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Lake County Schools Teacher Induction Resource Guide 1 2014-2015

Teacher Induction Resource Guide

2014-2015 Lake County Schools

Academic Services Curriculum & Instruction ▪ Professional Development & Leadership ▪ Teaching & Learning


Table of Contents

Overview

Welcome to Lake County Schools 3

Our Essential Question 3

Teacher Guidelines

Program Goals & Philosophy 4

Required Trainings

Recommended Trainings

6 7

New Teacher Support Team 8

Temporary Certificate Requirements 9

Program Forms 10

Teacher Certification

Pathways to State Certification 11

Renewing a Certificate 12

Instructional Practices

College & Career Readiness 13

Florida Standards 14

Florida Educator Accomplished Practices (FEAPs) 15

Marzano Instructional Framework 18

Marzano Learning Map Resources 19

Teacher Evaluation Achievement Model (TEAM) 25

Deliberate Practice 26

Appendix

Lake County Schools Common Language of Instruction

Lake County Schools Glossary of Common Terms and Abbreviations

Lake County Schools Technology Quick Start Guide

Lake County Schools Calendar 2014-2015

29 38 42 47

The LCS Teacher Induction Resource Guide

is also available online.

Additional content may be added or modified to the online

guide throughout the school year as needed.


Welcome to Lake County Schools!

Vision Statement

A dynamic, progressive and collaborative learning community embracing change and

diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

Mission Statement

T he Mission of Lake County Schools is to pro-vide every student with the individual

opportunities to excel.

Lake County Schools are committed to excellence

in all curricular opportunities and instructional

best practices. This focus area addresses profi-

ciency and participation rates for the following

key performance indicators:

1. FLKRS/ECHOES and FAIR (PK-2nd Grade)

2. ELA and Math Florida Standards Assessment

3. FCAT 2.0 Science

4. EOC’s (Algebra 1, Geometry, Biology, Civic

and US History

5. Rigorous coursework (Honors, Advanced

Placement, Dual Enrollment and Industry

Certification

6. PERT, SAT and ACT

7. AMO percentages for all subgroups

8. Graduation rate

9. Attendance rate

10. Disciplinary infractions

Our Essential Question

L ake County Schools are engaged in an education revolution by changing the way we

prepare ourselves and our students for success. Therefore, we ask you:

How do we revolutionize the way we teach, lead and learn for 21st Century success?

W elcome to Lake County Schools Teacher Induction. You will begin to learn the principles and hone the skills needed to become an effective educator and impact all students. Thank you for

choosing to teach and lead Lake County School students as they prepare for the 21st Century!

Your Lake County Teacher Induction Resource Guide offers you an overview of district initiatives, educa-tor certification, TEACHER INDUCTION guidelines, and effective teaching resources as you begin to plan your work. Content will be added throughout the school year, so please view the online version of this guide often.

Lake County Schools Teacher Induction

http://www.google.com/url?sa=i&rct=j&q=vision+statement+icon&source=images&cd=&cad=rja&docid=fhw7btz926RDKM&tbnid=ehGnmUFU-ENlnM:&ved=0CAUQjRw&url=http%3A%2F%2Fwww.cargointelligence.org%2F&ei=9nO2Ud-BJI6-9QSGjoCQBg&bvm=bv.47534661,d.eWU&psig=AFQjCNGWAcUS


Teacher Induction Guidelines

Program Goals

T he goals of the Lake County Teacher Induction process

are to build capacity for district and school-based new teacher support programs that help assist new first-time and veteran educa-

tors in meeting the needs of 21st Century learn-ers. For teachers with temporary certification, Teacher Induction provides guidance for the de-velopment, demonstration and documentation of the Professional Education Competence (PEC) program.

To increase retention of new teachers

To provide individual support to all new teachers

To foster self-assessment and reflection

To acquaint new teachers with services and resources within the school and district

To improve understanding of effective teaching behaviors, accomplished practices, and educational competencies to improving student learning outcomes

A s teachers begin their careers in Lake County Public Schools,

either as a first-time professional or as an experienced educator from

Philosophy

Continued

another district or state, it is important they receive effective support. Each school, and the district as a whole, has a culture unique to the community it serves. It is vital that our new per-sonnel receive training and experiences that will ensure their success.

Teacher Induction is designed as a framework for supporting teachers’ professional growth. The guiding principles of the program are the Florida Educator Accomplished Practices (FEAPs) and the Professional Educator Competence (PEC) program for professional certification. The Florida Educator Accomplished Practices (FEAPs) are Florida’s core standards for effective educators and provide guidance on what educators are expected to know and be able to do.

These standards are based on three principles that focus on:

High expectations

Knowledge of subject matter

The standards of the profession

These practices promote a common language and expectation for quality instruction and professional responsibility. TEACHER INDUCTION is based on the premise that the professional development of new teachers is best achieved through planned, supportive programs provided through district and school-based efforts.

Objectives

How will YOU revolutionize the way YOU teach, lead and learn for 21st Century success?

Philosophy





Legislation

S tate legislation (§ 1012.56 (8)(b), F.S.) states each school district

must develop and maintain a system by which members of the instruction-al staff demonstrate mastery of pro-

fessional 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 pro-fessional education competence.

T he Superintendent will have final authority for TEACHER INDUC-

TION. The Superintendent, or a de-signee, will have the responsibility of verifying successful program comple-

tion. The administrative member of the School-Based Support Team verifies teacher competency for the Superintendent by signing and dating the Professional Education Competence Verification form (MIS 64 039 4/17/12 RVS-FR).

The Lake County Teacher Induction process will be managed by the Academic Services Unit, Pro-fessional Development and Leadership Depart-ment in coordination with the district Human Re-source Services (HRS) Department.

The Academic Services Unit is located at the: Learning Resource Center 510 S. Palm Ave. Howey-in-the-Hills, Florida 34737

For further information contact Academic Services at (352) 742-6900.

Participant Requirements

T he TEACHER INDUCTION process begins once the new teacher is

hired and the Human Resource Ser-vices (HRS) Department sends the New Teacher Information form to the TEACHER INDUCTION Contact at Academic Services.

All new teachers are required to:

Hold a Valid 5-year Florida Professional Certificate OR

Hold a valid Florida Temporary Certificate OR

Hold a local (District-LCS) vocational designation AND

Attend New Beginnings or the New Teacher Induction training closest to the date of hire. (Exceptions granted for those with less than one (1) year break in service) AND

Participate in Professional Ethics, a four (4) hour online course, closest to the date of hire (required for all new hires as well as teachers

with any break in service).

In addition, teachers who are employed on a three (3) year non-renewable Florida Temporary Teaching Certificate may be required

to complete a Florida approved Professional Edu-cation Competence (PEC) program required by law, unless otherwise stated on their FLDOE Offi-cial Statement of Status of Eligibility.

Exemptions to the Lake County Schools TEACHER INDUCTION process are long-term substitutes and teachers on temporary contracts of less than

ninety (90) days.

Governance





Required Training: Induction

New Beginnings August 6 and 7, 2014 New Beginnings is a two-day event that provides information on curriculum,

planning, instructional strategies, classroom manage-ment, assessment, certification and TEACHER INDUC-TION guidelines. Teachers will receive materials and numerous resources to assist in their professional de-velopment. Stipends will be paid by the Academic Ser-vices Department.

New Beginnings Mini-Conference February 7, 2015 The Mini-Conference is a one-day event that provides all of the information cov-

ered in New Beginnings in a more condensed format. Teachers receive the same materials and resources in all of our induction sessions. Stipends will also be paid by the Academic Services Department.

Monthly Teacher Induction (See dates below) New hires who do not attend the August New Beginnings or the February Mini-

Conference are required to attend one of the monthly Teacher Induction sessions held on the date closest to the date of hire. Sessions provide awareness training in planning, classroom management, instructional strategies and assessment in addition to an overview of resources provided by the district. Stipends for these evening sessions will be paid by the Academic Services Department.

