraisal d. Management
Reinforcement.
08. Update skills and knowledge in areas related to assignment.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Site Maintenance Objective:
Worker Certification To upgrade and update the quality of custodial services in the district through professional custodial training that will
(Groundskeeper) produce personnel who are proficient and productive professional custodians and eligible for Site Maintenance
Worker-Groundskeeper certification.
Specific Objectives:
01. Identify the professional custodian's qualities, characteristics and their role and importance in a school's plant
operation.
02. Acquire knowledge of, and demonstrate, safety procedures in school operations.
03. Demonstrate knowledge of grounds care for school.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Site Maintenance
Worker I
Certification
Objective
To provide initial overview training for new site maintenance personnel through professional custodial training that will
produce personnel who are knowledgeable of, and demonstrate, safety procedures in school operations, making them
eligible for Site Maintenance Worker I certification.
Specific Objectives
1. Discuss policies and procedures of the district to include but not limited to safety, performance evaluation, social
security, workmen’s compensation, insurance, wages and overtime.
2. Diagnose and correct facilities problems (i.e., heating and air conditioning, electrical, carpentry, plumbing).
3. Identify defective parts and order or secure replacement.
4. Perform routine maintenance functions.
5. Perform required building safety and maintenance checks.
6. Secure, use, and maintain equipment.
7. Update skills and knowledge in areas related to job assignment.
8. Communicate with colleagues and clients effectively.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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Site Maintenance
Worker II
Certification
Objective:
To upgrade and update the quality of custodial services in the district through professional custodial training that will
produce personnel who are proficient and productive professional custodians and eligible for Site Maintenance Worker
II certification. Prerequisite certification is Site Maintenance Worker I Certification through MIP Component #
3-09-12-2-00.
Specific Objectives:
01. Identify the professional custodian's qualities, characteristics and their role and importance in a school's plant
operations.
02. Acquire knowledge of, and demonstrate, safety procedures in school operations.
03. Demonstrate knowledge of sanitation and school housekeeping.
04. Demonstrate knowledge of floor and carpet care.
05. Gain a working knowledge of broad areas within the custodial field.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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8510006
Site Maintenance Objective:
Worker III
To upgrade and update the quality of custodial services in the district through professional custodial training that will
Certification (Master produce personnel who are proficient and productive professional custodians and eligible for Site Maintenance Worker
Custodian)
III certification. Prerequisite certification is Site Maintenance Worker II Certification through MIP Component #
3-09-13-2-00.
Specific Objectives:
In addition to satisfactory completion of the objectives and requirements for Site Maintenance Worker II certification,
the individual must:
1. Demonstrate knowledge of minor and preventive maintenance including climate support and structure and energy
conversation.
02. Demonstrate knowledge of grounds care for school.
03. Demonstrate knowledge of the custodial essentials and knowledge and skills in other areas as may be required by
Federal/State Laws or guidelines, district policies, school identified needs and/or private subcontractors employed by
the district.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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8512001
* SACS Training &
Updating for
Chairpersons,
Visiting Team
Members
(Approved by FL
Comm.)
Objective:
Participants will be provided an opportunity to update knowledge and gain the skills necessary to be effective visiting
team chairpersons and visiting team members.
Specific Objectives:
01. An understanding of the SACS Process.
02. A knowledge of the organization of the Elementary Commission of SACS.
03. A knowledge of the standards and their interpretations.
04. A knowledge of the role of the visiting committee and chairperson before and during the visitation.
05. The ability to communicate effectively with news media and school and district level personnel.
06. A knowledge of the role of the chairperson and visiting committee in completing the written report.
07. The ability to prepare a completed written report.
08. The ability to give entry and exit reports. DESCRIPTION: A two-day regional workshop will be held in which
participants training to be chairpersons and visiting team members will gain the knowledge and skills necessary to
conduct an initial, 10-year and 5- year interim visitation. Participants will receive one day of training in process and
procedures followed by a second day of simulated learning activities in which participants (working in teams with a
chairperson trainee) prepare a written report and present it orally. Materials used for training will be official inservice
materials of State Committee.
