Professional Education Competence (PEC) Program
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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
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
Section I
Preliminary
Information
• Welcome Letter
• Participant Information Page
3
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
4Teach 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
5Section II
PEC Program
Overview
• Purpose Statement and Overview
• Responsibilities of the New Teacher
• Responsibilities of the Support Team
• Program Components
6Professional 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.
7Under 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:
81. 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.
9d. 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.
10b. 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.
112. 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.
122. 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.
13II. 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
14team. 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.
15F. 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
16training 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.
17K. 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.
18IV. 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
19area.
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.
20Section 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
21PEC 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
22Supervising 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
23Florida 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.
243. 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.
25Evidence, 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.)
26TAB 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
27TAB 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.
28TAB 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
29TAB 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.
30Tab 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
31Resources
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
32State 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.
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