UNIVERSITY OF CENTRAL FLORIDA
College of Education & Human Performance
I. Descriptive Information
Department:
Child, Family and Community Services
Course Title:
Student Guidance in the Career & Technical
Program
Course Number:
ECW 5561
Course Credit:
3 hours
Prerequisites:
Basic Teacher Certificate or C.I.
Intended Audience:
Graduate Level
Semester:
Summer 2014
Instructor:
James L. Zink, Ed.D.
EHS Coordinator:
Judith Montilla
Office:
Main Campus-Education Complex Bldg. 123N
Office Hours:
By appt using SKYPE
Email:
james.zink@ucf.edu
Catalog Description: 3(3,0). PR: Basic Teacher Certificate or C.I. Achievement of skills used
by teachers as they gather student data, confer with students, and help students plan for
employment or further education. Spring even years. - (UCF Graduate Catalog)
Course Overview:
This course begins with providing a background of the major career counseling theories and
assessments. As you go through the activities, you will collect various resources and construct
one assessment that you can implement in your classroom. One of the resources provided is an
online career decision making tool that students can use. This resource provides various
activities, discussion questions, and lessons for teachers or counselors to implement. Towards the
end of the course, you will apply everything that you have learned and conduct a counseling
interview, plan the steps needed for further counseling, and create career plans that have various
activities for multiple student populations.
II. Statement of Course Goals and Objectives
KEY: CTE – Career & Technical Education (EAP) Educator Accomplished Practices
The CTE EAPs are the research-based knowledge and skills that teachers/trainers need to
implement so their students/trainees can master the skills required by Florida Career & Adult
Education Programs. The Division of Career and Adult Education publishes the curriculum
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frameworks aligned to the Career Clusters delineated by the U.S. Department of Education.
These include students, business and industry, school districts, community colleges, communitybased organizations, and correctional institutions. This area represents a significant collaboration
and partnership across both private and public sectors throughout the state of Florida to improve
Florida's workforce.
Quality of Instruction
(a) Quality of instruction
Quality of Instruction
1.
2.
3.
4.
Instructional Design and Lesson Planning
The Learning Environment
Instructional Delivery and Facilitation
Assessment
(b) Continuous Improvement, Responsibility and Ethics
5. Continuous Professional Improvement
6. Professional Responsibility and Ethical Conduct
Objectives: At the completion of this course students will be able to:
Gain an historical perspective of career development as a field
Explain key career theories and theorist
Evaluate career development resources found on the World Wide Web
Analyze various types of career assessments
Construct value sort assessment cards
Locate career resources using the World Wide Web
Apply national career guidance competencies and ethics
Compare current career counseling techniques and theories with past techniques and theories.
Apply career development theories, assessments, and techniques
Conduct three preliminary counseling interviews
Explore emerging issues and trends for counseling diverse student populations
Plan counseling activities for 2 diverse student populations
Develop career guidance lesson plans
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III. Required Texts and Readings
Textbook:
None required
Research and Articles:
Included in Assignments
IV. Academic Course Requirements
1. Activities (70%)
Your written work must be professional in appearance. It should be free from
grammatical and spelling errors. It is very important that you work be posted on or
before the published due date and on time. You will have until a specific date and time
noted for each course (see Schedule). Please see the grading “procedures” provided
below.
2. Examination (20%)
There will be one overall final exam at the end of the course. It is weighted at 20% of
the total course grade. Turnaround dates for this varies-but are usually one week Pay
attention to course Schedule.
3. Reflection (5%)
In each course we require a reflection at the very end of the course. It is done to offer
you an opportunity to sit and think about the course-any aspect of it-and note your
reflections. In addition, you will be asked to add an artifact into the “Live Text”
software. The artifact is one of your postings in a course that is reflective of the
knowledge you have acquired.
4. Professionalism (5%)
Part of being a professional in education is modeling behaviors. You are or will be a
professional educator/trainer and as such are expected to adhere to quality standards in
the (virtual) classroom. Five points will be assigned about midway through the course.
