Professional Education Competence (PEC) Program

 
Professional Education Competence (PEC) Program
The School Board of Highlands County
  The Department of Human Resources, Recruitment and Professional Development

     Professional Education
   Competence (PEC) Program

     Professional Development is the process of improving staff skills and
 competencies needed to produce outstanding educational results for students.

                                                                      - NCREL

Revised July 23, 2012

                                       1
Professional Education Competence (PEC) Program
TABLE OF CONTENTS

Section I Preliminary Information
             Welcome letter
             Participant Information Page

Section II PEC   Program Overview
                 Purpose Statement and Program Overview
                 Responsibilities of the New Teacher
                 Responsibilities of the Support Team
                 Program Components

Section III Program Requirements
               Portfolio Checklist
                   • Participant’s Responsibilities
                   • Administrator’s Responsibilities
                   • Peer Teacher’s Responsibilities
               FEAPS
               Framework For Teaching Domains and Components
                   Evidence, Products and Artifacts for Domains 1-4
                   • Tab 1: Domain 1- Planning and Preparation
                   • Tab 2: Domain 2- The Classroom Environment
                   • Tab 3: Domain 3- Instruction
                   • Tab 4: Domain 4- Professional Responsibilities
                   • Tab 5: Remedial Assignments (if necessary)
               Principals of Professional Conduct
               Student Calendar
               ERO Directions and Professional Development Transcript
               Mentor Log

Section IV Observations and Assessments
              Copies of Informal and Formal Observations
              Copy of IPDP
              Copies of Instructional Performance Appraisal (2)
              Observation and Performance Appraisal Rubric for Each
               Domain/Subcomponent
              Peer Teacher Classroom Visitation/Observation Forms

Section V Program Completion Forms
             Task Calendar Checklist
             Administrative Program Completion Form
             Program Survey for Mentor/Mentee

                                     2
Professional Education Competence (PEC) Program
Section I

              Preliminary
              Information

•   Welcome Letter
•   Participant Information Page

                                   3
Professional Education Competence (PEC) Program
August 2012

Dear New PEC Program Participant:

      We welcome your participation in our district’s Professional Education Competence (PEC)
      Program. The Program begins during the new teacher’s first year of employment and is
      based upon Florida Educator Accomplished Practices in conjunction with The School Board
      of Highlands County approved Instructional Performance Appraisal Instrument and Florida
      Statute 1012.56 (8)(b) which reads in part:

              Each school district must develop and maintain a system by which members
              of the instructional staff may demonstrate mastery of professional education
              competence as required by law. Each program must be based on
              classroom application and instructional performance and must include a performance
              evaluation plan for documenting the demonstration of required professional
              education competence.

      To meet these requirements, the district’s PEC Program provides an environment of structured
      support and continued professional development to stimulate required skills and abilities
      and demonstrate/document competence in classroom application and instructional
      performance that results in enhanced student growth and achievement.

      The PEC Program has been developed especially for teachers who are eligible to hold or
      currently hold a valid Temporary Educator Certificate, who are non-teacher trained or have not
      completed an educational internship program, and DO NOT have at least one year of successful
      teaching experience. Research has shown that there is a need for teachers who fall into this
      category to experience an extended introduction into the educational profession to help
      synthesize educational theory and classroom application.

      To provide additional support and guidance throughout the PEC participant’s first year of
      employment, a trained peer teacher will be assigned by the school’s supervising
      administrator. Your peer teacher will meet with you during “pre-school” week to review the
      Mentoring and Peer Teacher Program Portfolio and guidelines, sign the mentor-mentee
      contract, discuss the roles and responsibilities of each, provide additional information
      regarding school and district operations, and answer any questions you might have or address
      issues of concern.

      On behalf of The School Board of Highlands County and the Superintendent of Schools, please
      allow me to thank you for selecting our district to begin your teaching career. Your supervising
      administrator(s), peer teacher and support staff, along with the Department of Human
      Resources, Recruitment and Professional Development are working together to ensure that
      your participation in the Professional Education Competence (PEC) Program is successful.

      Please contact the HRRPD department at (863) 471-5746 or email coliccim@highlands.k12.fl.us
      or smiths@highlands.k12.fl.us if you require further information about the PEC Program
      guidelines or requirements. HAPPY TEACHING!

      Sincerely,

      Vivianne Waldron, Director
      Department of Human Resources,
      Recruitment and Professional Development

                                                     4
Teach in Highlands County where excellence is a tradition!

                        THE SCHOOL BOARD OF HIGHLANDS COUNTY

         PROFESSIONAL EDUCATION COMPETENCE
                   (PEC) PROGRAM
                           PARTICIPANT INFORMATION

                                          Biographical Information

Beginning Teacher Name _____________________________________________

School _______________________                Date of Employment __________________

Subject Area and/or Grade Level _______________________________________

Program Start Date ________________Program End Date___________________

                                                Support Team

Principal/Site Supervisor ____________________________________________

Peer Teacher Name _________________________________________________

Peer Teacher Subject Area and/or Grade Level ___________________________

Other Member(s) as designated
 by Principal/Site Supervisor ________________________________________

cc:   PEC Portfolio
      Vivianne Waldron, Human Resources

                                                   5
Section II
           PEC Program
             Overview

•   Purpose Statement and Overview
•   Responsibilities of the New Teacher
•   Responsibilities of the Support Team
•   Program Components

                                    6
Professional Education Competence Program

                                     OVERVIEW
PEC Program Purpose Statement:

The Highlands County Professional Education Competence (PEC) Program, aligned with
the Florida Educator Accomplished Practices and the district’s approved Instructional
Performance Appraisal Instrument, will provide a program of structured support and
relevant professional development for the purposes of enhancing teacher effectiveness to
improve student achievement.

