Education.ufl.edu
Unified Elementary PROTEACH
For UEP Students Admitted Fall, 2010 or After
University of Florida
School of Teaching And Learning
College of Education
Student Handbook
2010-2011
Table of Contents
Purpose of the Program 3
Program Themes and Features 4
Graduation Requirements 4
Department Policies 5
Fifth Year and Internship 5
Communication 5
Single and dual Certification Options 6
Field Work 6
Undergraduate Program of Courses 7
Fifth Year Program of Courses 8
The Junior Year 9
The Senior Year 11
Preparing to Graduate 12
Preparing for the Fifth Year 13
Graduate School 15
The Fifth Year 16
Program of Study for Year 5 17
Tips for Success 18
Appendices
Appendix A: Florida Education Accomplished Practices 19
Appendix B: Program Contacts 21
Appendix C: Florida Teacher Certification Examination 22
Guidelines for Soliciting Letters of Recommendation 23
UNIVERSITY OF FLORIDA SCHOOL OF TEACHING AND LEARNING & DEPARTMENT OF SPECIAL EDUCATION
UNIFIED ELEMENTARY PROTEACH
PURPOSE OF THE PROGRAM
The Unified Elementary Proteach program (UEP) is designed to prepare teachers with a dual emphasis in elementary education and mild disabilities as well as to prepare teachers to work with students who are English Speakers of Other Languages. The purpose of this program is to prepare teachers who are capable of:
(a) creating and maintaining supportive and productive classrooms for diverse student populations, and
(b) working collaboratively with school personnel, families, and members of the community to develop alternative ways of educating all children, including those who present unique instructional and/or behavioral challenges to teachers.
AREAS OF CERTIFICATION
• All students completing the 5-year program are eligible for certification in
elementary education with an ESOL endorsement.
• Those who select the dual certification track in special education during the Masters’ year of the program will be eligible for certification in elementary education (K-6) and exceptional student education (K-12) as well as being eligible for an ESOL endorsement.
PROGRAM THEMES
Program themes guide the development and implementation of all courses and
experiences. Themes are integrated throughout the program. The program is organized around two complementary themes:
(1) Democratic values: Teachers within a democratic society must be
committed to the value of equity in education and society and must be
able to work collaboratively with others to develop alternative ways of
educating our diverse population while accepting the responsibility for the
learning of ALL children.
(2) Knowledge of content and inclusive pedagogy: Because in today’s world
content knowledge is constantly expanding, teachers increasingly will be
asked to make decisions about what and how to teach. Our aim is to help
pre-service teachers develop knowledge of subject area content in order to
identify and organize appropriate content for elementary instruction and to
develop inclusive pedagogy to facilitate all student’s learning.
HIGHLIGHTED PROGRAM FEATURES
• Dual emphasis in elementary and special education with the dual certification option that enables students to acquire special education certification in addition to elementary education certification while also being eligible or the ESOL endorsement.
• All students completing the UEP program are eligible for ESOL endorsement.
• Elementary senior methods experience includes 12 hours inter-disciplinary
concentration in Liberal Arts and Science. All LAS courses are taken in conjunction with methods courses to facilitate the development of pedagogical content knowledge AND will be taught in conjunction with public school faculty.
• Technology is taught explicitly and implicitly (i.e., integrated into how students are taught).
• Public school faculty work collaboratively with university faculty in developing and delivering instruction during at least 5 (out of 6) semesters of the program.
• College of Education faculty collaborate across departments to deliver instruction.
• The program includes a more systematic focus on assessment, with performance outcomes specified for students at key points during the program.
• Completion of the UEP program requires 5 years of intensive study including
registration and attendance in program courses during summer semesters.
GRADUATION REQUIREMENTS
UEP students who complete a department approved undergraduate degree in
the College of Education are awarded the Bachelor of Arts in Education (B.A.E.). UEP students are required to complete an additional year of study in a master’s degree or post baccalaureate program to receive a statement on the transcript verifying completion of a Florida Department of Education and National Council for Accreditation of Teacher Education (NCATE) approved program. Grades below “C” will not fulfill requirements in either professional education or in general education areas. A GPA of 3.0 or higher is required at the bachelor’s level. A 3.0 overall GPA and a 3.0 GPA in the major area (courses taken in the School of Teaching and Learning) is required in order to graduate with a Master’s degree.