Your professionalism in the virtual classroom will be monitored and reviewed as to the
extent you:
o
Participate regularly in weekly discussion topics. Meaning that you are accessing
the course at least once every two days to read postings and to reply to peers and
instructor. Each week your instructor will post a question for the class. Your
response should be thought-provoking and well researched.
o
Interact regularly with peers and instructor through course mail
o
Demonstrate appropriate net-etiquette
o
Provide on-line assistance to peers in the course
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V. Administrative Course Requirements
Attendance. This course places a strong emphasis upon the interaction of the students therefore
you are expected to attend all class sessions. The failure to attend class will negatively affect
your grade.
Late Assignments. Please see the professor if you are turning in an assignment late.
VI.
Evaluation and Grading System
All of our courses use the same grading scale and follow the same grading procedure. This is
based on specific principles:
1. The work you do is performance--based, assignments are actual or simulate real world
work.
2. There is one opportunity to revise selected work within one week of scored date.
3. Work is assessed using criterion and not norm-referenced; a "normal curve" is not used in
calculating grades or activity scores in our courses.
4. Exams, as such, are weighted lower than in most other college courses, hence we attempt
to treat adult learners as adult learners. There are no make up exams.
5. A "participation" component termed "Professionalism" is included in each course to
stimulate required participation in real-world work.
Each student earns points throughout the course. Listed below is the grading scale used in the
course. Points given to each assignment are seen in the course's "Schedule."
Grading scale:
Letter Grade Percentage
A
94 - 100
B
87 - 93
C
80 - 86
D
73 - 79
F
72 and below
The faculty in this program has chosen NOT to adopt plus or minus policy for grades.
Grading Procedures: The following are the grading procedures used in determining your grade
in each course.
1. Late Assignments
Assignments need to be posted to Discussions by 11:55 p.m. Eastern Standard
Time on the due date. A late assignment is graded as follows:
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
Beginning after 11:55 p.m., 1 point is deducted for every day that the
assignment is posted late in Webcourses.
Any time you feel you might be falling behind in the course, it is best to contact
the intern or myself to discuss your situation. No assignments will be accepted
after the final day of class.
2. Reposting
If you did not receive 100% of the points assigned to an activity, you have the
chance to repost the activity within 5 days after receiving the grades (please see
the "Grades" section below). However, reposting does not apply to an activity that
requires you to post a response to another student. In other words, you are not
able to go back into an activity and post a response to another student’s posting
after the activities due date. Reposting only applies to a written assignment
posting that did not receive full point value (i.e. a posting of a rubric for your
course). There is no reposting or make up exams.
3. Posting of Grades
Grades are completed one week after the due date. For example, if your
assignment was due on Sunday at 11:55 p.m., then the grades are posted by the
following Monday morning OR sooner. You can view your grades by selecting
the "My Grades" link from the Webcourses homepage. If you do not see your
grade after the week, please notify me.
VII.
Major Topics of the Course
Steps to Begin Counseling Students and Current
Issues
Counseling Diverse Populations
Career Guidance Lesson Plans
Early History of Guidance Counseling,
Theories, and Testing/Measurement
Career Theorist
Career Guidance Assessments
Process of Career Decision Making, Counseling
Guidelines, and Counseling Resources
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VIII. Tentative Course Outline
Due Dates
Release
Points Sunday 11:55
Date
p.m.