The Program goals are as follows:
  • Ensure that all PEC participants meet the Department of Education’s criteria for a
     Professional Educator’s Certificate through participation and successful completion
     of the program
  • Provide for development, demonstration and evaluation of the professional
     education competence for each teacher in the program
  • Ensure that members of the supervisory team and support staff have been trained
     and understand the observation and performance appraisal process as well as
     instructional practices as defined in the FEAPs
  • Provide the support needed at the school level to ensure the seamless operation of
     the PEC Program facilitation
  • Review and assess the program’s success and/or challenges on an annual basis for
     the purposes of continuous improvement

I.   PROGRAM MANAGEMENT

     A.    Governance

           The Superintendent, on behalf of the School Board, assigned responsibility for
           the development and implementation of the Professional Education
           Competence (PEC) Program to the Director of Human Resources, Recruitment
           and Professional Development (HRRPD).

           The Director of HRRPD is responsible for the development of the plan in
           collaboration with district and school-based administrators, with input from
           experienced accomplished teachers and other district/community
           stakeholders.

           The Director will monitor, review and revise relevant policies, procedures,
           processes and activities to ensure effective operation of the program.

           It is the Director’s responsibility to conduct the program in such a way that it
           will support and enhance the overall educational program of the district.
                                                7
Under the supervision of the principal/site supervisor, the program shall be
     implemented in each school that has a PEC Program participant determined
     through the evaluation process that requires successful completion of the PEC
     Program. The principal/site supervisor will assign appropriate support staff as
     required for each new teacher.

     Upon completion of the program, the principal will submit recommendations,
     together with the portfolio containing supportive data/evidence, to the
     Director of HRRPD who will evaluate successful program completion (or non-
     completion). The Superintendent will verify by personal letter to the
     participant that the teacher has satisfactorily completed the PEC Program.

B.   Program Design

     Mastery of professional preparation and educational competence through the
     PEC Program is required to be eligible for a Professional Educator Certificate
     (F.S. 1012.56). New teachers not meeting requirements for a Professional
     Educator’s Certificate who have not completed a teacher education program,
     internship or demonstrated one year of successful teaching experience must
     participate in and successfully complete a district PEC program.

     The program design provides for a support team to include a Peer-teacher, an
     initial formative observation completed during the first thirty working days
     following the date of employment, formative observations based on the
     performance appraisal instrument (three minimum per semester), informal
     classroom visitation/observations by the peer-teacher (two), and a final
     formative observation. Successful demonstration of the competencies
     outlined in the Educational Accomplished Practices in conjunction with the
     performance appraisal domains and components will be reviewed at stated
     intervals throughout the school year. Mastery of the required professional
     education competence must be demonstrated within the first year of
     employment (unless extenuating circumstances warrant an extension).

C.   Role and Responsibilities of the New Teacher

     The new teacher is the nucleus of an in-school team which consists of that
     new teacher and a specifically assigned Peer teacher. The new teacher is
     expected to fulfill the same duties and responsibilities generally assigned to
     teachers in the school setting. Such duties will be assigned by the supervising
     principal who will clarify any specific expectations of the new teacher/PEC
     participant. The new teacher has full responsibility for the instruction of all
     assigned students. As a participant in the PEC Program, the teacher is
     expected to make the support staff members aware of concerns and needs
     and to seek clarification of methods and procedures as necessary.
     Additionally, the new teacher has the following responsibilities:

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1.   To view the program as a positive means of professional growth.

     2.   To cooperatively schedule and participate in classroom observations and
          the formative assessment process with the peer teacher.

     3.   To meet with the assigned peer-teacher to review district/school
          operations, sign mentor-mentee contract, discuss peer-teacher
          guidelines, schedule future/ongoing meetings and make every effort to
          support the mentor-mentee relationship.

     4.   To participate in the collaborative development and implementation of
          an Individual Professional Development Plan (IPDP) and work toward
          meeting stated student achievement and professional development
          goals.

     5.   To participate in group and individualized professional development
          activities and learning communities.

     6.   To effectively demonstrate the competencies required for Professional
          Educator Certification, providing support evidence as required.

     7.   To assist in developing the professional portfolio.

     8.   To maintain a log of Professional Development Activities reflecting
          program competency (see Section III Program Requirements for
          instructions to access ERO).

D.   Roles and Responsibilities of the Support Team

     1.   The support team shall consist of the principal/site supervisor (or
          administrator designee), the assigned peer-teacher, and/or additional
          school staff as assigned by supervising Principal. The Principal and/or
          administrative designee will play a major role in the formative and
          summative process. The administrator should perform the initial
          formative observation within the first six weeks of employment
          as assigned by the supervising principal.
          The building-level administrator and members of the program
          participant’s support team shall:

          a.    Participate in appropriate support team training activities.

          b.    Conduct informal formative observations in the beginning
                teacher’s classroom to identify strengths and developmental
                needs and provide recommendations for improvement.

          c.    Provide feedback and instruction to the beginning teacher.
                                      9
d.   Participate in the development and implementation of the
          beginning teacher's Professional Development Plan(s).

     e.   Assist the new teacher in meeting deadlines.

     f.   Provide the new teacher with resources and materials deemed
          necessary by the support team and approved by the supervising
          principal.

     g.   Oversees the portfolio and ensures that requirements are being
          met.

2.   The peer teacher is expected to be accessible to the new teacher on a
     day-to-day basis and to provide informal formative support as needed in
     making effective use of pre- and post-school time. The peer teacher's
     responsibilities are as follows:

     a.   Participate in appropriate/required training activities.

     b.   Participate in all appropriate support team activities.

     c.   Assist the new teacher with classroom management and behavior
          intervention strategies.

     d.   Conduct a minimum of three formative observations in the new
          teacher's classroom which should include pre and post
          conferences (use classroom visitation/observation forms from
          Peer-Mentor Teacher Program Notebook).

     e.   Conduct frequent informal observations in the new teacher's
          classroom to help identify strengths and developmental needs and
          provide recommendations for improvement.

     f.   Provide feedback, guidance, instruction and counseling to the
          beginning teacher and maintain a positive mentor-mentee
          relationship.

     g.   Participate, if requested, in the development and implementation
          of the new teacher's Individual Professional Development Plan(s).

     h.   Assist the new teacher in meeting deadlines.

