EDE 4301: Instructional Planning for Diverse Learners College of Education, Department of Teaching and Learning

Spring 2018

1

CARE

The Conceptual Framework of the College of Education

The College of Education is dedicated to the ideals of

Collaboration, Academic Excellence, Research, and Ethical Practice. These are key tenets in the Conceptual Framework of the College of Education. Competence in these ideals will

provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow. For more information on the College’s Conceptual Framework, visit:

www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.html

Course Number & Title: EDE 4301: Instructional Planning for Diverse Learners Course Meeting: Tuesdays, 08:35am-11:20am; Pizzo Elementary 202 Office Hours: Meetings by appointment Instructor: Name: Ms. Raven Robinson Email: via Canvas messaging (preferred) or ravenr@mail.usf.edu Phone (cell): 813-204-0850 (you may text/call) *Please allow a maximum of 24-48 hours for responses, given the respective circumstance and nature of the time and content of the message/situation, at the instructor’s discretion* Course Prerequisites: None

Course Description: The purpose of this course is for undergraduate teacher candidates to understand the developmentally appropriate, research-based theories and practices that support children’s learning. This includes:

• Incorporating instructional strategies for diverse learners,

• Accessing resources for development of integrated and innovative lessons,

• Differentiating instruction to support inclusive practices, and

• Using formal and informal assessment data to guide instructional decision-making. An inquiry lens is used throughout to explore the key question: How do learner differences inform and impact planning and instruction? Current knowledge of innovative best practices in differentiated instruction are also explored as a means for meeting the diverse needs of all students in elementary classrooms through the inclusion of English Language Learners and students with exceptionalities. *This is an ESOL infused course (Domain 4, Standard 1 and Domain 4, Standard 2) with an emphasis on curriculum materials and resources for English Language Learners (3 undergraduate credits). Note: You should schedule approximately three hours each week to work on assignments for this class.

EDE 4301: Instructional Planning for Diverse Learners College of Education, Department of Teaching and Learning

Spring 2018

2

Course Objectives:

Objectives Related to Planning for Equitable Instruction:

1. The Teacher Candidate will recognize the various ways elementary learners exhibit difference (language, culture, learning style, ability, etc.) and incorporate their understanding of these differences into instructional planning (FEAP 1c, 2d, 2h; ESOL 1.1.a, 1.1.b., 1.1.c, 1.1.d, 1.1.e, 1.1.f; CF 2, 5, 6; ACEI 1.0, 3.1, 3.2).

2. The Teacher Candidate, guided by state and national standards, will apply concepts from human development and learning theories to plan and teach coherent, data-driven, sequenced instruction that acknowledges student differences (e.g. ELLs, students with disabilities, gifted learners) and leads to student mastery (FEAP 1a, 1b, 1c, 1d, 1e, 1f, 3c, 3d, 3h; ESOL 4.1.c, 4.1.d, 4.1.e, CF 2, 5, 6; ACEI 1.0, 3.1, 3.2).

3. The Teacher Candidate will align learner objectives with a variety of formative and summative assessments to diagnose students’ learning needs, provide specific feedback, and adjust instruction to promote mastery among all students (FEAP 3i, 3j, 4a, 4b, 4c; ESOL 4.1.c, 4.1.d, 4.1.e, CF 2, 6; ACEI 3.1, 3.2, 4.0).

4. The Teacher Candidate will develop educational experiences for diverse learners, including ELLs, that emphasize content integration and require demonstration of a variety of applicable skills and competencies (FEAP 1c, 1f; ESOL 4.1.c, 4.1.d, CF 2, 5, 6; ACEI 3.1, 3.2).

5. The Teacher Candidate will use visual arts, music, movement/dance in planning instruction that integrates strategies for developing and appropriately assessing these creative responses into the K-6 curriculum (FEAP 1c, 1f; Competencies 13,16, CF 2, 6; ACEI 2.5, 3.4).