Monthly Teacher Induction Sessions will be held on:

September 10, 2014 February 11, 2015

October 8, 2014 March 11, 2015

November 12, 2014 April 8, 2015

January 7, 2015 * Select only one*

4:00pm—7:00 pm

PEC Sessions: 3:00pm—4:00 pm on above dates

Required Training: ETHICS

Online Professional Ethics Training

(See dates below)

In order to complete the TEACHER INDUCTION pro-cess, all teachers new to Lake County Schools (LCS), or those returning from a break in service are re-quired to take four (4) hours of online Professional Ethics Training provided by Academic Services.

The LCS Online Professional Ethics course begins on the 1st day of the month and closes after the 10th day of the month.

In order to receive the course login information, registration is required through Excel / TNL several days prior to course start date. See Technology Quick

Start Guide in Appendix for log in information.

SPECIAL NOTES:

Professional Ethics Training is specific to teachers new to Lake County Schools and cannot be substituted with an ethics course taken at the college level.

The Lake County Schools Ethics Course for teacher assistants or substitutes will not be accepted in lieu of this training.



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Recommended Training:

Classroom Management

Recommended Training:

Marzano Introductions

& Seminars


Classroom Management Series This professional development assists teachers in refining their management skills through research-based strategies

and establishing and maintaining an effective teach-ing and learning environment for students.

Fall/Winter Sessions will be held on:

10/6/14—12/8/14

Elementary: 4:30pm - 6:30pm

Secondary: 5:00pm - 7:00pm

Deliberate Practice Supports Professional Development offers two learning avenues for participants to gain knowledge, identify resources, and deepen their practice of the elements

within the Marzano Instructional Framework. Look for the Marzano Introductions and the Marzano Seminar Series courses in TrueNorthLogic for offer-ings. The "Marzano Introductions" are online inde-pendent study courses which help teachers build background knowledge of the Marzano elements, while the "Marzano Seminars" are designed to help teachers deepen their understanding and implement learning. The “Marzano Seminars” offer a blending learning environment which includes a face-to-face orientation, online pre-work, and a face-to-face sem-inar that meets in the evening .

Marzano Seminar Sessions Offered:

One Orientation and one face-to-face meeting (pre-seminar learning & work online)

Classes: 5:00 pm - 7:00 pm

Learning Goals and Feedback (DQ1)

Fall Session: 10/2/14 to 10/28/14

Interacting with New Knowledge (DQ2)

Fall Session: 10/09/14 to 11/04/14

Practicing and Deepening New Knowledge (DQ3)

Spring Session: 11/06/14 to 12/02/14

Generating and Testing Hypotheses (DQ4)

Spring Session: 12/04/14 to 01/06/15

Engaging Students (DQ5)

Fall Session: 09/25/14 to 10/14/14

Establishing & Recognizing Adherence to Rules and Proce-dures: (DQ6-7)

Fall Session: 11/06/14 to 12/02/14

Promoting High Expectations and Effective Relationships with All Students (DQ8-9)

Fall Session: 12/04/14 to 01/06/15

Marzano Introductions ALWAYS Open Online!

In order to receive the course login infor-mation, registration is required through Excel / TNL several days prior to course start date. See Technology Quick Start Guide in

Appendix for log in information.



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TEACHER INDUCTION Support Team Duties and Responsibilities

SCHOOL / TEACHER QUALITY &

RETENTION

ADMINISTRATOR

SCHOOL - BASED NEW

TEACHER MENTOR

Develop and sustain a school-based new teacher support program.

Assign a new teacher mentor for each new hire as soon as possible. Mentors must have received an overall rating of effective or highly effective in order to serve as a mentor.

Ensure that mentors complete the District online mentoring course, Mentoring New Teachers.

Plan and sustain a school-based orientation / monthly on-boarding session for new hires; continue to develop a cadre of mentors to support future new hires.

Establish a Professional Learning Community (PLC) for new teachers facilitated by an expert.

Advise new teachers of their responsibility involving Induction, Ethics, Professional Certification requirements, required certifica-tion exams, ESOL requirements, etc.

Monitor the completion of a Professional Educator Competence (PEC) portfolio for teachers with temporary certificates and collabo-rate with the Instructional Coach to sign PEC verification card (MIS 64 039 RVS 4-17-12).

Complete the district’s online course, Mentoring New Teachers.

Complete a School Orientation Checklist with the new teacher.

Utilize effective, positive interper-sonal communication skills to foster a supportive and positive relationship with the new teacher.

Collaborate with the new teacher’s support team.

Participate in the development of the new teacher by sharing knowledge and expertise and using constructive guidance in a profes-sional manner.

Act as the primary resource/advocate for the new teacher and offer specific information on school and district policies, philoso-phies, procedures, paperwork and curriculum.

NEW TEACHER COACH

Provide informal classroom visits with feedback for all new hires.

Provide instructional resources, as needed.

Collaborate with the New Teacher Support Team and other school staff to support the new teacher.

Assist the new teacher with TEACH-ER INDUCTION guidelines, required trainings, and the PEC portfolio (if required).

Keep appropriate documentation of teacher assistance and progress.

Meet with the Teacher Quality & Retention Administrator and the new teacher to review portfolio documentation, sign the Profes-sional Education Competence Veri-fication card (MIS 64 039 RVS 4-17-12); send the card to the TEACHER INDUCTION Coordinator for district and state processing.

NEW TEACHER

Attend New Beginnings (August) , New Beginnings Mini-Conference (February) or Teacher Induction held by the district on the date closest to the date of hire.

Complete online Professional Ethics training provided by the district on the date closest to the date of hire.

Collaborate with the New Teacher Mentor on a regular basis.

Complete a School Orientation Checklist with New Teacher Mentor.

Complete an individual Deliberate Practice plan.

Identify and begin a plan for required ESOL training, if needed.



Temporary Teaching Certificate

T eachers with a Florida Temporary Teaching Certificate may be required to complete one

or more of the following as outlined in the Official Statement of Status of Eligibility:

Collect artifacts as evidence of Florida Educator Accomplished Practices for the PEC portfolio.

Complete portfolio and sign the Professional Education Competence (PEC) Verification

form by May 1st.

Earn a passing score on the General Knowledge Exam (GK) during the first year of employment.

Earn a passing score on the appropriate Subject Area Exam (SAE).

Earn a passing score on the Professional Education Exam (PEd).

Complete college course work as stated in the Official Statement of Status of Eligibility.

For further information contact: Human Resources Department

At 352-253-6530

The PEC Portfolio

W hat is a Professional Education Competence

(PEC) portfolio? A PEC portfolio is a teacher’s collection of evidence demonstrating competency of the Florida Educator Accomplished Practices (FEAPs).

The PEC Portfolio serves as a means of reflection and gives the teacher an opportunity to critique his/her own work and effectiveness. As an authentic assessment, portfolios document actual teacher performance, showing the quality and process of thinking and planning.

Once the documentation of competencies is completed and reviewed by an Administrator at the school site, the PEC portfolio remains the property of the new teacher.

It may be used as a reflection on the first year of teaching and the contents may be used to help the new teacher develop professional growth plans and ideas.

The PEC portfolio is the new teacher’s proof of demonstration of the Professional Educa-tion Competence Program (PEC) required by the State of Florida for a professional teaching certificate. PEC portfolios should be kept for audit purposes.

For further information contact Your New Teacher Coach at (352) 742-6900


http://www.fl.nesinc.com/tests.asp




(MIS 64 022 RVS 3-15-12)

The New Teacher Information sheet will be completed by the new hire in the Human Resource Services (HRS) Department. The HRS Department will designate which group the new hire will be required to participate in based on experience and educational training. Copies will be sent to the program coordinator at Academic Services. The coordinator will then send a copy to the school TQR administrator and Instructional Coach.

(MIS 64 016 RVS 3-15-12)

Formative observations will be conducted based on individual needs. These observations will be conducted by an Instructional Coach certified in Clinical Educator Training. The number of observations will be dependent upon the needs of each participant. Instructional Coaches share their professional feedback during these formative observations through formal and infor-mal coaching sessions. Based on their findings, coaches and teachers work together to develop growth plans to better assist the new teacher.