3.   Other support team members may add various dimensions of support to
     the new teacher. As directed by the principal/site supervisor, other
     support team members shall:

     a.   Participate in all appropriate support team training activities.
                               10
b.    Conduct informal observations in the new teacher's classroom to
                identify strengths and developmental needs and provide
                recommendations for improvement.

          c.    Provide feedback, instruction and counseling to the new teacher.

          d.    Participate; if requested, in the development and implementation
                of the new teacher's Individual Professional Development Plan(s).

     4.   The principal/site supervisor shall be responsible for the new teacher’s
          program facilitation and shall participate in the Professional Education
          Competence Program planning and implementation at the school level.
          The principal shall monitor the program in his/her school to assure a
          smooth operation of the process and shall make modifications as
          needed. The building principal will continually communicate with the
          Director of HRRPD and perform the following:

          a.    Participate in appropriate program training activities and updates.

          b.    Assign the peer teacher and any other support team members and
                designate their responsibilities.

          c.    Complete the initial and final summative evaluation of each
                program participant.

          d.    Verify that the new teacher has satisfactorily completed the
                program requirements and by administrative sign-off, has
                demonstrated professional education competence.

          e.    Submit a recommendation, accompanied by the portfolio and
                any/all evidence of successful completion, to the Director of
                HRRPD for final review/approval by the Superintendent.

E.   Role and Responsibilities of Other Support Personnel Not Specifically
     Assigned to the Professional Education Competence Program

     1.   Directors, Coordinators, and Resource Teachers will, when deemed
          appropriate:

          a.    Serve on a support team as requested by the principal/site
                supervisor.

          b.    Participate in all support staff training activities and provide
                training in areas of expertise.

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2.   Teachers in every school are perceived to be supportive of new
          teachers. Each teacher is expected to be involved in supporting the
          experiences of the new teacher in his/her school.

     3.   Paraprofessionals, volunteers and support staff will be made aware of
          ways in which they can support the experiences of the beginning
          teacher. The beginning teacher will learn to utilize the skills and
          knowledge of various district and school-based personnel to successfully
          complete the program and help to enhance their skills in the classroom.

F.   Training Personnel

     The Director of HRRPD will develop and coordinate an orientation/training
     program to assist in the facilitation and implementation of the PEC Program.

     1.   Support Team: The members of the support team will participate in
          inservice activities covering all aspects of the PEC Program. Training will
          include the following:

          a.    An orientation to the PEC Program.

          b.    An understanding and demonstration of the Educational
                Accomplished Practices, competencies and requirements
                necessary for obtaining a Professional Educator’s Certificate.

          c.    Special skill development and practice in the following areas:

                (1)   Interpersonal Communication
                (2)   Problem Solving
                (3)   Team-building
                (4)   Observation Skills
                (5)   Data Analysis
                (6)   Performance Appraisal Domains/Components

          d.    Instruction and practice in use of procedures and instruments to
                be applied to the assessment process using the formative
                instruments.

          e.    Survey and practice of procedures to be used in the development
                of the portfolio.

          f.    On completion of the training, all support team members will
                understand the required competencies as determined by the
                training consultant and program requirements.

          g.    Training updates will be required as determined by the
                principal/site supervisor or Director of HRRPD.

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2.   New Teacher: The new teacher will be involved in the following
          professional development/inservice activities:

          a.    A district orientation to policies, procedures, services and
                personnel (NTO) which will also include requirements for
                Professional Educator Certification.

          b.    An orientation which will include the following topics:

                (1)   PEC program statement of purpose and guidelines

                (2)   Program timeline

                (3)   Explanation of support team, peer teacher and new teacher
                      roles and responsibilities.

                (4)   Review of Florida Educator Accomplished Practices and
                      Performance Appraisal Instrument

                (5)   Information regarding relevant professional development
                      and training sessions

          c.    Training activities will be scheduled according to the need to
                review the required competencies and the method of developing a
                portfolio to meet program requirements.

          d.    The school-based orientation, inservice activities, or experiences
                will include the review of School Improvement Plans and other
                data/information pertinent to the PEC Program requirements.

G.   Length of Program

     The PEC Program must be completed within the first year of
     employment. In the case where a teacher requests medical leave or is
     unable to complete the program within one year due to extenuating
     circumstances, a letter of request that provides support documentation and/or
     reasons for extension shall be addressed to the Supervising Principal, Director
     of HRRPD and the Superintendent. The Superintendent shall make the final
     decision regarding extension of the program. In the case of denial of the
     request, the program participant will be required to completely restart the
     program upon return to employment.

H.   Compensation for Program Participants

     Program participants will be hired through approved district procedures and
     will receive compensation equivalent to that of other instructional staff of
     equal experience and degree (training) according to the SBHC Board approved
     salary schedule.
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II.    CRITERIA FOR ADMISSION

       A.   An individual employed as a member of The SBHC’s instructional staff after
            July 1, 1997 who does not hold or is not eligible to hold a valid Florida
            Professional Educator’s Certificate shall become a participant unless the
            individual:

            1.    Has completed an approved Florida teacher education program and
                  internship.
            2.    Has completed a teacher education training program and has had at
                  least 1 year of successful full-time teaching experience in another state.
            3.    Is eligible for a professional certificate based upon reciprocity.
            4.    Qualifies for and elects to participate in the district’s Alternative
                  Certification Training Program.

       B.   The teacher is employed full-time (or at least the equivalent of four hours per
            day), receives contracted instructional pay based on the SBHC Board
            approved salary schedule; if hired for less than four hours per day, the
            teacher may volunteer time to meet the four-hour requirement in order to
            participate in the PEC Program.

III.   COMPONENTS OF THE PROFESSIONAL EDUCATION COMPETENCE
       PROGRAM.

       A.   Participant Identification

            The HRRPD Department will review and evaluate new instructional employees’
            records/credentials to identify participants who meet requirements for the
            program and principals/site supervisors will be notified by HRRPD of program
            participants.