Activities
Orientation & Introduction
Date
0
Date
Activity 1
Discussion Questions: Previous knowledge
Date
2
Date
Date
3
Date
Date
5
Date
Date
4
Date
Date
1
Date
Date
5
Date
Date
5
Date
Date
4
Date
Date
4
Date
---
5
---
Activity 1
Assignment: Trait and Factor Theory
Activity 2
Discussion Questions: Career Theories
Replies
Activity 2
Assignment: Evaluate 3 career related websites
Activity 2
Discussion Question: Replies
Activity 3
Discussion: 2 Career Assessments Experienced
Replies
Activity 3
Assignment: Create a Card Sort Activity
Activity 4
Discussion: Evaluate Career Decision Making Tool and
Counseling Competencies
Replies
Activity 4
Assignment: Create a Occupation Major Website Resource
Replies
Professionalism
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Activity 5
Discussion: 3 Student Interviews and Counseling Steps
Date
10
Date
Date
5
Date
Date
6
Date
Date
6
Date
Date
10
Date
Date
5
Date
Date
20
Date
Replies
Activity 5
Assignment: Comparing Past and Present Theories or
Approaches
Activity 6
Discussion Part 1: Methods of Counseling Diverse
Populations
Replies
Activity 6
Discussion Part 2: Counseling Diverse Students’ Article
Replies
Activity 7- Team Project
Discussion: Career Guidance Lesson Plan
Reflection
Final Exam
IX. Bibliography
America’s Career Resource Network: Career Decision-Making Tool. (n.d.). Retrieved September
25, 2009 from the Florida State University at
http://cte.ed.gov/acrn/cdmt/documents/Theory_and_InstructionalStrategies.doc
Baker, D. B. (2009). Choosing a vocation at 100: Time, change, and context. Career
Development Quarterly,57(3), 199-206.
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Career Services. (2008). Career theory and models. Retrieved September 12, 2009 from
http://www2.careers.govt.nz/4953.html
Campbell, C. & Ungar, M. (2004). Constructing a Life that Works: Part 1, Blending Postmodern
Family Therapy and Career Counseling. The Career Development Quarterly, 53(1), 1627.
Campbell, C. & Ungar, M. (2004). Constructing a Life that Works: Part 2, an Approach to
Practice. The Career Development Quarterly, 53(1) , 28-40
Duys, D. K., Ward, J. E., Maxwell, J. A., & Eaton-Comerford, L. (2008) Career counseling in a
volatile job market: Tiedeman’s perspective revisited. Career Development Quarterly,
56, 232-241. Retrieved September 20, 2009 from
http://www.thefreelibrary.com/Career+counseling+in+a+volatile+job+market:+Tiedeman
's+perspective+...-a0177025280
Feller, R. W., Honaker, S. L., & Zagzebski, L. M. ( 2001). Theoretical voices directing the career
development journey: Holland, Harris-Bowlsby, and Krumboltz. Career Development
Quarterly, 49(3), 212-224.
Gibson, P. (2004). Where to from here? A narrative approach to career counseling. Career
Development International, 9(2), 176-189.
James, R. & Gilliland, B. E. (n.d.) Trait-factor counseling/person x environment fit. Companion
website material for Theories and Strategies in Counseling and Psychotherapy. Ally and
Bacon: Boston. Retrieved August 31, 2009 from
http://wps.ablongman.com/wps/media/objects/208/213944/trait.pdf
Kirk, J. & Belovics, R. (2007). The high-tech industry and its workers. Journal of Employment
Counseling, 44(2), 50-59.
Krumboltz, J. D., Mitchell, A. M., & Jones, G. B. (1976). A social learning theory of career
selection. The Counseling Psychologist, 6(1), 71-81.
Metz, A. J., Guichard, J. (2009). Vocational psychology and new challenges. The Career
Development Quarterly, 57(4), 310-318.
Mitchell, K. E., Levin, A. S., & Krumboltz, J. D. (1999). Planned happenstance: Constructing
unexpected career opportunities. Journal of Counseling & Development, 77(2), 115-124.
National Career Development Association (2009) Guidelines. Retrieved October 12, 2009 from
http://associationdatabase.com/aws/NCDA/pt/sp/guidelines
Ochs, L. A., & Roessler, R. T. (2004). Predictors of career exploration intentions: A social
cognitive career theory perspective. Rehabilitation Counseling Bulletin, 47(4), 224-233.
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Okocha, A. A. (2001). Facilitating career development through Super’s life career rainbow.
Paper presented at the Annual Conference of the National Consultation on Career
Development, Ottawa, Ontario.
Rottinghaus, P. J., & Zytowski, D. G. (2006). Commonalities between adolescents' work values
and interests. Measurement and Evaluation in Counseling and Development, 38(4), 211221.