(MIS 64 039 RVS FR 4-17-12)

The administration will require documenta-tion to demonstrate professional education-al competencies. The portfolio should be maintained by the TEACHER INDUCTION teacher on a temporary teaching certifi-cate, presented to the support team for sign-off, and then kept by the teacher for audit purposes, and as a record of documentation of educational competence and practice. Portfolio documentation may be kept in any appropriate form. The purpose is to provide documentation for the support team and to encourage self-assessment and re-flection.


New Teacher Information Form

Instructional Coach Observation Form

PEC Verification Form



Pathways to State Certification


Pro

fess

ion

al

Ce

rtifi

cate

Tem

po

rary

Ce

rtifi

cate

Valid Standard Certificate issued by another state

Valid Certificate issued by the National Board for Professional Teaching Standards

Teacher Education Degree Program and Passing Florida Certification Examinations

Renewable—Valid 5 School Years

Bachelor’s Degree with a major in the Content Area

Bachelor’s Degree with required courses and a 2.5 GPA in the Content Area

Bachelor’s Degree with a passing score on the Florida Subject Area Examination

Bachelor’s Degree with a valid certificate issued by the American Board for Certification of Teacher Excellence (ABCTE)

Non-Renewable—Valid 3 School Years

Moving from a Temporary Certificate to the Professional Certificate?

There are six (6) different ways to transition from Temporary to Professional. They are as follows:

Professional Preparation College Courses, Teaching Experience, Demonstration of Professional Education Competence (PEC) in the classroom and Florida Certification Examinations (FTCE)

District Alternative Certification Program and Florida Certification Examinations (ACP)

Education Preparation Institute Program and Florida Certification Examinations (EPI)

Valid ABCTE Certificate and demonstration of Professional Education Competence (PEC) in the classroom

Approved College professional training option for a content major, Demonstration of Professional Education Competence (PEC) in the classroom and Florida Certification Examinations

Two (2) semesters of successful full-time college teaching experience and passing the Florida Subject Certification Examination (SAE)



Requirements for Renewal


1. A completed application form CG-10R with appropriate processing fee will be submitted to the employing school district during the last year of the certificate’s validity period and prior to the date the certificate expires.

2. Six (6) semester hours of college credit or the equivalent earned during the last validity period of the Professional Certificate. Acceptable forms of credit include:

Six (6) semester hours of college credit as verified on official transcripts from an acceptable institution with a grade of at least “C”. Course work must be appropriate for renewal credit for the subject(s) on the certificate.

In-service points earned from a Florida public school district or private school organization that has an approved Master In-service Plan. 60 in-service points are equivalent to 3 semester hours of college credit. Special Note: 120 Master In-service Points (MIP) are needed for recertification.

A passing score on a Subject Area Exam for the subject shown on the certificate and taken during the validity period of the certificate is equivalent to 3 semester hours of college credit.

National Board Certification that corresponds to at least one subject on the Florida certificate equates to 6 semester hours of renewal credit. The NBPTS must be valid during any part of the validity period of the Florida certificate.

College teaching at an accredited or approved institution is the same as a course taken at the college level for renewal.

FLDOE Certification Information

State Certification Information

State Certification Contacts

District Certification Information

District Certification Info and Contacts

Local Certificate Info for Career-Technical Education

http://www.fldoe.org/edcert/

http://www.fldoe.org/edcert/contact.asp

http://www.lake.k12.fl.us/page/336

http://lake.k12.fl.us/Domain/36

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Instructional Practices

H ow do we revolutionize the way we teach,

lead and learn for 21st Century success?

This is the question driving all Lake County School

teachers, administrators and personnel as we

work together to guide our students and ensure

that they have achieved a level of College and

Career Readiness necessary for the 21st Century

global world.

Why do our students need to be College and

Career Ready? The research data is alarming.

Ninety-three percent of middle school students

report that their goal is to attend college.

However, only 44% enroll in college, and only 26%

graduate with a college diploma within six years

of enrolling. (Conley, 2012a; Conley, 2012b)

Data shows that only 25% of high school

graduates who took the ACT test were ready for

college-level work. (ACT, 2012)

Many new and underprepared college students

must enroll in remedial coursework. Twenty

percent of incoming freshmen at four-year

institutions and 52% of those at two-year colleges

need to enroll in some type of remedial

coursework. (Complete College America, 2012)

Building Capacity

A s teachers, we must become familiar with

the different, unique world facing students

today and the need for strategic postsecondary

education and training necessary to employ a

workforce who faces greater demands more

than any other group prior.

Lake County teachers are committed to shifting

their efforts to better prepare all K-12 learners

for a global community expecting more,

demanding more, of the knowledge, experience

and skill set that our students will eventually

contribute to the world around them.

Learn more about Lake County’s efforts to help

all students become “C2 Ready” at the

elementary, middle and high school levels. Ask

your school about how they build capacity on

campus for C² Readiness through various

professional development opportunities offered

by Lake County Schools.

The district’s Academic Services Unit delivers

these capacity building efforts through the

C² Collaborative Cohort Professional Learning

Series. Look forward to receiving innovative and

relevant resources as a result of these events!


College & Career Readiness

http://www.betterhighschools.org/pubs/documents/NHSC_CollegeCareerReadinessFactSheet_Oct12.pdf

http://www.lake.k12.fl.us/Page/26601





How has Lake County Schools started to shift to-

wards rigorous standards? Our district has

worked diligently to meet the needs of our

teachers and students by developing Curriculum

Blueprints along with a Scope and Sequence

which align to the Florida Standards in English

Language Arts/Literacy and Mathematics.

Lake County English Language Arts/Literacy and

Math Scope and Sequence are available for

teachers to effectively plan and execute Florida

Standards in these and other content areas.

K-12 ELA Scope and Sequence/Curriculum Blueprints

K-12 Math Scope and Sequence/Curriculum Blue-

prints

K-12 Science Blueprints

K-12 Social Studies Blueprints

Florida Standards Assessments

CPALMS

Review the above websites throughout the year

for additional recourses.

Florida Standards

Instructional Shifts

Staircase of

Text Text-Based

Answers

Balance

Literacy and

Informational

Text

Build

Knowledge in

The Disciplines

Fundamental Shifts

Write From

Sources

Build

Academic

Vocabulary


Resources

T he Florida Standards provide a consistent,

clear understanding of what students are

expected to learn, so teachers and parents know

what they need to do to help them.

The standards are designed to be robust and

relevant to the real world, reflecting the

knowledge and skills that our young people need

for success in college and careers. With students

fully prepared for the future, our communities

will be positioned to compete successfully in the

global economy.

Building on the excellent foundation of standards

the Florida Standards are the first step in provid-

ing our young people with a high-quality educa-

tion. It should be clear to every student, parent,

and teacher what the standards of success are in

every school.

Instructional Shifts Florida Standards Overview


http://lake.k12.fl.us/Page/26935






http://www.fsassessments.org/educators

http://www.cpalms.org/Public/search/Standard


Florida Educator Accomplished Practices

FEAPs

T he Florida Educator Accom-plished Practices (FEAPs)

are Florida’s core standards for effective educators and provide valuable guidance to Florida’s

public school educators and statewide educator preparation programs about what educators are expected to know and be able to do.

The Educator Accomplished Practices are based on three (3) foundational principles:

High expectations

Knowledge of subject matter

Standards of the profession

Each effective educator applies the foundational principles through six (6) Educator Accomplished Practices. Each practice is clearly defined to promote a common language and statewide understanding of the expectations for the quality of instruction and professional responsibility.

The six FEAPs are:

Applying concepts from human development and learning theories, the effective educator consistently:

Aligns instruction with state-adopted stand-ards at the appropriate level of rigor;

Sequences lessons and concepts to ensure coherence and required prior knowledge;

Designs instruction for student mastery;

Selects appropriate formative assessments to monitor learning;

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

Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.