       B.   Peer-Teacher/Support Team Assignment

            The principal/site supervisor will assign the new PEC Program teacher a
            support team consisting of the principal/site-administrator and a peer-
            teacher. The peer-teacher must be trained in Clinical Education, hold a
            Professional Educator’s Certificate, and have at least three years of successful
            teaching experience. The peer-teacher will provide support, assistance,
            coaching feedback, and model “best-practices;” additional team members
            may be assigned as needed.

       C.   Planning Conference/Orientation

            At the beginning of the PEC Program, a conference will be held with the new
            teacher and the principal/site supervisor and all members of the support
                                             14
team. The purpose of the conference will be to review the PEC Program
     process (i.e., reviewing the PEC Program Portfolio guidelines and
     requirements, clarifying the roles and responsibilities of the new teacher and
     support team), to review the certification competencies and leadership
     standards, to review the formative/summative observation and evaluation
     process, to plan and prepare for the first formative observation, and to
     address any concerns and expectations of the new teacher and the support
     team.

D.   Initial and Final Summative Observation

     1.    The principal/site supervisor or designee conducts an initial summative
           observation (with a pre and post conference) of the teacher's
           instructional performance during the first six weeks following the date of
           employment. This observation is for the purpose of diagnosing and
           identifying strengths and areas needing improvement.

     2.    Ongoing formative observations will be conducted by the supervising
           principal or designee for the purpose of immediate and constructive
           feedback.

     3.    For the purposes of comparative analysis of determining progress
           regarding the teacher’s instructional practices and performance, the
           final summative observation should be conducted prior to the last
           annual contract summative performance appraisal.

E.   Performance Appraisals

     1.    A minimum of two annual contract performance appraisals will be
           conducted by the Supervising Principal/administrative designee and
           assigned Peer Evaluator, when applicable. (F.S. 1012.34)

     2.    Refer to Guidelines for Administering and Implementing the
           Performance Appraisal System for Instructional Personnel for
           assessment procedures, rating scale definitions, data collection sources,
           and use of assessment data for personnel decisions.

     3.    A copy of the new teacher’s performance appraisals will be included in
           the portfolio behind the appropriate tab. Original copies will be sent to
           HR (see HR timeline) with a copy retained at the school site. Teachers’
           performance appraisals are not open for public record during the
           current year or prior year of teaching experience, therefore
           performance appraisals should not be placed in the PEC Portfolio
           until it is ready to be submitted to the Office of Professional
           Development for review by the HRRPD Director and
           Superintendent.

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F.    Peer-Teacher Observations

     1.    A minimum of three Classroom Visitation/Observations should be
           conducted and forms completed from the Mentoring and Peer Teacher
           Program Portfolio. A supplemental observation form may be added and
           completed if necessary.

G.   Professional Development Plans

     The Individual Professional Development Plan (IPDP) is designed to
     assist each teacher in enhancing teaching skills and developing goals that
     impact student achievement resulting in demonstration of performance of the
     competencies required for issuance of a Professional Educator’s Certificate.

     1.    The beginning teacher's Individual Professional Development Plan
           (IPDP) will be a collaborative effort on behalf of the PEC participant and
           the Supervising Principal/designee; may also include other support team
           members.

     2.    From the results of the first summative observation and the informal
           observations by the peer teacher and other support team members,
           competencies not being satisfactorily demonstrated will be identified by
           the support team. The PEC participant and the administrator will
           collaboratively develop an Individual Professional Development Plan
           (IPDP) that will aid the new teacher in developing skills through
           targeted professional development that will satisfactorily demonstrate
           the required competencies. Student achievement goals on the IPDP
           should be rigorous and relevant.

     3.    The teacher should expect regular observations preceded and followed
           by constructive conferences. The teacher should leave each session with
           an understanding of how he/she is accomplishing goals and objectives
           and specific steps for improvement.

     4.    A copy of the Individual Professional Development Plan (IPDP) is to be
           kept in the beginning teacher's portfolio as well as a copy retained at
           the school site by the administrator. Adherence to HR timelines
           regarding development of the IPDP is mandatory. The plan will be
           reviewed during each conference to assess the teacher’s progress.

     5.    The teacher and Supervising Administrator will sign off on the IPDP form
           upon final completion (see HR timeline).

H.   Professional Development Activity Log

     A log of Professional Education Competence (PEC) Program activities shall be
     kept by the teacher as directed by the principal/site supervisor. Careful effort
     should be given to including relevant prescriptive professional development
                                      16
training activities, workshops, conferences, and events that provide support
     evidence of meeting program requirements, IPDP goals/objectives and
     professional educator competencies. The participant’s Electronic Registrar On-
     line (ERO) inservice transcript may be used to support this requirement.

I.   FLORIDA Educator Accomplished Practices (FEAP’s) Competency
     Documentation

     All PEC Program competency requirements in the performance appraisal
     Domains 1-4 and FEAP’s must be successfully demonstrated and completed to
     meet requirements for a Professional Educator’s Certificate
     (refer to Section III- Program Requirements).

     PEC support team members may review and assess the competencies as they
     are demonstrated. Exhibits, products, or artifacts that verify competency
     demonstration (if not verified through interview, observation or assessment)
     must be placed in the portfolio. The Harry Wong on-line Classroom
     Management course is a required component as well as documentation of a
     completed lesson plan taught successfully.

     The principal/site supervisor will verify program completion and successful
     demonstration of the Florida Educator Accomplished Practices (FEAP’s) and
     competencies required for a Professional Educator’s Certificate on both the
     checklist documenting method/date of demonstration and the final Program
     Completion Form.

J.   Final Assessment

     An end-of-program conference shall be scheduled. The support team and the
     new teacher will review the portfolio and complete the PEC Program
     Competency Demonstration Checklist indicating that the program is
     completed and that all documentary, support evidence is contained in the
     portfolio.