Sekiguchi, T. (2004). Toward a dynamic perspective of person-environment fit. Osaka Keidai
Ronshu, 55(1), 177-190. Retrieved September 11, 2009 from http://www.osakaue.ac.jp/gakkai/pdf/ronshu/2004/5501_ronko_sekiguti.pdf
Zunker, V. G. (1990). Career counseling: Applied concepts of life planning (3rd ed.). Pacific
grove, CA: Brooks/Cole.
Conceptual Framework
The graphical representation of our conceptual framework is based on basic geometric shapes
that aptly portray key aspects of the framework:
At the heart of the model are three concentric circles creating a “target” for graduates from all of
our professional education programs. The core objective (“bull’s eye”) is becoming a
Professional Educator, an achievement that requires continuous reflective practice (middle ring)
and professional development aligned with applicable national, state, and institutional standards
(outer ring).
The three triangles represent three broad levels of professional development: Pre-professional,
Professional, and Accomplished (note the physical progression indicating that professional
development always moves in the direction toward Professional Educator). These triangles also
represent the three major dimensions of professional development: knowledge, skills, and
dispositions.
Integrated throughout all aspects of our conceptual framework and thus reflected as a circle-inmotion is our circle of core beliefs (Research Base, Best Practice, Life-Long Learning, Ethics,
Social Justice, Equity, Diversity, Caring, Democracy, Academic Standards, and High Quality
Education).
The outer pentagon of the conceptual framework represents five broad orientations regarding the
preparation of professional educators (Academic, Teaching/Scientific, Practical, Critical/Social,
and Humanistic), which serve as a broad foundation for the framework.
Major Milestones of Program
Orientation Activity: http://education.ucf.edu/teched/orientation.cfm
Completion of these components is critical--therefore required. The benefits to you include:
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1.
2.
3.
4.
Success using Webcourses, the software program UCF uses, for our online courses.
Ability to perform basic word processing skills.
Clear understanding at onset of this course of the grading plan and grade scale.
Interaction among students in this course in a non-graded manner.
There are NO points attached to this activity, yet it coincides with the beginning of each course.
The benefits are many and we feel a need to incorporate this in ALL our courses.
After completion of these Orientation Activity you, the prospective new student will be able to:
1.
2.
3.
4.
5.
Identify important aspects of learning on-line.
Locate selected buildings on the UCF campus in Orlando.
Cite references according to protocol.
Follow UCF student conduct policies.
Accept grading policies for our courses.
Learning on-line
When UCF began using the Web for courses in the summer of 1996, and we adopted it fully for
our courses then. There was no infrastructure as we have now. Initially our courses were very
technically challenging by today's standards, and yet our students not only survived but thrived.
However, because of growth and access by a wider range of skilled students a tutorial was
developed. Of course the tutorial is on-line, teaching people how to be on-line using Web-CT
and providing refresher training in basic word processing.
Completion of this tutorial can take up to one hour--time well spent up-front, for technical
success later. You are asked, urged, cajoled, pressured, and even required to complete the tutorial
as soon as possible.
1. Access "Learning on-line"
Review:
o Skill Requirements
o Technical requirements
2. Complete:
o Orientation Course
As a reminder, use the checklist below as review in your Web journey.
Webcourses Technical Competencies
Just as you would not embark on a long-distance trip without knowing something about the
vehicle you are traveling in, you should not enroll in web courses without acquiring some skills
of the vehicle used to transfer your knowledge to the instructor.
Following are some competencies you must achieve before leaving today. Be sure to be checked
off by the instructor or a mentor to show that you have the basic knowledge to use Webcourses.
You must be able to do the following:
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1. Access the Webcourses course(s) in which you are enrolled.
2. Log in with your username and password.
3. Access course components.
4. Post comments to Discussion Topics.
5. Enter Chat room and post comments.
6. Access Course Mail to select specific addresses, write notes or respond to mail.
7. Find mail in your Inbox and the Outbox
8. Copy and paste to and from Webcourses
9. Include URL's in your postings. (copy & paste)
10. Access "My Grades"
11. "My Participation".