6. The Teacher Candidate will use a variety of research-based instructional strategies (e.g. cooperative learning, hands-on experiences, modeling, think-alouds, content area literacy strategies, integration, inquiry, higher order questioning, centers, assistive technologies) and resources to plan effective instruction for and teach diverse learners (FEAP 1f, 2h, 2i, 3a, 3b, 3e, 3f, 3g; ESOL 4.1.c, 4.1.d 4.1.e; CF 2, 5, 6; ACEI 3.3, 3.4, 3.5).

7. The Teacher Candidate will differentiate instruction, assessment, and the classroom environment to accommodate a variety of learning styles and varying levels of knowledge (FEAP 2c, 3a, 3d, 3g, 3h, 4d; ESOL 4.1.b, 4.1.c, 4.1.d, 4.1.e, CF 2, 5, 6; ACEI 3.2. 4.0).

8. The Teacher Candidate will integrate current information and communication technologies to support teaching and learning (FEAP 2g; ESOL 4.2.c; CF 3; ACEI 3.4, 3.5).

Professional Objectives:

1. The Teacher Candidate will incorporate reflection, data informed research, collaborative partnerships, and professional growth opportunities to inform lesson planning for diverse learners (FEAP 5b, 5d, 5e; CF 1, 4; ACEI 5.1, 5.2).

2. The Teacher Candidate will use and model clear, acceptable oral and written communication (FEAP 2e; CF 2; ACEI 5.1).

3. The Teacher Candidate demonstrates understanding of ethical practices in planning instruction and 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 6B-1.006, F.A.C., and fulfills the expected obligations to students, the public, and the education profession (FEAP 6, CF 5; ACEI 5.1).

EDE 4301: Instructional Planning for Diverse Learners College of Education, Department of Teaching and Learning

Spring 2018

3

Course Organization: This course will include the following components: a third-grade class that will be our planning context for the semester, reading responses, tasks that will help you practice specific planning skills, and a differentiated unit plan with regular check-ins with your instructor.

Our Students: In order for us to learn together, we need to speak a common language. When we think about the classroom experiences each of us has had, those experiences are very different. Different CTs, grade levels, schools, and students means that when we talk about our teaching and planning, we are using the same words but aren’t really speaking the same language. We can’t truly understand each other’s experiences because we didn’t actually live them ourselves. To facilitate our class discussions and writing our lesson and unit plans, we are going to work together with a group of third graders, our class. No matter what grade level we teach, we will have students working at a range of ability levels, and so we will need to stretch our thinking across our entire certification range of K-6. Some of our students may be working at a sixth-grade level, while others may be working at a kindergarten or first grade level. Some of our students are English Language Learners, and others have extenuating circumstances that make the typical school day a challenge. All of our students are unique, bright-eyed, and deserve their best teacher! Each of you will be assigned a student for whom you will advocate. You’ll need to make sure that your unit plans meet your student’s needs. Is your student an ELL who needs assessment accommodations? Does your student finish every assignment early and then act out due to boredom? Does your student love comic books or horses? Is your student identified as gifted or working above grade level? Luckily, you’ll be reading a variety of materials that will help you be a strong advocate for your student.

Course Required Materials: (P) = purchase required 1. Readings posted on Canvas 2. (P) Gorski, P. (2013). Reaching and teaching students in poverty: Strategies for erasing the opportunity

gap. New York: Teachers College Press. 3. (P) Tomlinson, C.A. & Moon, T.R. (2013). Assessment and student success in a differentiated

classroom. Alexandria, VA: ASCD. 4. Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA:

ASCD. pdf of book available here: http://www.teachersity.org/resources/instruction.pdf 5. (P) Chalk and Wire account. ID # can be purchased from USF bookstore.

EDE 4301: Instructional Planning for Diverse Learners College of Education, Department of Teaching and Learning

Spring 2018

4

Course Schedule:

(Content and the order of content may be modified at instructor’s discretion, if deemed necessary) Note: You should schedule approximately three hours each week to work on assignments for this class.

Week #

Week Starting

Notes Class Plan/Topic/Readings Due (©= Canvas) Homework due

1 1/9 o In-Class Readings:

• Willing to Be Disturbed (2 pgs.)