     The principal/site supervisor will complete the Program Completion Form
     verifying that the new teacher has satisfactorily demonstrated professional
     education competence.

     The portfolio will be forwarded to the Director of HRRPD for review and
     approval; if approved, the Verification of Demonstration of Professional
     Education Competence (CT-118) Form will be electronically transmitted to
     the Department of Education’s (DOE) Bureau of Educator Certification. When
     all certificate requirements are met and application for the professional
     educator’s certificate has been received by DOE, the Professional Educator’s
     Certificate will be issued.

                                     17
K.   Portfolio

     A portfolio shall be maintained for each teacher participating in the program.
     The portfolio, consisting of a notebook and its contents, should be maintained
     by the PEC participant in a secure location. The new teacher, principal and
     support team shall have access to the portfolio.

     All PEC Program teacher portfolios will be submitted to the Director of HRRPD
     at the conclusion of the PEC Program for review and storage. Incomplete
     portfolios should be submitted to the Director of HRRPD for storage. All
     portfolios will be stored at the school board office for three years based on
     records retention guidelines.

     The portfolio shall include, but is not limited to:

        •   Title page
        •   Table of Contents
        •   Welcome letter
        •   Participant information form
        •   PEC Program Purpose Statement
        •   PEC Program Components
        •   Assignments based on Performance Appraisal Framework for Teaching
            Domains 1-4 and Florida Educator Accomplished Practices
        •   Lesson Plan
        •   Documentation of completion of Harry Wong on-line Classroom
            Management course
        •   IPDP and Goals Supporting Evidence
        •   Professional Development Transcript (ERO)
        •   Diagnostic Observations and Assessments (Informal and Summative
            Observations, Summative Performance Appraisals, Peer-
            Teacher/Evaluator Classroom Visitation/Observation Forms)
        •   Administrative Program Approval
        •   Additional documentation to support demonstration of professional
            educator competencies

     NOTE:       Based on the specific assignment, support documentation may
                 include evidence of developmental need area activities, support
                 services recommended and provided, lesson plans, professional
                 development logs, records of parent/teacher conferences and
                 communications, reflective papers, and/or other prepared
                 materials and assignments relevant to the program competencies.

                                       18
IV.   SUPPORT TEAM COMPOSITION AND CRITERIA

      A.   Composition of the Professional Education Competence (PEC) Program
           Support Team

           The support team will be selected by the principal/site supervisor and will
           consist of at least two persons:

           1.       Principal/site supervisor,
           2.       Peer teacher and Peer Evaluator, when applicable.

           The principal/site supervisor may assign additional members to the support
           team.

      B.   Criteria for Eligibility

           1.       Peer Teacher

                    The peer teacher shall be an experienced teacher who possesses the
                    special knowledge/skills and competencies needed to provide adequate
                    support for the development of beginning teachers. In addition, peer
                    teachers should meet the following requirements prior to assignment:

                •   Have a minimum of three years of successful teaching experience
                •   Hold a valid Florida professional educator’s certificate
                •   Teach at the same level, same subject area and/or same service area
                    whenever possible
                •   Receive Clinical Educator Training (within the last five years prior to
                    peer teacher assignment date)
                •   Participate in peer teacher training
                •   Attend Peer-Mentor Teacher Program Notebook Orientation

                    In the event that a peer teacher with the above criteria is not available,
                    the principal may request a building-level peer teacher who, in the
                    principal's opinion, is prepared to assist the beginning teacher's
                    transition into the school and district.

                    No peer teacher or district-level administrator will be permitted to serve
                    on the support staff for more than two beginning teachers at any one
                    time. In critical situations, the superintendent may waive this
                    restriction.
                    (See HCEA/SBHC Agreement for negotiated provisions affecting peer
                    teacher selection.)

           2.       Principal/Site Supervisor

                    The Principal/site supervisor (district department head) must hold a
                    valid professional educator’s certificate in an administrative or related
                                               19
area.

          3.    Other Support Team Members should be experienced teachers and/or
                administrators who are professionally trained (Clinical Educator Training,
                Peer-Teacher Training, etc.) They may include, but are not limited
                to, professional development specialists, curriculum directors, resource
                teachers, instructional supervisors or specialists.

     C.   Conflict Resolution

          Should a conflict arise between a new teacher and a member of the support
          team that cannot be resolved between the affected parties, the new teacher
          may appeal to the principal for resolution of the conflict. The support team
          member may be replaced at the principal's recommendation if necessary. If
          resolution cannot be reached the Director of HRRPD will consult the principal
          to resolve.

     D.   Expanded Support Staff

          In the event that the support team determines that a new teacher is not
          making satisfactory progress, additional support may be requested. The
          request will be directed through the principal.

          Once a plan is developed for additional support, the new teacher shall be
          notified in writing of the request, the reasons for it, and the proposed strategy
          for improvement. Copies of the new teacher’s written notification of the
          assignment and documentation of the request and of the assignment shall be
          placed in the portfolio. The additional team member(s) shall participate in
          support team meetings and shall sign all appropriate documentation regarding
          performance competencies.

V.   PROGRAM EVALUATION FOR CONTINUOUS IMPROVEMENT

     The Director of HRRPD shall be responsible for periodically reviewing the PEC
     Program and recommending to the Superintendent substantive changes, updates
     and revisions needed to keep the program relevant to the current educational
     climate. Directives regarding compliance with state and district policies and
     requirements as well as legislative changes will be incorporated into the program
     design annually to be submitted for school board approval.