UCF Virtual Tour
For your visit to the UCF main campus in Orlando it is best to be prepared. There are many
buildings and we do not want to lose you wandering around campus all day. A "virtual tour" has
been developed. We are asking you to "walk" around campus using your computer and the Web
for this tour by "Ryan." Follow the steps below to complete your tour.
1.
2.
3.
4.
Access the Virtual Tour
Select either the Flash or HTML version and click on the icon of choice
For general information complete each of the "Tour stops"
Specifically for the College of Education find the "Campus Map" use the pull-down
menu to select the Education building, click directly on the building, and identify where it
is with respect to the University Blvd. entrance and nearby parking at Gemini Blvd.
West.
5. Find Classroom Building I - where our hands-on practice is located.
6. Wow, a pretty neat technology eh? You can wander around, print maps and be ready to
come to campus.
Writing Papers & Posting References - Procedures
APA STYLE
Below are sites where you can go to find information on how to write using APA
style and how to cite an electronic resource.
1. American Psychological Association. (2003). APA Online website APA
Style.org retrieved on August 8, 2005 at http://www.apastyle.org/ .
2. APA Style Resources. (n.d.) Retrieved on August 8, 2005 at
http://www.psychwww.com/resource/apacrib.htm
** Sometimes you have to try the site a couple of times or copy the URL
and paste it. But it does work. From the selections that are offered to you, I prefer
the link listed below…
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3. The Arthur C. Banks Library at Capital Community College (2004, June). A
guide for writing research papers based on styles recommended by the American
psychological association. Retrieved on August 8, 2005 at
http://webster.commnet.edu/apa/index.htm.
4. Degelman, D. (2000-2005). APA style essentials. Retrieved from the
Vanguard University website on August 18, 2005 at
http://psychology.vanguard.edu/faculty/douglas-degelman/apa-style/
**has examples of papers to view
HOW TO CITE AN ELECTRONIC SOURCE USING APA
American Psychological Association. (2003). APA style.org, Electronic
Resources retrieved on May 8, 2005 at http://www.apastyle.org/elecsource.html.
HOW TO RESEARCH THE INTERNET
1. Go to www.google.com
2. Select "Advanced Search" (hyperlink found on the right of the
searching field)
3, Fill in the information needed to minimize your searching time.
Select the "Advanced Search Tips" at the top of the page for help
*TIP: A good scholarly resource is the “Journal of Technology Education” from
the Virginia Tech (2005) retrieved on August 8, 2005 at
http://scholar.lib.vt.edu/ejournals/ej-search.html . This site has several articles on
technology education.
HOW TO ORGANIZE A PAPER
The purpose of me providing you this site is because I want you to
know that I will be grading you on the organization of your paper.
Your paper should contain a thesis statement that contains your
topic sentence, the main body (all of the paragraphs should reflect
what is in your topic sentence) and a conclusion.
Steps in writing your Essay. (n.d.) Retrieved from the
Importwarehouse.com site on August 8, 2005 at
http://www.importwarehouse.com/mrsboysen/Students/steps.PDF
Team Strategies:
When you first heard that you would be working in a team, you might
have thought "oh no!" Understandable, you might have had a bad
experience in the past with a team project in another class or at work.
However, learning how to work in a team environment is beneficial to you
for problem solving, working under the pressure of a time limit, and
learning how to work with others. Also, team work is a reality of the
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workforce. Learning some of the strategies given below is useful for the
present class and a possible future job requirement.
STEPS TO BEGINNING A TEAM PROJECT
1. Make contact in your team discussion group.
2. Discuss the topics below (Team Rules & Guides to Discuss) with your
team members.
3. The team makes a decision on who is doing what when.
 Picking a leader is optional. Understand that if each team member
completes their designated job, the team can function without a
leader. However, the team might want to designate a leader due to
the circumstances. Also, sometimes, leaders will just occur as the
team proceeds with the project.