To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive and collaborative, the effective educator consistently:

Organizes, allocates, and manages the resources of time, space and attention;

Manages individual and class behaviors through a well-planned management system;

Conveys high expectations to all students;

Respects students’ cultural, linguistic and family background; Next Page


FEAP #1: Instructional Design and Lesson Planning

FEAP #2: The Learning Environment

FEAP #1: Instructional Design and Lesson Planning

1.Instructional Design and Lesson Planning

4. Assessment

2. The Learning Environ-ment

5. Continuous Professional Development

3. Instructional Delivery and 6. Professional and Ethical



Continued

Models clear, acceptable oral and written communication skills;

Maintains a climate of openness, inquiry, fairness and support;

Integrates current information and communication technologies;

Adapts the learning environment to accommodate the differing needs and diversity of students; and

Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.

The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:

Deliver engaging and challenging lessons;

Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter;

Identify gaps in students’ subject matter knowledge;

Modify instruction to respond to preconceptions or misconceptions;

Continued

Relate and integrate the subject matter with other disciplines and life experiences;

Employ higher-order questioning techniques;

Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction and to teach for student understanding;

Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students;

Support, encourage, and provide immediate and specific feedback to students to promote student achievement; and

Utilize student feedback to monitor instructional needs and to adjust instruction.

The effective educator consistently:

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;

Designs and aligns formative and summative assessments that match learning objectives and lead to mastery;

Uses a variety of assessment tools to monitor

student progress, achievement and learning

gains;

Next Page


FEAP #3: Instructional Delivery and Facilitation

FEAP #3: Instructional Delivery and Facilitation

FEAP #2: The Learning Environment


The effective educator consistently:

Designs and aligns formative and

summative assessments that

match learning objectives and lead to mastery;

Uses a variety of assessment tools to monitor

student progress, achievement and learning

gains;

Modifies assessments and testing conditions

to accommodate learning styles and varying

levels of knowledge;

Shares the importance and outcomes of

student assessment data with the student and

the student’s parent/caregiver; and

Applies technology to organize and integrate

assessment information.

The effective educator consistently: Designs purposeful professional goals to

strengthen the effectiveness of instruction based on students’ needs;

Examines and uses data-informed research to improve instruction and student achievement;

Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement;

Engages in targeted professional growth opportunities and reflective practices, both independently and in collaboration with

colleagues; and

Implements knowledge and skills learned in professional develop-ment in the teaching and learning process.

Understands that educators are held to a high moral standard in a community;

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: Professional and Ethical Conduct FEAP #4: Assessment

FEAP #5: Continuous Professional Development



L ake County Schools utilizes the Art and Science of Teaching Causal Teacher Evaluation Model by Dr. Robert Marzano as our framework for teaching. The district affirms

Marzano’s expectation that all teachers can increase their expertise from year to year, producing annual gains in student growth with a powerful cumulative effect.

Effective Teaching Practices

Marzano Instructional Framework

This comprehensive framework of instructional design, delivery, assessment and ongoing

professional growth involves a varied approach to meeting the needs of 21st Century students

and the manner in which they learn.

What is it? Why is it important? How we do it…

Instructional Framework Teacher Practice Collaborative Process

Framework for teaching Model for teacher evaluation Aligns to FEAP’s

Effective instructional practices Improved student achievement Feedback aligned to performance

Formal and informal observations Pre- and post-conferences Deliberate practice process

The Marzano Evaluation Model has been rigorously reviewed for fidelity with the Florida

Educator’s Accomplished Practices (FEAP’s). Lake County’s Teacher Evaluation and

Achievement Model (TEAM) is based on the Marzano Evaluation Model and is used as the

teacher evaluation system. Together, these frameworks assist educators as they develop,

deliver and facilitate instruction with students.

View the Marzano Learning Map and FEAPS and Marzano Crosswalk for more information.

http://education.ucf.edu/rtp3/docs/RTP_Marzano_Art%20_Science_of_Teaching_Framework.pdf

http://www.marzanoevaluation.com/files/FEAPs_Crosswalk_Marzano.pdf


E L E M E N

T N U

M B

E R

Design Question 1: Communicating Learning Goals and Feedback


E L E M E N

T N U

M B

E R


TEAM Observation Requirements For All Plans

TEAM Plan Informal

Observation

Formal Observation Artifact

Conference

Total

Classroom-Based

Category 1A (1st Year)

4

2 first semester

(by Jan. 30)

2 second semes-

ter

(by May 1)

2 (-1)

1 first semester

(by Jan. 30)

1 second

Semester

(by May 1)

0 6

Classroom-Based

Category 1B (1-3 Years)

Category 2 (4+ Years)

1 yearly (-1) 2

1 first semester

(by Jan. 30)

1 second semester

0 3

Non-Classroom Based


2

(1 per semester)

2

(1 per semester)

2

(1 per semester)

6

Non-Classroom Based


1 1 1 3

SSPEM


0 2

(1 per semester)

2

(1 per semester)

4

SSPEM


Category 2 (4+ Years)

0 1 1 2

*It is now required that each semester be completed as indicated above. For Non-Classroom and SSPEM evaluations, at least one observation must be completed per semester.

**At least one Formal Observation MUST focus on Design Question #4, Helping Students Generate and Test Hypotheses.

*** Virtual School Teachers will be listed as Classroom Teachers but will follow the Non-Classroom Schedule.

TEAM Teacher Evaluation & Achievement Model

Leading our children to success


Deliberate Practice Plan

The Deliberate Practice Plan for the 2014-2015 school year will include one Deliber-

ate Practice Focus Strategy.

The Deliberate Practice Plan is to be completed in EXCEL/Truenorthlogic.

The Deliberate Practice Plan is calculated based on growth from the baseline data point

set by the teacher and the final data point determined by the evaluator in the last ob-

servation.

Deliberate Practice will be scored as 40% of the Instructional Practice Score. Deliberate

Practice steps include:




Calculating the Deliberate Practice Score

Deliberate Practice Score

Four steps are used to determine the Deliberate Practice Score. They are as follows:

The following chart will be utilized to determine the Deliberate Practice Score ac-

cording to the growth level and or final data point.

Highly Effective

(4)

Effective

(3)

Needs Improvement or Developing

(2)

Unsatisfactory

(1)

Grows 3 Levels Grows 2 Levels Grows 1 Level Achieves No Growth

OR Grows to

Level 4

OR Grows to Level 3

OR Grows to

Level 2

OR Scores at

Level 1




Appendix


Lake County Public Schools Common Language of Instruction A "common language" is a format used by master practitioners in any profession to facilitate effective communications about the

essential concepts and practices of the profession. Consensus within a group of practitioners on the specific meaning of terms and

expressions is used to provide feedback for improving proficiency on important job functions and deepening understanding of the

practices, standards, and goals of the profession.

Annual Measurable Achievement Objectives (AMAO)

Title III of NCLB requires each state to determine Annual Measurable Achievement Objectives (AMAOs). AMAOs indicate how much English lan-guage proficiency (reading, writing, speaking, lis-tening, and comprehension) children served with Title III funds are expected to gain each year. The AMAO requirements include reporting on these three things: 1. Annual increases in the number or percentage

of ELL children making progress in learning English.

2. Annual increases in the number or percentage

of ELL children attaining English proficiency. 3. Annual increases in the number or percentage

of ELL children making growth. Art and Science of Teaching

Over time, extensive research on effective teaching has assembled a core of understanding on what works (see high probability strategies and Mind-Brain-Education) so there is a science of teaching that should inform the knowledge basis and skill sets of effective educators. The art of teaching is the teacher’s adaptation of the science to fit the needs of the learn-ers. The true artist looks at the science and applies it in his or her context to produce results. 30-40 years of research on teaching has moved the profession from being essentially.

Capacity Building The ability to support teaching and learning through maximizing expertise in leadership, content, and peda-gogy among community stakeholders in order to imple-ment and sustain best practices within a system.