09. EVALUATION: In a simulated activity using sample self studies, participants working in groups will prepare written
reports including the following sections: Introductory Statement, School and Community, Philosophy and Objectives,
Design for Learning, Three Areas of Learning, Learning Media Services, Student Services and Activities, School Plant
and Facilities and Plans and Priorities. The participants will also determine if standards have been met and complete the
Certification of the Self Study. The group will give a ten minute report on the process followed and the results, being sure
to include the most important areas on which the school staff should work for the next five years. Those participants
completing the workshop will be State Certified as either visiting team members or visiting chairpersons
10. FACILITATOR: (Trainers) SACS Inservice Committee Members (State of Florida) or State Trained Facilitators
approved by State SACS Inservice Committee.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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8512002
School
Improvement:
Training,
Implementation &
Maintenance for
School
Improvement
Objective:
Participants will increase knowledge of, and skills in, identified areas related to a long range school improvement project
and apply the appropriate strategies during the training, implementation and maintenance stages.
Specific Objectives:
01. By the end of the Training Stage, participants will: A. Identify learning teams at the school to provide support for new
learning experiences.
02. B. Apply coaching skills: 1. pre-observation conference to identify behavior(s) to be observed, 2. select appropriate
observation techniques, 3. observe, 4. provide feedback on observation in post-observation conference.
03. By the end of the Implementation Stage, participants will: A. Identify skills to be refined for implementation on the job
site. B. Identify resource to provide support during implementation of new skills and/or practices.
04. By the end of the Maintenance Stage, participants will: A. Design a systematic program of supervision to monitor
new work behaviors. B. Develop self-monitoring techniques to monitor new work behaviors.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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8512003
Small Learning
Communities:
Transforming the
High School
Experience
General Objective: To create an environment in high schools that supports the successful implementation of Small
Learning Communities.
Specific Objectives
1. Develop change leadership skills
2. Shift school wide practices to support SLCs
3. Support interdisciplinary teams to develop rigorous and relevant curriculum and instruction, inclusive programs and
practices, and practice continuous program improvement
4. Develop the long-term vision for the transformation of the HS into small learning communities
5. Personalize the learning environment
6. Develop theme-based curricula
7. Create Team-building experiences to work as a school-within-a school
8. Devise a plan of commitment to continuous professional growth
9. Build a support structures for a complete change in the school culture
10. Facilitate the shift from traditional structure of HSs to SLCs.
Activities:
Participate in case study review, data analysis, large and small group discussion, role play, creation of a product, action
plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans or action plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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8515001
Transportation: Bus Objective:
Driver and
To improve knowledge, skills, and techniques required to provide safe transportation to and from school and on special
Paraprofessional
trips necessary for school associated activities.
Update
Specific Objectives:
Upon completion of the appropriate strategies, participants will be able to:
01. Operate a school bus satisfactorily according to existing law, rules, and regulations.
02. Perform required maintenance assigned to the driver.
03. Understand first aid procedures and provide first aid as needed.
04. Follow procedures for handling emergency situations.
05. Maintain discipline on the school bus.
06. Maintain satisfactory records and make required reports as assigned.
07. Update skills and knowledge in area related to assignment.
08. Understand strategies to use for children with special needs.
Appraisal:
Observation by instructor
Pretest - Posttest
Self-assessment
Component Evaluation:
List of successful/unsuccessful participants
Reaction form - Instructor
Reaction form - Participant
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
Participant Evaluation:
Observation by instructor
Pretest - Posttest
Self-assessment
Activities:
Demonstration
Discussion
Group interaction - large group
Group interaction - small group
Lecture
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8515002
Transportation:
Objective:
Mechanics Update To improve knowledge, skills and techniques used in maintaining and repairing county-owned buses and other items of
equipment as assigned.
Specific Objectives:
Upon completion of the appropriate strategies, participants will be able to:
01. Demonstrate diagnostic procedures to determine mechanical or other problems.
02. Correct by adjustment or replacement identified defective parts.
03. Perform routine monthly safety and maintenance inspections.
04. Identify and order correct replacement parts.
05. Maintain required records and reports.
06. Know law, rules, and regulations relating to the operation and maintenance of buses and other vehicles.
07. Update skills and knowledge and acquire information about current trends and issues in areas related to
assignment.
Appraisal:
Observation by instructor
Performance appraisal
Pretest - Posttest
Self-assessment
Component Evaluation:
List of successful/unsuccessful participants
Reaction form - Instructor
Reaction form - Participant
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
Participant Evaluation:
Observation by instructor
Performance appraisal
Pretest - Posttest
Self-assessment
Activities:
Demonstration
Discussion
Experiential activities
Group interaction - large group
Group interaction - small group
Lecture
Supervised "hands-on" activities
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8602001
Parental
Involvement in
Education
Objective:
To develop techniques for securing and perpetuating parental involvement and to give teachers and parents knowledge
of ways in which educational home experiences can reinforce skills needed for success in school.