                                           20
Section III

      Program
    Requirements

   Portfolio Checklist
       • Participant’s Responsibilities
       • Administrator’s Responsibilities
       • Peer Teacher’s Responsibilities
   FEAPS
   Framework For Teaching Domains and Components
       Evidence, Products and Artifacts for Domains 1-4
       • Tab 1: Domain 1- Planning and Preparation
       • Tab 2: Domain 2- The Classroom Environment
       • Tab 3: Domain 3- Instruction
       • Tab 4: Domain 4- Professional Responsibilities
       • Tab 5: Remedial Assignments (if necessary)
   Resources
        Principles of Professional Conduct
        Classroom Management by Harry Wong
        Student Calendar
        ERO Directions and Professional Development Transcript
        Mentor Log

                             21
PEC Program Requirements Checklist and Instructions

 Participant’s Responsibilities

___   Read Welcome Letter

___   Attend PEC Orientation

___   Complete Participant Information Form

___   Review the PEC Program Overview information in Section II

___   Review and become familiar with The Framework for Teaching- 4 Domains
      and 22 Components of Great Teaching

___   Provide ongoing support evidence in portfolio to document competency of
      FEAP’s and required performance appraisal components behind Section
      III to include required evidence for each of the 4 Domains and Components

___   Collaborate with Supervising Administrator (and Peer Teacher, if requested)
      on an Individual Professional Development Plan (IPDP) and provide copy in
      notebook in Section III-Program Requirements Tabs as supporting evidence

___   Provide copies of Formal and Informal Observations in Section IV –
      Observations and Assessments

___   Provide copies of Summative Performance Appraisals in Section IV -
      Observations and Assessments

___   Provide copies of three completed Peer-Teacher Classroom Visitation Forms
      (found in Mentor/Peer Teacher Notebook) in Section IV – Observations and
      Assessments

___   Provide copy of ERO transcript and include in Portfolio; may also provide
      documentation of participation in additional relevant training
      Section III-Program Requirements

___   Complete ALL other program portfolio requirements including survey form

                                      22
Supervising Administrator’s Responsibilities

___   Review the PEC Program Overview information in Section II

___   Complete Task Calendar Checklist in Section V- Program Completion Forms

___   Complete Formal and Informal Observation Forms, Summative Performance
      Appraisal Instrument for teacher to place in Section IV-Observation and
      Assessments

___   Monitor PEC Participant and Peer Teacher throughout program

___   Complete required forms for program completion with signature/date and
      place in Section V-Program Completion Forms

Peer-Teacher’s Responsibilities

___   Review the PEC Program Overview information in Section II

___   Complete Mentoring and Peer Teacher Program Portfolio

___   Complete classroom observations/visitations (3 required); provide copies to
      teacher to place in Section IV-Observation and Assessments

___   Complete Survey Form and place in Section V-Program Completion Forms

                                      23
Florida Educator Accomplished Practices (FEAPs)

Rule 6A-5.065 is substantially rewritten to read (see Florida Administrative Code for
present text): 6A-5.065 The Educator Accomplished Practices.
(1) Purpose and Foundational Principles.
       (a) Purpose. The Educator Accomplished Practices are set forth in rule as Florida’s core
       standards for effective educators. The Accomplished Practices form the foundation for the
       state’s teacher preparation programs, educator certification requirements and school district
       instructional personnel appraisal systems.
       (b) Foundational Principles. The Accomplished Practices are based upon and further
       describe three essential principles:
           1. The effective educator creates a culture of high expectations for all students by
               promoting the importance of education and each student’s capacity for academic
               achievement.
           2. The effective educator demonstrates deep and comprehensive knowledge of the subject
               taught.
           3. The effective educator exemplifies the standards of the profession.
(2) 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.
       (a) 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 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.
            2. The Learning Environment. To maintain a student-centered learning environment
               that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective
               educator consistently:
                       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.

                                                  24
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;
                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.
      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 the student’s parent/caregiver(s); and
                f. Applies technology to organize and integrate assessment information.
  (b) Continuous Improvement, Responsibility and Ethics.
       1. 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. Collaborates with the home, school and larger communities to foster
                    communication and to support student learning and continuous improvement;
                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.
     2. Professional Responsibility and Ethical Conduct. 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.

                                             25
Evidence, Products and
        Artifacts for Domains 1-4

                    •   Tab   1:   Domain 1- Planning and Preparation
                    •   Tab   2:   Domain 2- The Classroom Environment
                    •   Tab   3:   Domain 3- Instruction
                    •   Tab   4:   Domain 4- Professional Responsibilities
                    •   Tab   5:   Remedial Assignments

Instructions:
   •   Pursuant to DOE requirements, in order to successfully complete the PEC
       Program, competency must be demonstrated in ALL of the FEAP’s.

   •   Each of the Performance Appraisal Domains and Components in the
       Framework for Teaching match the corresponding FEAP’s as outlined in the
       following matrix.

   •   Behind each Tab (1-4) place required evidence, products and/or artifacts
       for each of the 4 domains and subcomponents to meet the FEAPS for that
       domain. Refer to the following matrix.

   •   You will need to make sure you cover all 6 FEAP’s which means you will
       select more than 1 FEAP

   •   You will need to provide additional evidence behind Tab 5 of competence in
       FEAP’s if any area of your Performance Appraisal received a rating of Needs
       Improvement or below (see Portfolio Requirements.)