Cognitive Complexity

Cognitive complexity is a variable that indicates how complex or simple a mental task is. A person who is measured high on cognitive complexity tends to per-ceive nuances and subtle differences which a person with a lower measure, indicating a less complex cogni-tive structure for the task or activity, does not. In as-sessment, the cognitive complexity required to perform an assessment item.

Collaboration

Collaboration is a process with recurring interactions over time where colleagues engage in defining

Updated 7/14/14


Collaboration (cont’d.) problems, clarifying thinking, and developing solutions. Collaboration involves more engagement than just meeting or communicating points of view. Teaching and leadership are complex functions and collabora-tion plays a meaningful role in being successful in ei-ther role. Individual work on self-improvement, while essential, is not sufficient for achieving mastery level proficiency and a deep understanding of the profes-sion. Recurring collaboration experiences are also needed. Collaboration is an essential element in delib-erate practice – the career long process of developing professional mastery.

Common Language

A “common language” is a tool of master practitioners in any profession used to facilitate effective communi-cations about the essential concepts and practices of the profession. Consensus within a group of practition-ers on the specific meaning of terms and expressions is used to provide feedback for improvement of profi-ciency on important job functions and in deepening understanding of the priority practices, standards, and goal of the profession.

Comprehensive English Language Learning Florida uses the Comprehensive English Language Learning Assessment (CELLA) as a tool to measure English Language Learners’ proficiency level and pro-gress in learning English

Consent Decree The Consent Decree refers to a court order that serves as the state of Florida's framework for compliance with federal and state laws and jurisprudence regarding the education of English language learner students. [See League of United Latin American Citizens (LULAC) et al. v. State Board of Education Consent Decree, Unit-ed States.] “Contemporary research” in the context of Florida’s goals for improvement.

Culturally Connected Curriculum Culturally connected curriculum is curriculum that bridges the gap between the school and the world of the student, is consistent with the values of the stu-dents’ own culture aimed at assuring academic learn-ing, and encourages teachers to adapt their instruction to meet the learning needs of all students.

Curriculum Blueprint Merges the Curriculum Map, Pacing Guide, and In-structional Focus Calendar into one aligned document. Incorporates NGSSS and FS, essential questions, and support links.

Curriculum Mapping Curriculum mapping is exploring the primary elements of curriculum: What is taught? How instruction occurs. When instruction is delivered. It is a process for identi-fying the core content, processes, and assessments used for curriculum for each subject area. It is used to insure essential concepts are present, to identify gaps, and to check for repetition within a scope and se-quence. It promotes vertical alignment across the sub-jects and grades and supports horizontal alignment of assessments, content, and methods between subjects.

Updated 7/14/14


Engagement Engagement is evidenced by reflection (dialogue with self about a topic or problem expressed in notes or “in your own words” expressions) and dialogue with others (e.g. other students, instruc-tors); the stimuli for the talk and writing are obser-vations and experiences that pose problems that need to be resolved. Student engagement can be defined as a level of personal investment in an instructional activity. It can be measured in the areas of behavioral engagement, emotional en-gagement, and cognitive engagement. Engage-ment can be increased through the use of practic-es that increase intrinsic motivation on the part of the student.

Deliberate Practice This is a “way of work” that supports continuous pro-fessional improvement through an entire career. It is a mindset, acquired through pursuit of personal mastery and with collegial support, whereby the educator at-tends to what they are doing in the classroom on a daily basis to identify what is working and what isn’t and to determine why students are learning or not. In deliberate practice teachers identify specific instruc-tional strategies (“thin slices”) to focus their efforts to improve – typically 1 to 3 per year. Deliberate practice requires establishing a baseline for performance in a focus area (the “thin slice”) and engaging in focused practice, feedback and monitoring of progress within a time-bound goal for improvement. Deliberate practice has been revealed by research as a mindset that dis-tinguishes master teachers who improve steadily throughout their career from others whose improve-ment plateaus after initial growth.

Differentiated Instruction

An approach to teaching and learning that gives stu-dents multiple options for taking in information and making sense of ideas. Lesson design for differentiat-ed instruction provides opportunities for students to do different things during instructional time, those differ-ences being based on tracking student progress on learning goals and adapting instructional strategies to learning needs of students in the class. Differentiation goes beyond a traditional rotating stations approach and provides recurring regrouping of students based on academic needs and issues. In the last decade dif-ferentiated instruction was commonly introduced as an alternative instructional approach for under-performing schools. As research on effective teaching becomes better understood, differentiation is recognized as an approach that is beneficial at all schools and for all students.

Elementary and Secondary Education Act (ESEA) A federal law funding and regulating public educa-tion. Current statutes established reforms based on four principles: stronger accountability for re-sults, increased flexibility and local control, ex-panded options for parents, and an emphasis on teaching methods that have been proven to work.

Updated 7/14/14


English Language Learners (ELLs) English language learners are students whose first language is not English and who are in the process of learning English.

ESOL Strategies ESOL Strategies are teaching techniques designed to support comprehensible instruction for English lan-guage learners. ESOL strategies generally provide additional context (such as with the use of visuals and other nonverbal resources) and opportunities for inter-action (as with grouping students and cooperative learning tasks).

Essential Question Essential questions are those that focus learner atten-tion on priority aspects of a standard or learning goal. An essential question makes clear to the learner what he or she should know and be able to do at the end of the lesson and/or unit of study.

Exceptional Student Education (ESE) Specially designed instruction and related services that are provided to meet the unique needs of exceptional students who meet eligibility criteria described in Rules 6A-6.03011 through 6A-6.0361, F.A.C.

Florida Standards Initiative

The Florida Standards for English language arts and mathematics, adopted by 42 states to date, provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and rel-evant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. The standards prepare students to compete successfully in the global economy. In Florida the Florida Standards in mathematics and language arts are incorporated into the Next Generation Sunshine State Stand-ards.

Formative Assessment Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional out-comes. Formative assessments are questions, tools, and processes that are embedded in instruction. They are used by teachers and students to provide timely feedback for purposes of adjusting instruction and/or learning efforts to improve learning.

Higher Order Questioning

Higher order questions posed by teachers and students are those that engage students in higher order thinking skills. Such questions require much more "brain power" and often a more extensive and elaborate answer than typical recall or de-scription questions. Questions that require analy-sis, applying information, making value judg-ments, or predictions are examples of higher or-der questions.

Updated 7/14/14


Higher Order Thinking Skills Higher order skills include critical thinking, analy-sis, and problem solving and are an important as-pect of standards based instruction. Standardized assessment processes are often not structured to assess student progress on higher order thinking skills. Consequently, that aspect of tracking stu-dent progress is often a task that the classroom teacher must address.

Individuals with Disabilities Education Act (IDEA) A federal law ensuring effective services for chil-dren with disabilities. IDEA governs how states and public agencies provide early intervention, special education, and related services to eligible students with disabilities.

Interventions Curricular, instructional, and/or other adjustments made to address core instructional issues. Inter-ventions may also be provided to students in small groups or individually, in addition to and aligned with core instruction in order to target a specific skill or concept.

LEADS LCS Leadership Empowerment and Development System based on the research of Dr. Doug Reeves.

Learning Environment

The environmental variables that either promote or inhibit learning including the physical class-room arrangement, rules, management plans, routines, expectations, peer/family influence, task demands, etc.

Learning Organization

A learning organization is one where the people (who comprise the organization) continually ex-pand their capacity to create the results they truly desire, where new and enlightening patterns of thinking are nurtured, where collective aspiration is developed and focused on shared goals, and where people are continually learning to see the whole together. (See systems thinking.)

Lesson Study

Lesson study is a form of long-term professional devel-opment in which teams of teachers systematically and collaboratively conduct research closely tied to les-sons, and then use what they learn about student thinking to become more effective instructors.

Literacy

Literacy is the ability to identify, understand, interpret, create, communicate, compute, and use printed and written materials associated with varying contexts. Lit-eracy involves a continuum of learning in enabling indi-viduals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society.