Specific Objectives:
01. Develop an understanding of the school program.
02. Identify ways in which parents can promote and support the program of the school.
03. Develop a list of activities and methods designed to promote parent involvement.
04. Develop a repertoire of developmental and reinforcement activities for the home: a. Employ household objects to
build vocabulary and concepts. b. Employ play experiences in language development. c. Explore the different ways in
which children learn. d. Identify ways to help children build positive self-concept and develop self-discipline. e. Identify
ways to develop the young child's pre-reading skills. f. Identify specific areas related to early success in school that
parents can teach in the home.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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8602002
PEC: Parental
Involvement in
Education
Objective:
To develop techniques for securing and perpetuating parental involvement and to give teachers and parents knowledge
of ways in which educational home experiences can reinforce skills needed for success in school.
Specific Objectives:
01. Develop an understanding of the school program.
02. Identify ways in which parents can promote and support the program of the school.
03. Develop a list of activities and methods designed to promote parent involvement.
04. Develop a repertoire of developmental and reinforcement activities for the home: a. Employ household objects to
build vocabulary and concepts. b. Employ play experiences in language development. c. Explore the different ways in
which children learn. d. Identify ways to help children build positive self-concept and develop self-discipline. e. Identify
ways to develop the young child's pre-reading skills. f. Identify specific areas related to early success in school that
parents can teach in the home.
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group
discussion, role play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of
the following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections
and/or student response to the work within lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence
in the targeted objectives by successfully completing the instructional assessment evaluation as well as any other
specified requirements.
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9999999
Florida District
Inservice Transfer
This course is for the transfer of professional development history from other school districts outside of St. Lucie County.
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1100004 **ESE
Recert
Class:
Instructional
Strategies,
Beh. Mmt.
and the
Framework
for Quality
Teaching
and
Learning
Objective
To enable instructional personnel to develop, increase, and demonstrate knowledge and skills in instructional strategies for
exceptional students, including those who are diagnosed with emotional behavioral disorder; specific learning disabilities; or
educable, trainable, autism spectrum disorder, or profoundly handicapped. These instructional strategies emphasize, as
appropriate, developmental programming; development, implementation, and evaluation of individual education plans; and
adapting materials to teach basic and functional skills to ALL students who are in a special education program, as well as by
ALL teachers who teach students who are in a special education program.
Specific Objectives:
01. Identify students' entering behaviors including strengths and weaknesses. (VE16-4)
02. Select appropriate specialized techniques based on information from the student records, assessments, and modality
strengths. (SLD13-1) (VE11-1) (VE12-2) (VE12-3)
03. Describe ongoing assessment measures of students' performance that are used as a basis for making instructional decisions.
(SLD13-1) (VE11-1) (VE12-2) (VE12-3)
04. Explain the need for and demonstrate the ability to use high-low cognitive level questions. (EH11-12) (MH12-6) (VE13-5)
05. Use task analysis to determine necessary prerequisites. (MH12-1) (VE12-1)
06. Discuss instructional technology as an integrated part of instruction.
07. Select assignments which yield high rates of success for students.
08. Explain how to combine guided practice, semi-independent practice, and independent practice. (EH11-6) (MH12-5) (VE134)
09. Maximize teaching effectiveness through communication of goals, organization of materials, and pacing of instructional
presentation. (MH10-6)
10. Develop lesson plans which include long term and short term objectives, activities, transitions, materials, and instructional
and evaluation strategies. (EH11-1-7)
11. Specify lesson review and re-teaching opportunities. (EH11-16) (MH12-9)
12. Describe support systems available for working with children and youth with disabilities. (MH15-3)
13. Identify and apply effective communication teams and collaborative/consultative techniques with administrators, regular
education teachers, multi-disciplinary personnel, children and youth, parents, agencies, community members, and other
professionals. Explain benefits of home/school collaboration to enhance student performance.
14. Specify and develop a plan for the effective utilization and supervision of paraprofessionals and volunteers. (EH11-14)
(MH15-1) (VE1308)
15. Design and explain a sample physical classroom layout for a full continuum of service delivery models, for children and
youth with multiple handicaps. (EH11-6) (MH10-6) (VE15-1)
16. Organize and schedule classroom time to accommodate support services scheduled for individuals and groups. (EH11-8)
(MH15-1) (MH11-15) (VE13-9) (VE13-1)
17. Identify essential elements of record keeping to monitor and document student progress. (EH11-17) (EH12-1) (SLD3-9)
(SLD13-1) (VE11-2) (VE17-10) (VE13-11)
18. Discuss and demonstrate instructional techniques (ie, modeling, role-playing, rehearsal, and feedback) for teaching specific
social-personal skills. (MH10-5) ( SLD9-1) (SLD9-2)
19. Discuss techniques that can be used to develop and enhance self-concept of children and youth with exceptionalities. (SLD91) (SLD9-2) (VE13-2)
20. Discuss techniques to establish and maintain rapport with learner. (EH11-9) (MH15-3) (VE17-9)
21. Explain how to employ motivational strategies and techniques and reinforce academic achievement and employability skills.