Prior to program completion, students must demonstrate satisfactory
performance on the Florida Educator Accomplished Practices at the pre-professional level. In addition, program completion requires UEP students to take and pass all sections of the Florida Teacher Certification Exam. This includes the General Knowledge Test, Professional Education Exam (required prior to graduating with Master’s degree) , and appropriate subject area exam(s) required to have passed prior to awarding of bachelor’s degree.
*Residence: The last thirty semester hours to be applied toward a degree must be completed in residence in the College of Education. (From The University of Florida Undergraduate Catalog 2007-2008)
DEPARTMENT POLICIES
GPA/Grades/Competencies
• Elementary education students with upper division grade point averages below
3.0 may be denied further registrations in the program. Students have the right to petition.
• Students in their graduate year MUST maintain an overall GPA of 3.0 AND a 3.0 in their major (e.g. all courses in STL department).
• Courses with a grade of C- or lower will not count as credit toward a degree or graduation and must be re-taken, if required, or an approved alternative course may be taken in certain circumstances.
• All UEP students are assessed using the electronic COE Educator Assessment
System which includes evidence of successful completion of each of the Florida
Accomplished Practices (FEAPs). (See Appendix A for FEAPs).
Graduation / Degrees
• Completion of the UEP program results in the awarding of both a Bachelor’s of Arts in Education degree at the end of the fourth year and a Master’s of Education degree at the completion of the fifth year.
• The UEP program is a five-year program. UEP students not completing the BAE and Post- Baccalaureate or Master of Education degree will not be recommended for certification. It should also be noted that registration during summer semesters might be necessary.
Fifth Year and Internship
• Application for graduate internship will be limited to those students who attend
the mandatory orientation session AND complete the student teaching application and submit it on time to the Office of Student Services. Information pertaining to orientation sessions is posted on the student services/internship website: .
• Students may transfer in up to 15 hours of graduate credit taken as an undergraduate or post-baccalaureate student into their graduate program. Any graduate level courses taken as an undergraduate will only transfer to the Master’s program if a grade of B or higher is earned. Students should not take graduate level courses until their senior year.
Communication
All students are required to check their UFL email daily and Wednesday Updates!
Single and Dual Certification Options
The Unified Elementary Proteach program offers students two options for teacher
certification. Programs leading to single or dual certifications are available. Both
options are described below.
Single and Dual Certification Options: What do they have in common?
All UEP students follow the same program throughout the undergraduate portion of their programs. Regardless of whether a student plans to follow the single or dual certification option, the undergraduate program of study will be the same. All coursework at the undergraduate level is common to both programs.
Single Certification Option: Elementary Education
Students selecting the single certification option will be eligible for certification in
elementary education and an ESOL endorsement at the completion of their programs. Teachers with elementary education certification are qualified to teach kindergarten through grade 6.
Dual Certification Option: Elementary Education and Exceptional Student
Education K-12
Students selecting the dual certification option will be eligible for certification in
elementary education and exceptional student education as well as ESOL
endorsement at the completion of their programs. As described above, teachers
with elementary education certification are qualified to teach kindergarten through grades 6. Exceptional student education certification qualifies teachers for classes serving students with disabilities in kindergarten through grade 12.
Field Work
In the unified elementary program, fieldwork begins early extending throughout the program for a total of 900 hours of field experience. Activities in the field are directly aligned to university courses taken concurrently. Elementary candidates begin with a mentoring field experience with racially and economically diverse students for 1-2 hours a week over 13 weeks. This is followed the second semester with placements in elementary classrooms for 60 hours over ten weeks where candidates implement lessons tied to courses on effective teaching/management and literacy and provide reading tutoring for identified primary- level students. The third semester field experience is embedded within science, mathematics, and ESOL methods courses. In the fourth semester, pairs of candidates work in Professional Development Community schools partnering with the university teacher education program. Candidates work for 12-hours a week for 14 weeks in classrooms developing their skills as reflective teachers while improving the learning and achievement of students in their classrooms. This is followed by a full-time internship in the fifth semester for 14 weeks while concurrently enrolled in a companion course designed to merge theory and practice.