• Sleeter p. 8-10 © o Getting to know our third- grade students o Course structure and goals

Due at end of class on 1/9 (by 11:59pm): Golden Quotes practice

2 1/16 Students Living in Poverty

• Gorski chapter 1 (13 pgs.)

• Gorski chapter 2 (21 pgs.)

Due: Golden Quotes

3 1/23 Foundational Readings

• How Students Learn (PRINT ENTIRE DOCUMENT) ©

Due: Golden Quotes

4 1/30 What does a lesson include? Taking apart a standard

• Greenstein introduction © (12 pgs.)

• Greenstein p. 17-18, 48-49 © (4 pgs.)

5 2/6 Foundations: Objectives

• Reeves chapter 2 (17 pgs.) ©

• Reeves chapter 3 (22 pgs.) ©

Due: Golden Quotes

6 2/13 Stage 1 Foundations: Assessments

• Reeves chapter 7 (33 pgs.) In class- Reeves chapter 8 (18 pgs.)

Due: Golden Quotes Due: Objectives practice

7 2/20 Stage 1 work time & conferences Differentiated Instruction Basics

• Tomlinson & Moon chapters 1-2 (26 pgs.)

8 2/27

Stage 1 work time & conferences Differentiated Instruction & Assessment

• Tomlinson & Moon chapter 5 (29 pgs.)

Due: Golden Quotes Due: Assessment practice

9 3/6 Stage 2

• Tomlinson & Moon chapter 3 (29 pgs.)

• Tomlinson & Moon chapter 4 (32 pgs.)

Due: Golden Quotes Due: Midterm Course & Self-Assessment

10 3/13 Spring Break NO CLASS No Homework/No Module

11 3/20 Stage 2 work time & conferences Differentiated Instruction & Assessment

• Tomlinson chapters 8-13 (47 pgs.) See link: http://www.teachersity.org/resources/instruction.pdf

Due: Golden Quotes Due: Unit Stage 1

EDE 4301: Instructional Planning for Diverse Learners College of Education, Department of Teaching and Learning

Spring 2018

5

12 3/27 Stage 2 work time & conferences Differentiated Instruction- Gifted & High-Achieving Learners

• Olthouse

• Haberlin

Due: Golden Quotes

13 4/3 Stage 2 Work Time & Conferences ELL All Read:

• Gonzalez ©

• 5 strategies (link) Choose 1:

• Dong ©

• Tindall & Nisbet ©

14 4/10 Stage 3 Choose 2 topics. Read all listed for that topic: A. Place:

• Stone ©

• Smith & Sobel © B. Social Justice:

• Cowhey ©

• Peterson © C. Creativity:

• Beghetto & Kaufman ©

• Goodwin © D. Technology:

• Hamilton pages 19-25 only ©

• Gullen & Zimmerman ©

• Johnson ©

Due: Golden Quotes Tentative Due: Unit Stage 2

15 4/17 Stage 3 Work Time & Feedback on Unit daily breakdown Students Living in Poverty

• Gorski chapter 7 (9 pgs.)

• Gorski chapter 8 (15 pgs.)

Due: Golden Quotes Due in class: Parent Letter

16 4/24 Last class meeting

Stage 3 Work Time & Conferences about Unit

Due: Golden Quotes

5/1 Exam Week 1. Final Units submitted, as directed by instructor, by Tuesday, May 1st, 5pm

2. Final Screencast-o-matic presentation due to discussion thread by Tuesday, May 1st, 5pm

3. Comments (meaningful and specific!) on the presentations of 2 classmates due by Wednesday, May 2nd, 5pm

Due: Final Units (see previous column for details)

EDE 4301: Instructional Planning for Diverse Learners College of Education, Department of Teaching and Learning

Spring 2018

6

Course Assignments: Throughout your program, several assignments are considered Critical Tasks. These assignments, noted with an asterisk (*) must be posted on the electronic portfolio (Chalk and Wire). You are responsible for submitting the assignment to Chalk and Wire at the time you submit a hard copy of the assignment for evaluation. You must score a 3 or higher on each component of the Chalk and Wire rubric in order to pass the course. If you do not meet the required score, you will be given feedback and will revise and resubmit your assignment to Chalk and Wire. The instructor reserves the right to use the original score to compute your course grade. The Critical Assignment must be submitted to Chalk and Wire by the due date in order to receive a passing grade for the course.