(EH11-13).
22. Discuss critical characteristics in providing adequate feedback to learners. (MH10-6)
23. Facilitate improvement in learner attitudes, behavior, and academic achievement through the use of cooperative learning.
(EH11-13)
24. Identify and demonstrate instructional strategies, which foster success for children and youth with disabilities, including:
- demonstrate how to plan, implement, and evaluate direct instruction.
- implement written and verbal fluency building procedures shich increase student proficiency with academic skills.
- demonstrate effective teaching principles and specialized approaches and materials.
25. Identify and discuss the basic components of Cooperative Consultation and examine the benefits for children and youth with
disabilities. (VE13-6) (EH11-13) (MH12-7)
26. Identify and utilize specialized teaching techniques and technology to address individual learning styles and modalities.
(EH11-6) (SLD10-1) (SLD10-2) (SLD12-1) (VE11-5)
27. Explain objectives and methods of supportive and remedial strategies. (VE13-10)
28. Identify basic instructional approaches for content areas and develop a variety of learning activities for students at varying
levels. (EH11-10) (MH12-4) (VE13-3)
29. Identify and explain systematic generalization procedures for transferring improvements in student academic and behavioral
performance to mainstream setting.
30. Identify appropriate activities to support cultural diversity.
31. Explain the rationale for teaching vocational and employable skills. (MH10-2) (SLD11-2)
32. Identify and apply essential elements of data and current research-based effective teaching practices (including consultation
with children and youth) (EH11-1) (SLD13-1)
33. Demonstrate how to teach students techniques for using verbal and non-verbal communication more effectively. (MH15-2)
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34. Demonstrate and refine use of techniques which foster success for children and youth with emotional disabilities and learning
disabilities.
35. Demonstrate appropriate activities to support cultural diversity.
36. Describe alternative communication and assistive/adaptive devices.
37. Develop an awareness of the steps of communication development, alternative forms for communication and collaborative
efforts, including goals of communication skills, developing functional skills, types of communication systems, ie, speech, sign,
gesture; collaboration with speech/language pathologists. (MH15-2)
38. Describe the rational for teaching social/leisure skills, and of appropriate skills to be developed at each age level, including
purpose for providing instruction in this area, and activities for school and community.
39. Develop activities for elementary and secondary students in the prevocational and vocational areas, including community
based instruction, vocational placements in school and community settings, age appropriate activities. (SLD11-2)
40. Develop a program to teach activities of daily living, stressing instruction in naturalistic settings, including grooming, food
preparation, and household jobs.
41. Develop instructional strategies to enhance cognitive skills which emphasize functional skills, individualized instruction, and
utilize learning centers.
42. Plan motor development activities, including fine and gross motor skills and collaboration with OT/PT.
43. Demonstrate appropriate activities to support cultural diversity.
44. Complete the Instructional Assessment Evaluation specified by the instructor.
45. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
46. Demonstrate proficiency in a selected activity while being observed by designated personnel.
47. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
48. Develop a product which demonstrates utilization of skills or knowledge gained.
49. Teach a lesson using the concepts learned. Write a summary to include reflections and/or student response to the work within
lesson.
50. Achieve 80% accuracy on a written examination.
51. Receive a passing grade from a college or university.
52. Upon completion of component, participants will have acquired competencies to: 1. Describe and explain behavior
modification in terms of respondent conditioning and operant conditioning, including the role of reinforcers and relative merits
of behavior techniques.
53. Compare and contrast the concepts of discipline and punishment in educational settings.
54. Identify environmental influences on behavior. (EH14-10) (VE16-1)
55. Demonstrate the surface behavior management approach, signal interference, hurdle, help, antiseptic bounding, and
proximity control.
56. Compare and contrast verbal and nonverbal dynamics in relationships between students and teachers and between parents
and teachers.