Mental Models

Mental models are deeply ingrained assumptions, gen-eralizations, or even pictures and images that influence how we understand the world and how we take action. Mental models need to be tested against reality from time to time to monitor whether data supports our as-sumptions and beliefs.

Updated 7/14/14


MTSS ( Multi-Tiered System of Supports) A term used to describe evidence based model of schooling that uses data-based problem-solving to in-tegrate academic and behavioral instruction and inter-vention.

Next Generation Sunshine State Standards (NGSSS) and Florida Standards

Florida’s Next Generation Sunshine State and the Flor-ida Standards define content, knowledge, and abilities; provide grade-level or course expectations for stu-dents; provide clear guidance to teachers for depth of knowledge and instructional goals; provide framework for state-adopted instructional materials, and assess-ments; and serve as a guide to improve student learn-ing. The standards delineate what matters, provide clarity and a fixed point of reference for students and teachers, guide instruction so that it is focused on stu-dent learning, provide a common language to have clarity in collaborations, help ensure equal educational opportunities, and assist in identifying struggling stu-dents. These standards provide the foundation for standards-based instruction in Florida’s public schools.

Positive Behavior Support (PBS)

The application of behavior analysis to achieve socially important behavior change. PBS was developed initial-ly as an alternative to aversive interventions that were used with students with severe disabilities who en-gaged in extreme forms of self-injury and aggression. More recently, the technology has been applied suc-cessfully with a wide range of students, in a wide range of contexts and extended from an intervention ap-proach for individual students to an intervention ap-proach for entire schools. Positive behavior support is not a new intervention package, nor a new theory of behavior. Instead, it is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and communities to design effective environments that improve the fit or link between re-search-validated practices and the environments in which teaching and learning occurs. Attention is fo-cused on creating and sustaining school environments by making problem behavior less effective, efficient, and relevant, and desired behavior more functional.

Problem-Solving

The recursive, self-correcting, systematic process of finding solutions by accurately identifying problems, analyzing relevant data to understand why the problem is occurring, designing and implementing probable so-lutions, and measuring the effectiveness of the solu-tions that were implemented. Teams continue to en-gage in problem-solving to ensure that student suc-cess is achieved and maintained. The four critical parts of the on-going problem-solving cycle as a consistent way of work for teams are as follows:

Define the problem by determining the differ-ence between what is expected and what is occurring. Ask, “What specifically do we want students to know and be able to do when com-pared to what they do know and are able to do?” When engaged in problem-solving at the individual student level, the team should strive for accuracy by asking, “What exactly is the problem?”

Updated 7/14/14


Problem-Solving (cont’d.) Analyze the problem using data to determine why the issue is occurring. Generate hypothe-ses (reasons why students are not meeting performance goals) founded in evidence-based content area knowledge, alterable vari-ables, and instructionally relevant domains. Gather assessment data to determine valid/non-valid hypotheses. Link validated hypothe-ses to instruction/intervention so that hypothe-ses will lead to evidence-based instructional decisions. Ask, “Why is/are the desired goal(s) not occurring? What are the barriers to the student(s) doing and knowing what is ex-pected?” Design or select instruction to direct-ly address those barriers.

Develop and implement a plan driven by the results of the team’s problem analysis by es-tablishing a performance goal for the group of students or the individual student and develop-ing an intervention plan to achieve the goal. Then, delineate how the student’s or group of students’ progress will be monitored and im-plementation integrity will be supported. Ask, “What are we going to do?”

Measure response to instruction/interventions by using data gathered from progress monitor-ing at agreed upon intervals to evaluate the effectiveness of the intervention plan based on the student’s or group of students’ response to the intervention. Progress monitoring data should directly reflect the targeted skill(s). Ask, “Is it working? If not, how will the instruction/intervention plan be adjusted to better support the student’s or group of students’ progress?“ Team discussion centers on how to maintain or better enable learning for the student(s).

Professional Learning Community (PLC)

A professional learning community (PLC) is an extend-ed learning opportunity to foster collaborative learning among colleagues within a particular work environment or field. It is often used in schools as a way to organize educators into working groups focused on a targeted improvement issue. A variety of national protocols and processes to help PLCs run effectively based on stu-dent data.

Protocol (Florida’s Professional Development System Evaluation Protocol

District professional development activities in Florida are guided by Evaluation Standards for Professional Development. The protocol contains standards for planning, delivery, and evaluation of professional de-velopment of Florida’s educators.

Reflective Practices

Reflective practices are higher order thinking process-es. The capacity to reflect on actions taken as part of one’s work in a process of continuous learning is a defining characteristic of deliberate practice. Master educators cultivate the capacity to reflect “in ac-tion” (while doing something) and “on actions” (after you have done it) in order to objectively assess the proficiency and impact of their work and guide im-provement efforts.

Updated 7/14/14


Response to Instruction/Intervention (RtI) Framework

The multi-tiered practice of providing high quality in-struction and intervention matched to student needs using learning rate over time and level of performance to make important instructional decisions, also referred to as a Multi-tiered System of Student Supports (MTSSS).

Rigor (Rigorous)

Rigor is a goal rather than a level of difficulty. Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, pro-vocative, and personally or emotionally challenging. It is not about severity or hardship. All students need schools to provide both rigorous content and direct instruction in the skills needed to manage that content (see instructional strategies). There are different ways in which content can become rigorous (e.g. attention to interacting or overlapping ideas, dealing with dilem-mas, identifying problems, conducting inquiry, evaluat-ing alternatives, interpreting, identifying patterns).

RtI Tiers

A level/type/intensity of instruction or intervention de-fined by student need. Tier 1: Core Universal Instruction and Supports – General academic and behavior instruction and sup-port designed and differentiated for all students.

Rubrics (or Scales) Rubrics (often called scales) describe novice to expert performance (level of skills) for each of the 60 strate-gies included in the four domains of the Marzano Eval-uation Framework. The scales provide a means for teachers to gauge their use of particular instructional strategies and for administrators to provide feedback to teachers regarding their use of specific classroom strategies. These are embedded within the observation protocol using the labels: Not Using, Beginning, Devel-oping, Applying, and Innovating.

School Based Leadership Team (SBLT)

A school-level team responsible for developing a school implementation plan. The school-based team becomes “trainers” and “coaches” for the school staff and will be responsible for school wide implementation.

Summative Assessments or Measures

Assessments typically administered near the end of the school year or academic term to give an overall perspective of the effectiveness of the instructional program. They typically are cumulative in that they cover content from previous interim assessments and the term or year.

Systems Thinking

Being aware of the connections between people and practices in an organization, the impact of their interac-tions over time, and insight into how various aspects of peoples’ thinking, actions, and decisions impact the quality of the organization’s work.

TEAM LCS Teacher Evaluation and Achievement Model based on the Art and Science of Teaching by Dr. Rob-ert Marzano.

Updated 7/14/14


Text Complexity

Text complexity involves making an informed decision about the difficulty of a text. Complexity is impacted by a variety of factors: Levels of Meaning or Purpose: texts with a single level of meaning or purpose tend to be easier to read than texts with multiple levels of meaning or purposes. Structure: texts of low complexi-ty tend to have simple, well-marked, and conventional structures, whereas texts of high complexity tend to have complex, implicit, and unconventional structures. Language Conventionality and Clarity: texts that rely on literal, clear, contemporary, and conversational lan-guage tend to be easier to read than texts that rely on figurative, ironic, ambiguous, purposefully misleading, archaic or otherwise unfamiliar language or on general academic and domain-specific vocabulary. Knowledge Demands: texts that make few assumptions about the extent of readers’ life experiences and the depth of their cultural/literary and content/discipline knowledge are generally less complex than are texts that make many assumptions in one or more of those areas.