Unified Elementary PROTEACH
Undergraduate Program for students entering Fall 2010 and later
(Cohorts 76 - )
|Semester 1 |Semester 2 |
|Composition 3 |Introduction to Education (EDF 1005) 3 |
|Geometry Content (MAC 1106 or MAC 2311) 3 |Composition/Literature |
| |3 |
|Social/Behavioral Science |Social/Behavioral Science |
|(POS, ECO, INR, ANT, SYG, PSY) 3 |(POS, ECO, INR, ANT, SYG, PSY) 3 3 |
|Physical Science 3 |Biological Science 3 |
|Humanities: Fine Arts (MUH, MUL, ARH, THE, or HUM) 3 |Humanities: American History 3 |
|Semester 3 |Semester 4 |
|Teaching Diverse Populations (EDG 2701) 3 |Intro to Ed Technology (EME 2040) 3 |
|Statistics (STA 2023) 3 |College Algebra (MAC 1105, MAC 1140 or MAC 1147) 3 |
|Earth Science (GLY, AST, MET, OCE, ESC) 3 |Social Behavioral Science: Human Growth & Dev (DEP) 3 |
|Physical, Biological, or Earth Science Lab 1 |Humanities: American History 3 |
|Transferable Elective 3 |Transferable Elective 3 |
|Transferable Elective 2-3 | |
|Semester 5 |
|EDF 3115 Child Development for Inclusive Education 3 |
|EEX 3070 Teachers and Learners in Inclusive Schools 3 |
|SDS 3430 Family and Community Involvement in Education 3 |
|LAE 3005 Children’s Literature in Childhood Education 3 |
| |
| |
|ARE 4314 Art Education for Elementary Schools 2 |
|MUE 3210 Music for the Elementary Child 2 |
|Field Component: Mentoring (Bright Futures), EEX 3070 |
|Semester 6 |
|EEX 3257 Core Teaching Strategies 3 |
|EEX 3616 Core Classroom Management Strategies 3 |
|RED 3307 Teaching Reading in Primary Grades 3 |
|LAE 4314 Language Arts for Diverse Learners 3 |
| |
|HSC 3301 Health Science Education in Elementary Schools 3 |
|MAE 3811 Math Elementary Teachers 3 |
|(*Recommended Semester 6 or must be taken during Semester 7 with MAE 4310) |
|Field Component: Integrated into EEX 3257 and EEX 3616, EEC 3706 |
|Semester 7 |
|SCE 4310 Elementary Science Methods for the Inclusive Classroom 3 |
|MAE 4310 Teaching Mathematics in the Inclusive Elementary Classroom 3 |
|TSL 3526 ESOL: Language & Culture 3 |
|EME 4401 Integrating Technology Elementary Classroom 3 |
| |
|LAS #### Science (3000 or above) (See approved list in 2403 Norman) 3 |
|Field Component: Integrated into SCE 4310 and MAE 4310, TSL 3526 |
|Semester 8 |
|RED 4324 Reading Intermediate Grades 3 |
|EEX 4905 Integrated Teaching Seminar 3 |
|SSE 4312 Social Studies for Diverse Learners 3 |
|EDE 4942 Integrated Teaching in Elementary Education 3 |
| |
|LAS #### Social Sciences (3000 or above) (See approved list in 2403 Norman) 3 |
Unified Elementary PROTEACH
Graduate Year (39 hours)
|Single Certification |
|EDE 6948 Internship 12 |
|EDE 6225 Practices in Childhood Education 3 |
|EDF 5552 Role of Schools in Democratic Society 3 |
|TSL 5142 ESOL Curriculum & Assessment 3 |
|EEX 6125 Intervention for Language and Learning Disabilities 3 |
|LAE 6446 Multicultural Literature 3 |
|OR |
|LAE 6939 Literacy, Family, and Culture |
|RED 6520 Classroom Reading Assessment & Instruction 3 |
|MAE 6313 Problem Solving in School Mathematics 3 |
|OR |
|MAE 5395 Multicultural Mathematics Methods |
|SCE 5316 Inquiry-Based Science Teaching 3 |
|EME 6945 Practicum in Educational Media & Technology 3 |
|Dual Certification |
|EEX 6863 Internship 12 |
|EEX 6786 Transdisciplinary & Transition Services in Special Education 3 |
|EDF 5552 Role of Schools in Democratic Society 3 |
|EDF 5441 Assessment in General and Exceptional Student Education 3 |
|TSL 5142 ESOL Curriculum & Assessment 3 |
|EEX 6661 Teaching & Managing Behaviors for Student Learning 3 |
|EEX 6233 Mild Disabilities Concentration: Assessment, Curriculum, & Instruction 3 |
|EEX 6841 Mild Disabilities Concentration: Practicum 3 |
|EEX 6053 Students with Disabilities: Advanced Study of Characteristics and Services 3 |
|EEX 6125 Intervention for Language and Learning Disabilities 3 |
Certification Options
During the graduate year, students may select from two certification tracks.