The College of Education website has a link to Chalk and Wire for information about training and assistance. 1. *Differentiated Instruction Unit Critical Task: FEAP 1d, 1f; ESOL 4.1; Competency 13, 16

The critical task for this course is the Differentiated Unit Plan. This unit plan will include a series of 3-4 lessons, built upon standards that link closely to a well-developed assessment plan. The unit will be created using a backwards design model, which starts by the linking the standard to the assessment goal (an authentic performance task) before developing corresponding learning events. This model differs from approaches that start with finding “fun activities” that often force a fit with a typical assessment (unit test). As part of the unit, you’ll need to determine the appropriate standard for your content area, differentiate appropriately for our class of students, and assess student learning using both formative and summative assessments. Your formative assessments will include a variety of assessment approaches, while your summative assessment will be an authentic performance task.

You will select a standard appropriate for instruction within a specific school setting and curricular context. Through the unit plan, you will demonstrate your ability to use standards, data, and an array of differentiated instructional strategies to sequence, design, and assess meaningful learning experiences.

Throughout your unit, you will make recommendations for adaptations to the learning environment, instruction, resource materials, and assessments to accommodate for diverse learners, including ELLs at all levels and students with disabilities. At least one component of your unit will include arts integrated instruction and another will include technology. You must also include primary source materials.

Note: If you are creating lesson plans for other classes, you can combine assignments. In other words, the lesson plan you used for one class could be part of the unit you are creating for this class. You’ll need to conference with your instructor for approval.

See the C&W rubric posted on Canvas. In your submission, please delineate where you have 1) differentiated instruction; 2) accommodated English Language Learners; and 3) met the needs of your assigned student.

EDE 4301: Instructional Planning for Diverse Learners College of Education, Department of Teaching and Learning

Spring 2018

7

Other Formative Assignments/Assessments 2. Weekly Reading Responses and/or Reading Quizzes

For each reading, you will be responsible for showing your understanding of what you’ve read. In general, this will be done by your completion of a reading response notecard. Some weeks will have a specific prompt for you to answer.

➢ Option 1: Golden Quote. As you read, make note of a quote or concept that stands out to you

as significant, either because it is a new idea for you or because it connects to something else you’ve studied (this course or another), or because you just aren’t sure what the author(s) is trying to say. On one side of your notecard, write the quote, title, author, and page of the reading. On the other side, write down a meaningful explanation of why this quote matters for you. What connection is this quote helping you make? How does this quote move your teacher self forward? How will you apply what you’ve learned in your instructional planning and teaching? Do you have a lingering question about this quote, or is it confusing in some way?

➢ Option 2: Handmade Thinking. As you read, thin about ways that you could demonstrate your

understanding of the content in a visual manner. Refer to the Handmade Thinking response formats posted on Canvas, and choose one to illustrate your thinking. On one side of your card, draw your visual representation. On the other side, write down a meaningful explanation of your illustration. How does it help you to make sense of the content? What connection is this visual depiction helping you make? How does this content move your teacher self forward? How will you apply what you’ve learned in your instructional planning and teaching? Do you have a lingering question about this content, or is it confusing in some way?

This content is important for your learning related to planning and assessing to meet the needs of all of your future students. Therefore, your instructor reserves the right to give weekly or random reading quizzes.

3. Assignments as given related to your self-assessment, writing objectives, selecting appropriate

assessments, and differentiation.

4. Unit Draft Meetings with Instructor At various points in the semester, you will schedule a meeting with your instructor to discuss your progress on your unit plan. Requirements for each meeting will be presented in class, in advance of each meeting.