Understanding by Design (UbD) Understanding by Design (UbD) is a framework for improving student achievement. Emphasizing the teacher's critical role as a designer of student learning, UbD works within the standards-driven curriculum to help teachers clarify learning goals, devise revealing assessments of student understanding, and craft effec-tive and engaging learning activities. It is often referred to as backward planning or design where the planning of classroom activities is delayed until goals have been clarified and assessments designed.

Value Added Measure (VAM)

A statistical method that estimates the effectiveness of a teacher or school. The difference between a stu-dent’s actual and predicted results is the estimated “value” that the teacher or school added during the year with respect to the content tested. There are a variety of different types of value-added models. Flori-da has selected a “covariate adjustment model” to measure student learning growth on FCAT. This model begins by establishing expected learning growth for each student. The expectation is estimated from histor-ical data each year, and represents the typical learning gains seen among students who have earned similar test scores and share other characteristics. For more information on Florida’s model, please see http://www.fldoe.org/committees/sg.asp.

Walkthroughs

As in the informal observation, walkthroughs can be announced or unannounced. Walkthroughs generally consist of very brief classroom observations of 3 -10 minutes in length in which the observer gathers evi-dence regarding classroom instructional practices and behaviors on a regular basis. Timely and actionable feedback to teachers is also strongly recommended. Walkthroughs provide opportunities for individual feed-back as well as trend and pattern data over time. Walkthroughs also inform professional development needs for individual and groups of teachers and pro-vide a means to gauge the implementation of profes-sional development against individual professional de-velopment plans and school improvement plans.

Updated 7/14/14


AC Annual Contract

Accommodation Adjustments that can be made to the way students access information and demonstrate performance that do not require changes in the curriculum. Types of accommodations include: presentation, response, scheduling and setting. Accommodations are not the same as instructional interventions for academics or behavior, though they may be included in instructional plans for implementing interventions and the assessments used to monitor progress. Accommodations on an Individual Education Plan (IEP) must be implemented in the settings recommended such as the general education classroom, resource or special class.

ACP Alternative Certification Program

ADD/ADHD Attention-Deficit Disorder/Attention-Deficit Hyperactivity Disorder

AESOP Automated Educational Substitute Calling System

AP Advanced Placement

AVID Advancement Via Individual Determination: a program designed to help under achieving secondary students

Apple Mart Free teacher supply stores sponsored by the Education Foundation:

Leesburg Apple Mart- 910 E. Dixie Ave., Leesburg, FL Clermont Apple Mart- 415 Citrus Tower Blvd., Clermont, FL Mt. Dora Apple Mart – 2753 W. Old Hwy. 441, Mt. Dora, FL

BIP Behavioral Intervention Plan

CAC Citizen’s Advisory Council

CCSS Common Core State Standards

CRT Curriculum Resource Teacher

DCF Department of Children and Families

Design Question According to the Marzano framework, the ten questions teachers should ask themselves when planning a lesson or unit of instruction

DOE Department of Education: Florida State Department of Education

DPP Deliberate Practice Plan

EBD Emotional/Behavioral Disability

EIN Employee Identification Number

ELL English Language Learner student- a student who is in the process of acquiring English and has a first language other than English.

EOC End of Course exams

EPI Educator Preparation Institute

Lake County Schools Glossary of Common Terms / Abbreviations


eSembler Electronic grading, attendance and planning system

ESOL English for Speakers of Other Languages – Course studies for endorsement or certification

EXCEL/True North Logic Software system for teacher evaluation model & professional learning

FAA Florida Alternate Assessment for students with significant cognitive disabilities

FAIR Florida Assessments for Instruction in Reading is a formative assessment tool which provides teachers with screening, diagnostic and progress monitoring data on students’ ability to read

FCAT Florida Comprehensive Assessment Test: The tests used to evaluate the student, school and the school system in the state of Florida.

FDLRS Florida Diagnostic & Learning Resource System: Professional Development support system for ESE teachers

FEAPs Florida Educator Accomplished Practices

FETC Florida Exam for Teacher Competence

Formal Observation According to the Marzano framework, the formal observation is the primary method for collecting evidence that will be used as a source of data for the summative evaluation and provides a source of feedback to teachers regarding their instructional practice and professional growth

FTE Full Time Equivalent: student enrollment used for funding schools

GK General Knowledge Examination: state-mandated test used to prove competency in basic skills

IEP Individual Education Plan – a written plan that describes the special, individual learning needs of a student with disabilities and the programs and services that will be given to that student

ILS Innovative Learning Specialist – specialist to assist teachers in implementing technology use within the classroom

Inclusion Practice that educates students with disabilities in age-appropriate general education classrooms

InD Intellectually Disabled – An intellectual disability is defined as significantly below average general intellectual and adaptive functioning with significant delays in academic skills

Informal Observation The informal observation can be announced or unannounced and should be a minimum of 20 minutes

Internet An interconnected system of networks that connects computers around the world via TCP/IP protocol

Intranet Lake County Schools’ privately maintained computer network that can be accessed only by employees of the Lake County School Board.

ISS In-School Suspension

Jack Rabbit Intra-district mail system


LCEA Lake County Education Association

Learning Disabilities A broad term that covers a pool of possible causes, symptoms, treatments and outcomes of learning

Learning Goals Broad statement of what students will know and be able to do

LRC Learning Resource Center, Academic Services Unit Office 510 South Palm Avenue, Howey-in-the-Hills, Florida (352) 742-6900

LRE Least Restrictive Environment - Under IDEA Regulations, the Least Restrictive Environment states that the school must educate students with their non-disabled peers to the maximum extent that is appropriate

MIP Master Inservice Plan which provides inservice points for teacher recertification (1 hour of training = 1 MIP point)

Modifications Significant changes in curriculum expectations based on student learning limitations and usually involving the use of “access points” rather than the usual academic standards

PBS Positive Behavior Support system

PD Professional Development

PEC Professional Education Competence – skills teachers on temporary certificates must demonstrate to apply for a professional certificate

PPP Pupil Progression Plan

PTO Parent Teacher Organization

SAC School Advisory Committee

SIP School Improvement Plan

SLD Specific Learning Disability – A specific learning disability is defined as a

disorder in one or more of the basic learning processes involved in

understanding or in using language, spoken or written that may

manifest in significant difficulties affecting the ability to listen, speak,

read, write, spell or do mathematics. Associated conditions may

include, but are not limited to dyslexia, dyscalculia, dysgraphia or

developmental aphasia. A specific learning disability does not include

learning problems that are primarily the result of a visual, hearing,

motor, intellectual, or emotional/behavioral disability, limited English

proficiency, or environmental, cultural, or economic factors

Staffing A meeting in which a group of school staff members (including the

general education teacher) and parent/guardian make decisions

regarding the appropriate supports and services for a student

identified as a student with a disability

Title Services Department that oversees federally funded programs for students


TQR Teacher Quality and Retention Administrator – Assistant Principal in

charge of professional development and new teacher support in each school

VE Varying Exceptionalities

Created by www.Teacher Inductionteachingcolleges.net


Access your U Drive and many other applications from wherever you have an Internet

connection. To get started, access this site, https://myportal.lake.k12.fl.us/ and use

your network username and password to log in. Once you are logged in, click the Desk-

Teacher Induction tab near the Teacher Induction center of the window to display all of

the applications you have access to. Your U Drive can be accessed by clicking on the My

Files button. The Instructional Technology Department can provide a more in-depth

training of all MyPortal has to offer.

Access the complete LCS Technology eGuide online for additional resources and support.

Most programs below may be accessed from the LCS homepage under “Portals.”

Lake County Schools’ web based, “single sign-on” to all LCS technology resources

MyPortal

Accelerated Reader (AR)

Accelerated Reader is a software assessment tool that assesses a student's reading level, suggests

titles of books at that level, and then assess whether a student has completed reading the book by

asking a series of quiz questions. The software provides additional information to students

regarding reading rates, amount of reading, and other variables related to reading. Check with

your school Media Specialist.

The link is https://hosted306.renlearn.com/62733

AESOP (automated substitute calling system)

Check with your school first: each school’s substitute procedure varies

Website: http://www.aesoponline.com

This site, AESOP, is also available under the Quicklinks from the Intranet home page.