Option A: Dual Certification Track
Confers Elementary and Special Education Certification with ESOL endorsement
Requires 12 hours specialization course work taken in special education
Students may select severe or mild disabilities concentration
Option B: Single Certification Track
Confers Elementary Education Certification (grades K-6) with ESOL endorsement
|Single Certification Nondegree Fifth Year Courses (21 hours) |
|EDE 6948 Internship 12 |
|EDE 6225 Practices in Childhood Education 3 |
|RED 6520 Classroom Reading Assessment & Instruction 3 |
|TSL 5142 ESOL Curriculum & Assessment 3 |
|Dual Certification Nondegree Fifth Year Courses* (33 hours) |
|EEX 5940 Supervised Student Teaching in Special Education 9 |
|EEX 6786 Transdisciplinary & Transition Services in Special Education 3 |
|EEX 6661 Teaching & Managing Behaviors for Student Learning 3 |
|EEX 6233 Mild Disabilities Concentration: Assessment, Curriculum, & Instruction 3 |
|EEX 6841 Mild Disabilities Concentration: Practicum 3 |
|EEX 6053 Students with Disabilities: Advanced Study of Characteristics and Services 3 |
|EDF 5441 Assessment in General and Exceptional Student Education 3 |
|TSL 5142 ESOL Curriculum & Assessment 3 |
|EEX 6125 Intervention for Language and Learning Disabilities 3 |
Unified Elementary PROTEACH
Undergraduate Program for students entering Spring 2011 and later
(Cohorts 77 - )
|Semester 1 |Semester 2 |
|Composition 3 |Introduction to Education (EDF 1005) 3 |
|Geometry Content (MAC 1106 or MAC 2311) 3 |Composition/Literature |
| |3 |
|Social/Behavioral Science |Social/Behavioral Science |
|(POS, ECO, INR, ANT, SYG, PSY) 3 |(POS, ECO, INR, ANT, SYG, PSY) 3 3 |
|Physical Science 3 |Biological Science 3 |
|Humanities: Fine Arts (MUH, MUL, ARH, THE, or HUM) 3 |Humanities: American History 3 |
|Semester 3 |Semester 4 |
|Teaching Diverse Populations (EDG 2701) 3 |Intro to Ed Technology (EME 2040) 3 |
|Statistics (STA 2023) 3 |College Algebra (MAC 1105, MAC 1140 or MAC 1147) 3 |
|Earth Science (GLY, AST, MET, OCE, ESC) 3 |Social Behavioral Science: Human Growth & Dev (DEP) 3 |
|Physical, Biological, or Earth Science Lab 1 |Humanities: American History 3 |
|Transferable Elective 3 |Transferable Elective 3 |
|Transferable Elective 2-3 | |
|Semester 5 |
|EDF 3115 Child Development for Inclusive Education 3 |
|EEX 3070 Teachers and Learners in Inclusive Schools 3 |
|SDS 3430 Family and Community Involvement in Education 3 |
|LAE 3005 Children’s Literature in Childhood Education 3 |
|EDG 4930 Math for Elementary Teachers + lab 3 |
| |
|ARE 4314 Art Education for Elementary Schools 2 |
|Field Component: Mentoring (Bright Futures), EEX 3070 |
|Semester 6 |
|EEX 3257 Core Teaching Strategies 3 |
|EEX 3616 Core Classroom Management Strategies 3 |
|RED 3307 Teaching Reading in Primary Grades 3 |
|LAE 4314 Language Arts for Diverse Learners 3 |
| |
|HSC 3301 Health Science Education in Elementary Schools 3 |
|MUE 3210 Music for the Elementary Child 2 |
|Field Component: Integrated into EEX 3257 and EEX 3616, RED 3307 |
|Semester 7 |
|SCE 4310 Elementary Science Methods for the Inclusive Classroom 3 |
|MAE 4310 Teaching Mathematics in the Inclusive Elementary Classroom 3 |
|TSL 3526 ESOL: Language & Culture 3 |
|EME 4401 Integrating Technology Elementary Classroom 3 |