4. The team begins to work on the project with a PLAN.
TEAM RULES & SKILLS TO DISCUSS
RULES
1. Member's Schedules
2. Member's Assigning the Portion of the Project to Complete
3. Member's Assigning the Completion Dates
SKILLS
1. Member's Attributes/Skills
2. What the Member Wants to Contribute.
Plagiarism & Turnitin
Our courses ask of you to visit many web sites, as part of using what has been done at other
places and actually reviewing research. It could be very easy to forget to offer a complete
citation. Some could also omit entirely a quote or reference. While the former may happen, the
latter should never occur. When it does it is plagiarism and is very serious.
The faculty at UCF now has access to a site to which we can submit student work for comparison
to previously published work - Turnitin. You do NOT want to plagiarize or not include a
complete citation for any reference or quotation. Above all else include the complete citation
information when required.
Ethical policies:
At UCF adhering to acceptable ethical practices is considered essential. To that end you are
asked to:

Access the Golden Rule on line

Read thoroughly Student Rights and Responsibilities
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
Rules of Conduct

Student Academic Behavior
Introductions
Our Web courses are very interactive. Therefore, it is important that you participate as scheduled
and in the proper location within the course as assigned. To practice this and to get to know
others in this course you are asked to offer an introduction when you start each course. We use
the "Discussion" area with one titled "Introductions." Once you are permitted access to the
course on the first day of class (our in-person Orientation) go to "Discussions" and select
"Introductions." Type your name in the "Subject" line.
The following items should be addressed in your introduction:
1. Name
2. Email address
3. Where you work (if you do)
4. What you do (if you work)
5. What technical (work) background do you have?
6. All types of education (High School, certificates, licenses, degrees)
This would be a good place to practice copy and paste skills by copying these headings to a word
file of some type, answering the items, and pasting the answers to another file, just for practice
before your course starts. Always review your posting BEFORE actually posting, add spacing,
make headings capitalized or different from the regular text, and then post.
Immediately upon starting the course:
1. Post your Introduction with your name in "Subject" line to "Introductions" Discussion Topic.
2. Reply to peers using "Reply Privately" NOT just Reply or Quote. Each person should post
only one posting to the Introductions area.
This syllabus may be modified at the discretion of the instructor. Changes will be discussed in
class and/or via email
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The UCF Creed
Integrity, scholarship, community, creativity, and excellence are the core values that guide our
conduct, performance, and decisions.
Integrity
I will practice and defend academic and personal honesty.
Scholarship I will cherish and honor learning as a fundamental purpose of my membership in
the UCF community.
Community I will promote an open and supportive campus environment by respecting the
rights and contributions of every individual.
Creativity
I will use my talents to enrich the human experience.
Excellence
I will strive toward the highest standards of performance in any endeavor I
undertake.
Conceptual Framework
UCF, College of Education
Conceptual Framework
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Career & Technical Education Educator Accomplished Practices
The Educator Accomplished Practices. Each effective educator applies the foundational
principles through six (6) Educator Accomplished Practices. Each of the practices is clearly
defined to promote a common language and statewide understanding of the expectations for the
quality of instruction and professional responsibility.
Quality of Instruction
1. Instructional Design and Lesson Planning.
Applying concepts from human development and learning theories, the effective educator
consistently:
a. Aligns instruction with state-adopted workforce standards at the
appropriate level of rigor;
b. Sequences lessons and concepts to ensure coherence and required prior
knowledge.
c. Designs instruction for students to achieve mastery;
d. Selects appropriate formative assessments to monitor learning;
e. Uses a variety of data, independently, and in collaboration with
colleagues, to evaluate learning outcomes, adjust planning and
continuously improve the effectiveness of the lessons; and
f. Develops learning experiences that require students to demonstrate a
variety of applicable skills and competencies.