Evaluation of Student Outcomes: Grading Scale:

94-100 A 90-93 A- 87-89 B+ 84-86 B 80-83 B- 77-79 C+ 74-76 C 70-73 C- 67-69 D+ 64-66 D 60-63 D- 60 or below F

EDE 4301: Instructional Planning for Diverse Learners College of Education, Department of Teaching and Learning

Spring 2018

8

Grading Criteria:

Assignment Weight (Percentage of Course Grade) Assessment Method

Reading Responses and/or Reading Quizzes

30 Rubric

Other assignments 30 Rubric

Differentiated Unit Plan, Unit presentation, Unit draft meetings with instructor

40

Rubric/C&W Task

Attendance See note below about attendance policy for this course.

General Policies: Professional Conduct: You are a professional and as such, you are expected to conduct yourself in that manner during all activities associated with this course, including class and on-line discussions, and out of class assignments. Appropriate communication and interactions between and among students and instructor are expected at all times. Physical Attendance: Attendance is a professional expectation and students are expected to attend all class sessions. Because much of the learning is designed for group activities, your attendance is crucial. The instructor must be notified directly (face-to-face and/or email and/or via phone) in advance of any intended absences (i.e. religious observances, family event, etc.) or as soon as possible in the case of unavoidable illness, childcare or transportation problem, or another unforeseen crisis.

It is your responsibility to get the missed content from another student.

You are permitted one unexcused absence without penalty. Each additional absence will lower your final course grade by 5%. Exceptions to this policy must be approved by the instructor and will occur only under extremely unusual, documented circumstances.

Tardiness/Missing portions of class: Prompt arrival to class is also a reflection of involvement and professionalism. Missing more than 20 minutes of class (leaving early or arriving late, including from breaks) will be considered an absence.

Documentation: The completion and submission of an online Absence Documentation form will be required (no later than 7 days after the absence), via Canvas, in the “Attendance” module area, if your absence meets one or more of the following conditions:

• Missed an entire class

• Left class early (before the instructor has concluded class)

• Arrived 20 minutes past class start time (ensure to sign-in, accordingly)

• Missed 20 minutes or more of class

• Returned from a break more than 20 minutes late

EDE 4301: Instructional Planning for Diverse Learners College of Education, Department of Teaching and Learning

Spring 2018

9

Preparedness: Coming unprepared or without materials to complete in-class assignments and/or discussions will be considered an absence. Lack of preparedness will be indicated in “Attendance” module area in Canvas, based on Canvas submissions and/or instructor’s notes of assignment completions.

Assignment Submissions: You are expected to complete all assignments punctually and professionally as a natural part of your transition from being a student to becoming a professional teacher. Assignments are due on the specified date. If you do not think you can submit an assignment on time, contact your instructor, immediately, to make arrangements for submission, which will be at the instructor’s discretion. Acceptance of late work is also at the instructor’s discretion; if accepted, late assignments will result in a reduced assignment grade, dropping by one letter grade for every 24 hours past the deadline that an assignment is late. Please note that if you do not make prior arrangements to submit late work, it may not be accepted for a grade. However, due to the nature of assignments in this class, you are still required to submit the assignment for feedback to further contribute to your success.

Assignments should be professional in appearance and free from any grammatical, syntax, and mechanical errors. Any and all instances of plagiarism will result in appropriate disciplinary action. All work must be duly cited, APA style. No make-up work or extra credit will be given. Academic Integrity: Academic integrity is the pursuit of scholarly activity in an open, honest and responsible manner and includes a commitment not to engage in or tolerate acts of falsification, misrepresentation or deception. Academic integrity is a basic guiding principle for all academic activity and all members of the University community are expected to act in accordance with this principle. Consistent with this expectation, the University's Code of Conduct states that all students should act with personal integrity, respect other students' dignity, rights and property, and help create and maintain an environment in which all can succeed through the fruits of their efforts. Academic Dishonesty: Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public-at-large, must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work. Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in the course. The University of South Florida has an account with an automated plagiarism detection service that allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit to SafeAssignment.com, or 3) ask students to submit their assignments to SafeAssignment.com through myUSF. Assignments are compared automatically with a database of journal articles, web articles, and

EDE 4301: Instructional Planning for Diverse Learners College of Education, Department of Teaching and Learning

Spring 2018

10

previously submitted papers. The instructor receives a report showing exactly how a student's paper was plagiarized. Check The OWL APA formatting guide for help with citations: https://owl.english.purdue.edu/owl/resource/560/01/. What is Plagiarism? (from http://www.uflib.ufl.edu/msl/07b/studentplagiarism.html) You probably understand plagiarism as stealing someone else's words as your own. In fact, there are many different kinds of plagiarism. The top 4 types are:

• Duplicating Publication You cannot reuse/recycle your own paper/words for use in another assignment without explicit permission from the instructor. This is plagiarism and it is possible to plagiarize yourself if you don't give credit to your own work.