| |
|LAS #### Science (3000 or above) (See approved list in 2403 Norman) 3 |
|Field Component: Integrated into SCE 4310 and MAE 4310, TSL 3526 |
|Semester 8 |
|RED 4324 Reading Intermediate Grades 3 |
|EEX 4905 Integrated Teaching Seminar 3 |
|SSE 4312 Social Studies for Diverse Learners 3 |
|EDE 4942 Integrated Teaching in Elementary Education 3 |
| |
|LAS #### Social Sciences (3000 or above) (See approved list in 2403 Norman) 3 |
Bold = Core Courses
Unified Elementary PROTEACH
Graduate Year (39 hours)
|Single Certification |
|EDE 6948 Internship 12 |
|EDE 6225 Practices in Childhood Education 3 |
|EDF 5552 Role of Schools in Democratic Society 3 |
|TSL 5142 ESOL Curriculum & Assessment 3 |
|EEX 6125 Intervention for Language and Learning Disabilities 3 |
|LAE 6446 Multicultural Literature 3 |
|OR |
|LAE 6939 Literacy, Family, and Culture |
|RED 6520 Classroom Reading Assessment & Instruction 3 |
|MAE 6313 Problem Solving in School Mathematics 3 |
|OR |
|MAE 5395 Multicultural Mathematics Methods |
|SCE 5316 Inquiry-Based Science Teaching 3 |
|EME 6945 Practicum in Educational Media & Technology 3 |
|Dual Certification |
|EEX 6863 Internship 12 |
|EEX 6786 Transdisciplinary & Transition Services in Special Education 3 |
|EDF 5552 Role of Schools in Democratic Society 3 |
|EDF 5441 Assessment in General and Exceptional Student Education 3 |
|TSL 5142 ESOL Curriculum & Assessment 3 |
|EEX 6661 Teaching & Managing Behaviors for Student Learning 3 |
|EEX 6233 Mild Disabilities Concentration: Assessment, Curriculum, & Instruction 3 |
|EEX 6841 Mild Disabilities Concentration: Practicum 3 |
|EEX 6053 Students with Disabilities: Advanced Study of Characteristics and Services 3 |
|EEX 6125 Intervention for Language and Learning Disabilities 3 |
Certification Options
During the graduate year, students may select from two certification tracks.
Option A: Dual Certification Track
Confers Elementary and Special Education Certification with ESOL endorsement
Requires 12 hours specialization course work taken in special education
Students may select severe or mild disabilities concentration
Option B: Single Certification Track
Confers Elementary Education Certification (grades K-6) with ESOL endorsement
|Single Certification Nondegree Fifth Year Courses (21 hours) |
|EDE 6948 Internship 12 |
|EDE 6225 Practices in Childhood Education 3 |
|RED 6520 Classroom Reading Assessment & Instruction 3 |
|TSL 5142 ESOL Curriculum & Assessment 3 |
|Dual Certification Nondegree Fifth Year Courses* (33 hours) |
|EEX 5940 Supervised Student Teaching in Special Education 9 |
|EEX 6786 Transdisciplinary & Transition Services in Special Education 3 |
|EEX 6661 Teaching & Managing Behaviors for Student Learning 3 |
|EEX 6233 Mild Disabilities Concentration: Assessment, Curriculum, & Instruction 3 |
|EEX 6841 Mild Disabilities Concentration: Practicum 3 |
|EEX 6053 Students with Disabilities: Advanced Study of Characteristics and Services 3 |
|EDF 5441 Assessment in General and Exceptional Student Education 3 |
|TSL 5142 ESOL Curriculum & Assessment 3 |
|EEX 6125 Intervention for Language and Learning Disabilities 3 |
7/2010
Beginning the Program – Junior Year
The first year in the UEP program is actually your third year in your undergraduate program.