                                             26
TAB 1
DOMAIN 1: PLANNING AND PREPARATION
               COMPONENT                                           FEAPS#                                SAMPLE EVIDENCE
  a. Demonstrating knowledge of content and   (2)(a)1.a. Aligns instruction with state-adopted     •   Lesson/Unit Plan
     pedagogy                                 standards at the appropriate level of rigor          •   Instructional artifact, assessment from
                                              (2)(a)3.e. Relate and integrate the subject matter       unit
                                              with other disciplines and life experiences
  b. Demonstrating knowledge of students      (2)(a)2.a. Organizes, allocates, and manages the     •   Differentiating instruction
                                              resources of time, space, and attention              •   Teacher comments on student work
                                              (2)(a) 2. h. Adapts the learning environment to
                                              accommodate the differing needs and diversity of
                                              students
  c. Setting instructional outcomes           (2)(a)1.b. Sequences lesson and concepts to          •   IPDP
                                              ensure coherence and required prior knowledge        •   Student assessments
  d. Demonstrating instructional resources    (2)(a)3. g. Apply varied instructional strategies    •   Technology and instructional materials
                                              and resources, including appropriate technology,         used to support lesson
                                              to provide comprehensible instruction , and to
                                              teach for student understanding
  e. Designing coherent instruction           (2)(a)1.c. Designs instruction for students to       •   Lesson/Unit Plan
                                              achieve mastery                                      •   Instructional artifact, assessment from
                                              (2)(a)1.f. Develops learning experiences that            unit
                                              require students to demonstrate a variety of
                                              applicable skills and competencies
                                              (2)(a)3. g. Apply varied instructional strategies
                                              and resources, including appropriate technology,
                                              to provide comprehensible instruction , and to
                                              teach for student understanding
  f.   Designing student assessments          (2)(a)1.d. Selects appropriate formative             •   Tests/quizzes
                                              assessments to monitor learning                      •   Student work samples
                                              (2)(a)4.b. Designs and aligns formative and
                                              summative assessments that match learning
                                              objectives and lead to mastery
                                              (2)(a)4.c. Uses a variety of assessment tolls to
                                              monitor student progress, achievement and
                                              learning gains

                                                                     27
TAB 2
DOMAIN 2: THE CLASSROOM ENVIRONMENT
              COMPONENT                                           FEAPS                                       SAMPLE EVIDENCE
  a. Creating an environment of respect    (2)(a)2.d. Respects students’ cultural, linguistic, and       •   Unit Plans designed around
                                           family background                                                 ethnic/cultural events
                                           (2)(a)2.f. Maintains a climate of openness, inquiry,          •   IEP’s
                                           fairness, and support                                         •   Use of effective questioning
                                                                                                             techniques
                                           (2)(a) 2. h. Adapts the learning environment to               •   Use of historical perspectives
                                           accommodate the differing needs and diversity of                  (diversity)
                                           students
                                           (2)(a)3.e. Relate and integrate the subject matter
                                           with other discipline experiences
  b. Establishing a culture for learning   (2)(a)2.c. Conveys high expectations to all students          •   Student work samples displayed in
                                                                                                             classroom
                                           (2)(a)2.d. Respects students’ cultural, linguistic, and
                                           family background                                             •   Teacher feedback on student work
                                                                                                         •   Use of various software/programs
                                           (2)(a)2.g. Integrates current information and                     integrating current information
                                           communication technologies                                    •   Use of positive affirmations posted in
                                           (2)(a)2.f. Maintains a climate of openness, inquiry,              classroom
                                           fairness, and support                                         •   Engages all students and strengthens
                                                                                                             student confidence
                                           (2)(a)2.i. Utilizes current and emerging assistive
                                           technologies that enable students to participate in
                                           high-quality communication interactions and
                                           achieve their educational goals
  c. Managing classroom procedures         (2)(a)2.b. Manages individual and class behaviors             •   Classroom procedures with student
                                           through a well-planned management system                          input
  d. Managing student behavior             (2)(a)2.b. Manages individual and class behaviors             •   Classroom procedures and
                                           through a well-planned management system                          behavioral chart
                                                                                                         •   Completion of Harry Wong online
                                                                                                             Classroom Management course*
  e. Organizing physical space             (2)(a)2.a. Organizes, allocates, and manages the              •   Classroom seating chart
                                           resources of time, space, and attention

                                                                                                     *See instructions at the end of Section III.

                                                                  28
TAB 3
DOMAIN 3: INSTRUCTION
         COMPONENT                                                  FEAPS                                       SAMPLE EVIDENCE
  a. Communicating with students        (2)(a)2.e. Models clear, acceptable oral and written               •   Student assignments with teacher
                                        communication skills                                                   feedback
                                        (2)(a)3.i. Support, encourage, and provide immediate and
                                        specific feedback to students to promote student achievement
  b. Using questioning and discussion   (2)(a)3.b. Deepen and enrich students’ understanding through       •   Lesson/Unit Plans
     techniques                         content area literacy strategies, verbalization of thought, and    •   Student work samples demonstrating
                                        application of the subject matter                                      critical thinking skills
                                        (2)(a)3.f. Employ higher-order questioning techniques
  c. Engaging students in learning      (2)(a)3.a. Deliver engaging and challenging lessons                •   Lesson/Unit Plans
                                        (2)(a)3.e. Relate and integrate the subject matter with other      •   Student work samples
                                        disciplines and life experiences
  d. Using assessment in instruction    (2)(a)3.c. Identify gaps in students’ subject matter knowledge     •   Quizzes, teacher tests, writing
                                                                                                               samples
                                        (2)(a)3.h. Differentiate instruction based on an assessment of
                                        student learning needs and recognition of individual               •   Individual and team data assessment
                                        differences in students                                            •   Student grades/grading system
                                                                                                           •   Parent conferences
                                        (2)(a)4.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
                                        (2)(a)4.c. Uses a variety of assessment tolls to monitor student
                                        progress, achievement and learning gains
                                        (2)(a)4.e. Shares the importance and outcomes of student
                                        assessment data with the student and the student’s
                                        parent/caregiver
  e. Demonstrating flexibility and      (2)(a)3.d. Modify instruction to respond to preconceptions or      •   Lesson/Unit Plan
     responsiveness                     misconceptions                                                     •   Tests/Assessments
                                        (2)(a)3.j. Utilize student feedback to monitor instructional       •   IEP’s
                                        needs and to adjust instruction                                    •   Review work