57. Demonstrate the techniques to use when intervening in an aggressive situation.
58. Describe factors that precipitate aggressive behaviors in children and youth with severe emotional disabilities.
59. Identify developmental social-affective skills for individuals and groups including effects of cultural diversity. (VE16-2)
60. Apply interventions that promote age-appropriate social skills for individuals and groups.
61. Describe nonverbal communication, emphasis on positive gains rather than negative setbacks and cultural conditions.
62. Describe age appropriate rules and reinforcers in a classroom for children and youth at elementary and secondary levels.
63. Design, implement, and adjust behavioral interventions based on developmental age level and cultural diversity. (MH14-2)
(VE17-10)
64. Discuss techniques for integrating efforts and services in multidisciplinary interventions.
65. Demonstrate team and consultative skills in working with mainstream teachers, parents, and related services personnel.
(SLD15-4) (VE18-2) VE18-3)
66. Write an appropriate IEP goal with objectives for improving specific academic and social behaviors of children. (EH11-3)
67. Explain the difference between functional and topographic definitions of behavior.
68. Identify components and methods of observing and recording behaviors in the full range of the service delivery continuum.
(VE16-3)
69. Identify the uses of technology in behavior management programs.
70. Demonstrate knowledge of proper methods used for increasing or reducing behaviors through positive reinforcers, response
cost, time out, over-correction, providing consequences and secured seclusion, and of cultural consideration that may influence
methods.
71. Describe the implementation of a token economy to be used with children and youth with disabilities in elementary and
secondary classrooms.
72. Compare and contrast assisting children and youth in gaining control over their behavior and adult management of their
behavior. (EH15-4) (EH15-6)
73. Explaining behavioral chains and how they can help to weaken an undesirable behavior through response interruption
techniques.
74. Describe strategies for generalizing and maintaining improved behavior.
75. Demonstrate the ability to develop, implement, evaluate, and modify a classroom behavior management system that leads to
self-management in individual and group settings. (EH15-1) (EH15-4) (EH11-11) (VE17-4)
76. Design and describe the concept of student self-monitoring and explain its uses in behavior control. (EH15-6)
77. Identify and explain management skills and teaching techniques for improving student motivation and cooperation for
elementary and secondary students.
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78. Explain motivational concepts which emphasize self-determining behavior verses fate, including attribution theory, learned
helplessness, importance of balance between work and play, the pleasure that results from accomplishments and success, issues
of power and its influence, and negative and positive cycle behavior. (EH11-9)
79. Identify techniques that can be used to develop and enhance self-concept of children and youth with disabilities.
80. Discuss principles of individual and classroom management and demonstration and demonstrate ability with techniques such
as The Premack Principle, Glasser's Control Theory, behavioral contracts, commercial behavior management programs, and
assertive discipline.
81. Discuss basic counseling skills with children and youth with disabilities, such as Teacher Effectiveness Training,
transactional analysis, and group counseling for students to brainstorm appropriate ways to solve problems. (EH14-2)
82. Discuss the importance of consistency in behavior management at home, throughout the school system, and throughout the
community. (EH15-2)
83. Design, plan, and implement behavior management plans appropriate for children and youth with disabilities throughout the
full service continuum. (MH14-2)
84. Demonstrate the ability to develop, implement, evaluate, and modify a management system cooperatively at home,
throughout the school system, and throughout the community. (EH17-1) (EH17-3)
Activities:
Participate in case study review, problem-solving activities, simulations, data analysis, large and small group discussion, role
play, creation of a product, action plan, collaborative lesson design, etc.
Participant Evaluation:
Each participant will demonstrate increased competency on the targeted objectives as determined by a valid means of
measurement in compliance with Section 231.608(1), Florida Statutes and Rule 6A-5.071(5), FAC, using one or more of the
following indicators:
1. Complete the Instructional Assessment Evaluation specified by the instructor.
2. Complete a written summary and analysis of the benefits of the activity as they relate to student achievement or job
performance. The follow-up implementation should include evidence of impact on student achievement.
3. Demonstrate proficiency in a selected activity while being observed by designated personnel.
4. Submit lesson plans which reflect implementation of targeted objectives to designated personnel.
5. Develop a product which demonstrates utilization of skills or knowledge gained.
6. Teach a lesson using the concepts learned. Write a summary to include reflections and/or student response to the work within
lesson.
7. Achieve 80% accuracy on a written examination.
8. Receive a passing grade from a college or university.
Component Evaluation:
The session instructor will send to the Professional Development Department the official sign-in roster(s) with the
signatures/initials of participants. This must be sent no later than June 1 of each school year.
The session instructor certifies that those receiving inservice points for the session(s) have increased their competence in the
targeted objectives by successfully completing the instructional assessment evaluation as well as any other specified
requirements.
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