Cohorts
Once admitted into the UEP program, students are assigned to a cohort of 25-30 students. Each cohort progresses through the program together. Robin Crawford, in 2403 Norman Hall, notifies students as to which cohort they have been assigned and provides them with the schedule of cohort courses for their first semester.
Coursework
Students are registered for their four core cohort courses by Ms. Crawford. Students are responsible for registering themselves for all other courses.
|1st Semester Coursework (5) |
|EDF 3115 Child Development for Inclusive Education 3 |
|EEX 3070 Teachers and Learners in Inclusive Schools 3 |
|SDS 3430 Family and Community Involvement in Education 3 |
|LAE 3005 Children’s Literature in Childhood Education 3 |
| |
| |
|ARE 4314 Art Education for Elementary Schools 2 |
|MUE 3210 Music for the Elementary Child 2 |
|Field Component: Mentoring (Bright Futures), EEX 3070 |
Field Experience 1st Semester: Bright Futures Mentoring
The first field experience is a mentoring field experience to give students an opportunity to work and form relationships with racially, ethnically, and economically diverse populations of students. Bright Futures takes place in 7 locations. Four are community centers in public housing neighborhoods, one is a charter school, and two are public elementary schools. Assignments are embedded within courses and explained by course instructors.
|2nd Semester Coursework (6) |
|EEX 3257 Core Teaching Strategies 3 |
|EEX 3616 Core Classroom Management Strategies 3 |
|RED 3307 Teaching Reading in Primary Grades 3 |
|LAE 4314 Language Arts for Diverse Learners 3 |
| |
|HSC 3301 Health Science Education in Elementary Schools 3 |
|MAE 3811/ Math Elementary Teachers 3 |
|EDG4930 (*Required before taking MAE 4310) |
|Field Component: Integrated into EEX 3257 and EEX 3616, EEC 3706 |
Field Experience 2nd Semester: Dyads and UFLI Tutoring
The second semester field experience is integrated into core courses including Core Teaching Strategies, Core Classroom Management Strategies, and Primary Reading Instruction. Working in pairs, students have their first opportunity to develop and implement lesson plans in elementary classrooms as well as provide one-on-one remedial reading instruction for primary students utilizing the UFLI reading intervention model. Students are required to be in elementary schools for sixty hours; i.e. six hours a week for ten weeks. Students are notified of their placements via email. Placements start approx. two weeks into the semester.
Common Hour
Combined cohort groups within the same semesters meet with the program coordinator periodically throughout each semester in sessions referred to as “Common Hour” sessions. The purpose of the common hour sessions is to share important procedural information to ensure that all students progress through the program as smoothly and efficiently as possible. Sessions serve as advisement sessions for undergraduate students and to assist with the registration process as well as to clarify expectations. A Common Hour Schedule is provided for students prior to the beginning of each semester via email.
Doing Honest Work Book and Quiz
All UEP students are required to read the book, Doing Honest Work in College: How to Prepare Citations, Avoid Plagiarism, and Achieve Real Academic Success by Charles Lipson: University of Chicago Press. Books can be ordered on-line (Amazon) or through the University of Florida Bookstore. A quiz is administered toward the end of first semester. Students must receive an 80% or higher in order to be registered for second semester courses.
Dual or Single Certification Declaration
By the end of the first semester in the program, you will be asked to “declare” your intentions in regards to pursuing single certification in elementary education only or dual certification in elementary and special education. It is a good idea to review the program of study for each found on page 8. This is not binding and you may change your declaration easily but it is important to give this serious thought as early as possible. If you would like the option of teaching in special education classrooms, it is a good idea to pursue the dual certification option.