User ID: your ten digit home phone number

PIN: last 4 digits of your EIN

For more information, contact Susan Clemons at [email protected] 253-6532.

Blackboard Learn (online learning platform for teachers)

This site, Blackboard Learn, is also available under the Quicklinks from the Intranet.

Website from home: https://blackboardlearn.lake.k12.fl.us

Username: same as network username

Password: Employee Identification Number (EIN)

For more information, contact Jon Redding at [email protected] or 742-6917.

Lake County Schools Technology Quick Start Guide

https://myportal.lake.k12.fl.us/

https://hosted306.renlearn.com/62733

http://www.aesoponline.com

mailto:[email protected]

https://blackboardlearn.lake.k12.fl.us



Contact Manager (individual contact preferences for messages sent from SchoolMessenger)

The Lake County School District uses the SchoolMessenger Notification System to provide timely

communication to parents and staff members on matters such as attendance, general interest

activities and campus/district emergencies, Contact Manager allows you to control the ways in

which you prefer to be contacted. It also works like a mailbox, giving you a place to review

messages you may have missed. Click the link below to create an account:

Website for Parents: http://www.lake.k12.fl.us/Page/1426

Website for Staff: http://intranet.staff.lakeschools.local/17331021693459553/site/default.asp

Decision Ed (Data warehouse that aggregates information across multiple systems for easy end user

access) Available through MyPortal.

Website: https://lcs-iisdw.lake.k12.fl.us/ibmcognos

Username: network username

Password: network password

EBSCO (online research database service)

EBSCO is a widely used reference resource and research database service. It is a customizable,

intuitive search experience designed to cater to user needs and preferences at every level of

research, with over 300 full text and secondary databases available. Lexile scores are available --

----------from this program

Username: lakecounty

Password: lakecounty

Website: http://search.ebscohost.com/

Edmodo

Edmodo is an educational social network service offered to educational institutions for free. It

can be used on any device that has Internet access and a web browser. See your media special

ist for information regarding Edmodo training and an account. It is important that teachers are

informed of "best practices", so training before use with students is strongly advised.

Website: www.lakeflorida.edmodo.com

Email (Outlook)

Application: Outlook

User ID: lastnamefirstinitial (ex: smithj)

Your e-mail address: [email protected] (ex: [email protected])

E-mail from home: http://owa.lake.k12.fl.us/exchange

User name: STAFF\lastnamefirstinitial (ex: STAFF\smithj)

Password – your network log on password

For more information contact your Tech Con or the IT Help Desk at 253-6714


http://intranet.staff.lakeschools.local/17331021693459553/site/default.asp

https://lcs-iisdw.lake.k12.fl.us/ibmcognos

http://search.ebscohost.com/

https://lakeflorida.edmodo.com/home



http://owa.lake.k12.fl.us/exchange


EXCEL/TNL (register for professional development courses and interact with your TEAM evaluation)

Website: http://truenorthlogic.com -also available under Quicklinks from the Intranet home

page.

User name: network username

Password: EIN for the initial login (change password to something more secure)

For more information, contact Jon Redding at [email protected]

FCAT Star (student database for student achievement, LEP, ESE, and 504 data) *

Website: http://fcatstar is also available under the Quicklinks from the Intranet

home page

Click the Register for an Account button to set up for the first time

Username: lastnamefirstinitial

Password: user created

For more information, contact Jason Moose at [email protected]

* Note: This site is not available from home

Florida Department of Education – http://www.fldoe.org/

Lake County School Websites

Intranet - http://lcsb-home/lcsb (available from school only)

Internet - www.lake.k12.fl.us (available from anywhere with Internet access)

*Note: You can access your LCS email by clicking the EMAIL link near the Teacher Induction right

corner of both of these pages

Moodle - Students (teachers can create an online environment for classroom resources and

collaboration)

Website from Intranet: http://moodle

This site, Moodle, is also available under the Quicklinks from the Intranet

Website from home: http://moodle.lake.k12.fl.us

Username at school: same as network username

Password: your network user password (changes as you change network password)

Moodle - Teachers (Professional Development)

Website from Intranet: http://moodle1

Website from home: http://moodle1.lake.k12.fl.us

Username at school: same as network username

Password: your network user password (changes as you change network password)

http://truenorthlogic.com


http://fcatstar


http://www.fldoe.org/

http://lcsb-home/lcsb

http://www.lake.k12.fl.us

http://moodle

http://moodle.lake.k12.fl.us

http://moodle1

http://moodle1.lake.k12.fl.us


PD 360 (teacher website connected to your school’s website)

Website: http://www.PD360.com/PD360.cfm#

Username: School email address

Password: Default password is pd360. You should change it at first log on

For more information contact Jon Redding @ [email protected]

Pearson SuccessNet/SuccessNetPlus (Pearson’s online textbook resources)

SuccessNet: https://www.pearsonsuccessnet.com/snpapp/login/login.jsp?showLoginPage=true

SuccessNetPlus: https://www.successnetplus.com/

Training:

http://mypearsontraining.com/products/successnetplus/tutorials.asp?page=administrators

For more information contact the Academic Services Unit 742-6900

Print123 - EZ Print (request copies electronically from Copy Center)

* Note: Not all schools use Print123

Website: http://10.0.32.43

User must apply for account and set their own password

For more information contact the IT Help Desk 253-6714

Rosetta Stone (language learning platform)

For more information contact Robin Neeld @ [email protected]

Safari Montage (web-based video streaming, curriculum presenter and web conference site)

Website: http://lakesafari.lake.k12.fl.us



For more information contact Diana Ryan in IT @ [email protected]

SchoolMessenger (district/school call out system)

The Lake County School District uses the SchoolMessenger Notification System to provide timely

communication to parents and staff members on matters such as attendance, general interest

activities and campus/district emergencies, Contact Manager allows you to control the ways in

which you prefer to be contacted. It also works like a mailbox, giving you a place to review

messages you may have missed. Click the link below to create an account:

Website for Parents: http://www.lake.k12.fl.us/Page/1426

Website for Staff: http://intranet.staff.lakeschools.local/17331021693459553/site/default.asp

http://www.pd360.com/pd360.cfm


https://www.pearsonsuccessnet.com/snpapp/login/login.jsp?showLoginPage=true

https://www.successnetplus.com/

http://mypearsontraining.com/products/successnetplus/tutorials.asp?page=administrators

http://10.0.32.43


http://lakesafari.lake.k12.fl.us


http://intranet.staff.lakeschools.local/17331021693459553/site/default.asp


Schoolwires (Teacher’s School Website)

Contact your school webmaster for more details

Posting of student pictures requires a release form

For more information, please contact Bret Cromwell at [email protected]

Skyward Business (update official contact information and view pertinent HR information)

Website: https://myportal.lake.k12.fl.us (Click on Skyward Business, Personal Information)



Skyward Educator Access + (Gradebook)

Website: https://myportal.lake.k12.fl.us (Click on Educator Access+)

For more information, please contact James Neiford at [email protected] or Ashley Salamon at

[email protected]


mailto:[email protected]?subject=gradebook%20assistance

mailto:[email protected]?subject=gradebook%20assistance


Equal Opportunity Disclaimer

Lake County Schools, FL does not discriminate on the basis of race, religion, color, na-

tional origin, gender, genetic information, age, disability or marital status in its education-

al programs, services or activities, or in its hiring or employment practices. The district also

provides equal access to its facilities to the Boy Scouts and other patriotic youth groups,

as required by the Boy Scouts of America Equal Access Act. Questions, complaints, or

requests for additional information regarding discrimination or harassment may be sent

to:

Dominick Pedata

Supervisor Compensation and Employee Relations

Lake County Schools

Phone: 352-253-6519

Fax: 352-253-6545

[email protected]

Cover : www.tagxedo.com Copyright 2014



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teacher induction resource guide - lake county schools … · 2014-08-06 · lake ounty schools...

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