• Stealing This is exactly what it sounds like! If you take a sentence or a unique turn of phrase and pass it off as your own, this is stealing. It is stealing even if you paraphrase the author’s words and don't cite your source.

• Misquoting When you quote another author in your own work, always be sure to quote exactly what was said. Never change or misrepresent another's words to make your own argument stronger.

• Insufficient Paraphrasing Taking an author's words and changing them slightly, without quoting the actual text is plagiarism. If you can't say at least two-thirds of the passage in your own words, put the author's text in quotes and reference the source. Instructors can easily tell when this happens because everyone has their own style of writing and seeing styles change throughout a document is a red flag that plagiarism has occurred.

Web Portal Information: Every newly enrolled USF student receives an official USF e-mail account that ends with "mail.usf.edu." Every official USF correspondence to students will be sent to that account. For detailed information, go to the Academic Computing website and select the link "Activating a Student E-mail Account.” Information about the USF Web Portal can be found at: http://www.acomp.usf.edu/portal.htm. ADA Statement: Students with disabilities are responsible for registering with Students with Disabilities Services (SDS) in order to receive academic accommodations. SDS encourages students to notify instructors of accommodation needs at least 5 business days prior to needing the accommodation. A letter from SDS must accompany this request. Gender-Based Crimes - Educators must report incidents of gender-based crimes including sexual assault, sexual harassment, stalking, dating violence and domestic violence. If a student discloses in class, in papers, or to an instructor, the instructor is required by law to report the disclosure. The Center for Victim Advocacy and Violence Prevention (813-974-5757) is a confidential resource where you can talk

EDE 4301: Instructional Planning for Diverse Learners College of Education, Department of Teaching and Learning

Spring 2018

11

about such situations and receive assistance in confidence. Additional confidential resources on campus are: the Counseling Center (813-974-2831) and Student Health Services(813-974-2331). USF Policy on Religious Observances: Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting. FERPA: The Family Educational Rights and Privacy Act is a Federal law designated to protect the privacy of a student’s education records and academic work. The law applies to all schools and universities that receive funds under an applicable program of the U.S. Department of Education and is applicable to students at USF as well as the students in our partnering schools. All files, records, and academic work completed within this course are considered educational records and are protected under FERPA. It is a student’s right to expect that any materials you submit in this course will not include names or other identifying information. The exception will be only when you have given written consent. University Policies: Standard Policies covering these and other areas can be found at: http://www.grad.usf.edu/policies_Sect7_full.php#resp

1. Academic Integrity of Students 2. Disruption of the Academic Process 3. Student Academic Grievance Procedures 4. University Emergency Policy: In the event of an emergency, it may be necessary for USF to suspend

normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Canvas, Elluminate, Skype, and email messaging and/or an alternate schedule. It's the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

EDE 4301: Instructional Planning for Diverse Learners College of Education, Department of Teaching and Learning

Spring 2017

12

NEW FLORIDA EDUCATOR ACCOMPLISHED PRACTICES (FEAPs)

(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 variety of data, independently and in collaboration with colleagues, to evaluate student learning outcomes, adjust planning and continuously improve the effectiveness of lessons. 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 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.

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 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; 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. 5. Continuous Professional Improvement. The effective educator consistently: a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs; b. Examines and uses data-informed research to improve instruction and student achievement; c. 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; d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement; e. Engages in targeted professional growth opportunities and reflective practices; and f. Implements knowledge and skills learned in professional development in the teaching and learning process.

6. 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 6B-1.006, F.A.C, and fulfills the expected obligations to students, the public and the education profession.