Summer Plans
Taking courses at least one summer is usually required in order to complete the program in the five-year period of time. It is recommended that summers be used for meeting elective requirements such as the electives required in science (3000 level of above) and social science (3000 level and above). Also helpful is taking art, music, math and health science required courses. Generally, only up to 9 hours of coursework is recommended for the entire summer.
Senior Year
The senior year is designed to transition students from thinking like students to thinking like teachers! It is the year prior to the internship and graduate year so there are “tasks” that have to be done to make sure all is ready for that important fifth year in the program.
Cohorts
If possible, students are kept in their same cohort. There are times when it is not possible however due to scheduling demands and preferences on the part of students in regards to scheduling.
Coursework
Students are responsible for registering themselves for all elective courses and courses outside of the four cohort courses; i.e. 3000 level science, 3000 level social science, math, art, and music.
|Third Semester Coursework (7) |
|SCE 4310 Elementary Science Methods for the Inclusive Classroom 3 |
|MAE 4310 Teaching Mathematics in the Inclusive Elementary Classroom* 3 |
|TSL 3526 ESOL: Language & Culture 3 |
|EME 4401 Integrating Technology Elementary Classroom 3 |
|* MUST have completed the Math for Elementary Teachers course prior to taking MAE 4310. |
|LAS #### Science (3000 or above) (See approved list in 2403 Norman) 3 |
|Field Component: Integrated into SCE 4310 and MAE 4310, TSL 3526 |
Field Experience 3rd Semester: Practical Experience Embedded in Coursework
The required amount of time for fieldwork for this semester is a little less than in other semesters. Lesson work is built into the science and math methods courses where students develop and implement mini-lessons within their courses and, if possible, in elementary classrooms. Students have an opportunity to familiarize themselves with children and adults acquiring English as a second language through structured partnership conversations as well as by working in classrooms with ESL students, whenever possible.
|Fourth Semester Coursework (8) |
|RED 4324 Reading Intermediate Grades 3 |
|EEX 4905 Integrated Teaching Seminar 3 |
|SSE 4312 Social Studies for Diverse Learners 3 |
|EDE 4942 Integrated Teaching in Elementary Education 3 |
| |
|LAS #### Social Sciences (3000 or above) (See approved list in 2403 Norman) 3 |
Field Experience 4th Semester: The Pre-Internship
Besides the full-time internship, this is the most intensive and demanding of the field experiences. The purpose of this field experience is to move students from thinking like students to thinking like teachers. UEP students, working in pairs, are assigned to elementary classrooms in schools identified as Professional Development Center schools. These schools have a working and on-going partnership with the UEP program with the dual goals of developing prospective teachers while increasing elementary student achievement and collaboratively working toward school improvement goals. Students are in schools for 16 hours a week for 14 weeks. The course assignments are planned in collaboration with the Language Arts and Social Studies faculty. Implementation and presentation of an inquiry project is required for this placement.
Pre-Internship Application and Placement Process
Students receive an email from Robin Crawford prior to the end of the 3rd semester with the Pre-Internship Application. The application must be submitted with a very short period of time. While students are partnered during the pre-internship, they are not allowed to request partners. Students are notified by Robin Crawford via email to come to Norman 2403 to pick up their pre-internship assignment.
Common Hour
Still an important part of the senior year is attending common hour sessions. While the number of sessions is reduced, the importance of the content in the sessions increases. Common Hour schedules are emailed to UEP students prior to the beginning of each semester.
Preparing to Graduate
√ Graduation check: To insure that all graduation requirements have been met,
request a graduation check be conducted prior to the beginning of the senior year. The request should be made to the Office of Student Services in G416 Norman Hall . The check will determine whether or not (1) lower level undergraduate course requirements have been met and (2) program requirements are being met; i.e. 3.0 GPA or higher, meeting all required competencies assessed on the Educator Assessment System, passed all courses with a grade of “C” or higher.