                                        (2)(a)4.d. Modifies assessments and testing conditions to
                                        accommodate learning styles and varying levels of knowledge
                                                                        29
TAB 4
DOMAIN 4: PROFESSIONAL RESPONSIBILITIES
              COMPONENT                                              FEAPS                                        SAMPLE EVIDENCE
  a. Reflecting on teaching                  (2)(b)1.a. Designs purposeful professional goals to             •   Evidence of professional growth on
  b. Maintaining accurate records            strengthen the effectiveness of instruction based on                ERO transcript*
  c. Communicating with families             students needs                                                  •   Artifacts of recordkeeping- student
  d. Participating in a professional                                                                             records, grade book, assessments,
                                             (2)(b)1.b. Examines and uses data-informed research to
     community                                                                                                   money, etc.
                                             improve instruction and student achievement
  e. Growing and developing professionally                                                                   •   Communication with families-letter,
                                             (2)(b)1.c. Collaborates with the home, school and                   phone log; handouts; newsletter, etc.
                                             larger communities to foster communication and to               •   Collaborates/contributes to grade
                                             support student learning and continuous improvement                 level, school, district, profession-
                                             (2)(b)1.d. Engages in targeted professional growth                  form, certificate, log
                                             opportunities and reflective practices
                                             (2)(b)1.e. Implements knowledge and skills learned in
                                             professional development in the teaching and learning
                                             process
  f.   Showing professionalism               (2)(b)2. Professional Responsibility and Ethical                •   Code of Ethics training (NTO)
                                             Conduct. Understanding that educators are held to a             •   Regular/on time school attendance
                                             high moral standard in a community, the effective               •   Serve as an example to students, co-
                                             educator adheres to the Code of Ethics and the                      workers, and families
                                             Principals of Professional Conduct of the Education             •   Community involvement
                                             Profession of Florida, pursuant to State Board of
                                             Education Rules 6B-1.001 and 6B-1.006, F.A.C., and
                                             fulfills the expected obligations to students, the public
                                             and the education profession.

                                                                                                         *See instructions at the end of Section III.

                                                                      30
Tab 5
                             Remedial Assignments
              (If required – Place documentation of competency behind this tab)

.

For appraisal ratings of “Needs Improvement/NI” or “Ineffective/I” in an area:

    •   You will need to work with your supervising administrator to identify the area of development in
        which to receive support/assistance and provide documentation of competency in the areas as
        described below:

                    For each area rated as “Needs Improvement/NI” an additional assignment must be
                     completed providing evidence that you have demonstrated competency in the FEAP’s
                     that correspond to the performance appraisal domain area

                    AND an analysis of your performance within the area of concentration, how you plan to
                     strengthen the area(s) and the results (should also be included on your IPDP)

                    For each area rated as “Ineffective/I” two additional assignments must be completed
                     providing evidence that you have demonstrated competency in the FEAP’s that
                     correspond to the performance appraisal domain area

                    An analysis of your performance within the area of concentration, how you plan to
                     strengthen the area(s) and the final results (should also be included on your IPDP)

                    A narrative summary of observations/feedback via shadowing “best practices” of
                     highly effective teachers in area of concentration

                                                     31
Resources

 The Principles of Professional Conduct of
  the Education Profession in Florida

 The Code of Ethics of the Education
  Profession in Florida

 Classroom Management by Harry Wong

 Student Calendar

 ERO Procedures and Guidelines

 Mentor Log

                 32
State Board of Education Rule 6B-1.006, FAC
                       THE PRINCIPLES OF PROFESSIONAL CONDUCT
                       OF THE EDUCATION PROFESSION IN FLORIDA

1)     The following disciplinary rule shall constitute the Principles of Professional Conduct of the Education
      Profession in Florida.
(2)   Violation of any of these principles shall subject the individual to revocation or suspension of the
      individual educator’s certificate, or the other penalties as provided by law.
(3)    Obligation to the student requires that the individual:
      (a) Shall make reasonable effort to protect the student from conditions harmful to learning and/or to
      the student’s mental and/or physical health and/or safety.
      (b) Shall not unreasonably restrain a student from independent action in pursuit of learning.
      (c) Shall not unreasonably deny a student access to diverse points of view.
      (d) Shall not intentionally suppress or distort subject matter relevant to a student’s academic program.
      (e) Shall not intentionally expose a student to unnecessary embarrassment or disparagement.
      (f) Shall not intentionally violate or deny a student’s legal rights.
      (g) Shall not harass or discriminate against any student on the basis of race, color, religion, sex, age,
      national or ethnic origin, political beliefs, marital status, handicapping condition, sexual orientation, or
      social and family background and shall make reasonable effort to assure that each student is protected
      from harassment or discrimination.
      (h) Shall not exploit a relationship with a student for personal gain or advantage.
      (i) Shall keep in confidence personally identifiable information obtained in the course of professional
      service, unless disclosure serves professional purposes or is required by law.
(4)    Obligation to the public requires that the individual
      (a) Shall take reasonable precautions to distinguish between personal views and those of any educational
      institution or organization with which the individual is affiliated.
      (b) Shall not intentionally distort or misrepresent facts concerning an educational matter in direct or
      indirect public expression.
      (c) Shall not use institutional privileges for personal gain or advantage.
      (d) Shall accept no gratuity, gift, or favor that might influence professional judgment.
      (e) Shall offer no gratuity, gift, or favor to obtain special advantages.
(5)   Obligation to the profession of education requires that the individual:
      (a) Shall maintain honesty in all professional dealings.
      (b) Shall not on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs,
      marital status, handicapping condition if otherwise qualified, or social and family background deny to a
      colleague professional benefits or advantages or participation in any professional organization.
      (c) Shall not interfere with a colleague’s exercise of political or civil rights and responsibilities.
      (d) Shall not engage in harassment or discriminatory conduct which unreasonably interferes with an
      individual’s performance of professional or work responsibilities or with the orderly processes of
      education or which creates a hostile, intimidating, abusive, offensive, or oppressive environment; and
      further, shall make reasonable effort to assure that each individual is protected from such harassment or
      discrimination.
      (e) Shall not make malicious or intentionally false statements about a colleague.
      (f) Shall not use coercive means or promise special treatment to influence professional judgment of
      colleagues.
      (g) Shall not misrepresent one’s own professional qualifications.
      (h) Shall not submit fraudulent information on any document in connection with professional activities.

                                                       33
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