g. Identifies strategies, materials, and technologies that she/he will use to
expand students’ thinking abilities
h. Models and implements the use of higher order thinking abilities
i. Reflects research-based best practices in instructional methods
(Disposition)
2. The Learning Environment.
To maintain a student-centered learning environment that is safe, organized, equitable,
flexible, inclusive, and collaborative, the effective educator consistently:
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a. Organizes, allocates, and manages the resources of time, space, and
attention;
b. Manages individual and class behaviors through a well-planned
management system;
c. Conveys high expectations to all students;
d. Respects students’ cultural, linguistic and family background;
e. Models clear, acceptable oral and written communication skills;
f. Maintains a climate of openness, inquiry, fairness and support;
g. Integrates current information and communication technologies;
h. Adapts the learning environment to accommodate the differing needs and
diversity of students; and
i. Utilizes current and emerging assistive technologies that enable students
to participate in high-quality communication interactions and achieve their
educational goals.
j. Values high academic standards and believes students deserve a highquality education (Disposition)
3. Instructional Delivery and Facilitation.
The effective educator consistently utilizes a deep and comprehensive knowledge of the
subject taught to:
a. Deliver engaging and challenging lessons;
b. Deepen and enrich students’ understanding through content area literacy
strategies, verbalization of thought, and application of the subject matter;
c. Identify gaps in students’ subject matter knowledge;
d. Modify instruction to respond to preconceptions or misconceptions;
e. Relate and integrate the subject matter with other disciplines and life
experiences;
f. Employ higher-order questioning techniques;
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g. Apply varied instructional strategies and resources, including appropriate
technology, to provide comprehensible instruction, and to teach for
student understanding;
h. Differentiate instruction based on an assessment of student learning needs
and recognition of individual differences in students;
i. Support, encourage, and provide immediate and specific feedback to
students to promote student achievement; and
j. Utilize student feedback to monitor instructional needs and to adjust
instruction.
k. Has a repertoire of teaching techniques and strategies to effectively
instruct all students
l. Values technology as a tool to enhance learning. (Disposition)
4. Assessment.
The effective educator consistently:
a. Analyzes and applies data from multiple assessments and measures to
diagnose students’ learning needs, informs instruction based on those
needs, and drives the learning process;
b. Designs and aligns formative and summative assessments that match
learning objectives and lead to mastery;
c. Uses a variety of assessment tools to monitor student progress,
achievement and learning gains;
d. Modifies assessments and testing conditions to accommodate learning
styles and varying levels of knowledge;
e. Shares the importance and outcomes of student assessment data with the
student; and
f. Applies technology to organize and integrate assessment information.
g. Grades student performance fairly and without bias (Disposition)
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Continuous Improvement, Responsibility and Ethics.
5. Continuous Professional Improvement.
The effective educator consistently:
a. Designs purposeful professional goals to strengthen the effectiveness of
instruction based on students’ needs;
b. Examines and uses data-informed research to improve instruction and student
achievement;
c. Works with colleagues to meet identified educational, physical, social, linguistic,
cultural, and emotional needs of students;
d. Engages in targeted professional growth opportunities and reflective practices,
both independently and in collaboration with colleagues; and
e. Implements knowledge and skills learned in professional development in the
teaching and learning process.
6. Professional Responsibility and Ethical Conduct.
a. Does not intentionally distort or misrepresent facts concerning an educational
matter in direct or indirect public expression
b. Encourages student responsibility, appropriate social behavior, integrity,
valuing of diversity, honesty, and honoring multiple perspectives
c. Understanding that educators are held to a high moral standard in a
community, the effective educator adheres to the Code of Ethics and the
Principles of Professional Conduct of the Education Profession of Florida,
pursuant to State Board of Education Rules 6B-1.001 and 6B1.006, F.A.C,
and fulfills the expected obligations to students, the public and the education
profession. Rulemaking Authority 1004.04, 1004.85, 1012.225, 1012.34,
1012.56 FS. Law Implemented 1004.04, 1004.85, 1012.225, 1012.34, 1012.56
FS. History–New 7-2-98; Amended 12-17-10.
d. Demonstrates concern for student learning and promotes student well-being
through professional commitment including being punctual, responsible,
organized, attends class regularly, demonstrates pride in self and work, gets
along well with others, is self-controlled, and is flexible (Disposition)
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