√ Submit degree application for the Bachelor’s degree: The degree application is
available in Criser Hall and . The form is due early during the semester of anticipated graduation—usually about a month after classes begin. It is very important that the degree application be submitted by the published deadline. A student not submitting the degree application cannot graduate. (Check UF calendar for exact due date )
√ Subject Area Exam for Florida Teacher Certification Examination – Take the subject area portion of the FTCE examination. You are required to have passed this exam prior to graduating with your Bachelor of Arts in Education degree. Scores must be received in the Office of Student Services (Florida Dept. of Ed. sends them.) prior to 30 days before the date of commencement.
√ Educator Assessment System and FEAPS - All Florida Education Accomplished Practices must be met in order for students to graduate with a bachelor’s degree. FEAPs are integrated within various courses and instructors determine whether or not each FEAP addressed in their specific course is met. They then enter their rating on the Educator Assessment System (EAS) . Students should check their ratings at the end of each semester to ensure that instructors have entered ratings for them and to ensure that all ratings are at a level of “Met with Weakness” or higher. Ratings of “Not Met” must be changed in order to graduate so students should contact the instructor immediately.
Thinking Ahead: Preparing for the Fifth Year
Preparation for entering the fifth year of the Unified Elementary Proteach program begins early in the senior year. The following list is provided to assist students in successful preparation for entering the graduate phase of their UEP program.
During the Senior Year
√ Take the Graduate Record Exam: All UEP students must submit GRE scores as part of the application file for admission to the master’s degree programs.
Information regarding the GRE including cost, registration information, and
administration is available at the GRE web site (). It is recommended to take the GRE at beginning of the senior year or the summer prior. Students should take the GRE by the end of the third semester in the program.
√ Submit application for Graduate School Admission: Check the STL website for deadlines to submit applications. Typically, deadlines are as follows:
September 15th – Deadline to be Admitted Spring Semester
January 15th – Deadline to be Admitted Summer Semester
February 15th – Deadline to be Admitted Fall Semester
Applications can be submitted online or as hard copies. Applications must
include GRE scores and 3 letters of recommendation. Two letters of
recommendation should be from faculty members who have taught students in
class. The third letter can be from field supervisors or other instructors in College of Education courses. During graduate coursework, student’s GPA must be at least 3.0 overall and in the major department. Courses taken in other departments are not computed in the major area grade point average for graduation.
√ Taking Graduate Coursework the Senior Year: Graduate level course work may be taken during the senior year. However, keep in mind that taking graduate level coursework does not mean you are necessarily accepted into the post baccalaureate or graduate program. Additionally, any graduate courses taken as a under-graduate student where a B or higher is not earned will NOT transfer to the master’s program and will not count toward the 39 hours of required credit to graduate at the end of the 5th year with a Master’s degree. 15 hours of graduate credit taken as an undergraduate may be transferred into the graduate program for all courses earning a B or higher. Neither a “B-“ nor a “C” or below will not transfer into the graduate program.
√ Submit an application for internship: Applications for fall and spring internships
are due February 15 and September 15 respectively and are turned in to the Office of Student Services . An orientation meeting for interns is held during reading days each semester. The orientation is mandatory for all interns. Information about exact dates, times, and locations for the meetings will be made available each semester on the Student Services Website:
Most UEP students complete their internships locally (Gainesville and areas within a 60 mile radius of the city of Gainesville). However, UEP students may request a distant placement in school districts outside the 60 - mile radius.
UEP students requesting distant internships should be aware of the following:
• Distant placements are approved only for UEP students who successfully
complete pre-internship placements. Any students with Performance
Improvement Plans during pre-internship will not be approved for distant
placements.
• Distant placement requests cannot be approved without at least 3 students
requesting placement in the same district.
• Distant placements are generally only allowed in the fall semester.
• It is the UEP student’s responsibility to complete background screenings or
any other documentation required by the district for which the request is
made. The student is responsible for any fees incurred.
√ Take the Florida Teacher Certification Exam(s): UEP students must pass required certification exam(s) prior to completion of their program. Information packets including registration forms and administration dates are available in the Office of Student Services. The General Knowledge Exam should have been taken upon admission. The Elementary Ed K-6 Subject Area Exam is taken during the senior year and passing scores must be received before being cleared to graduate with a BAE and the Professional Education Exam must be taken in the fifth year, passed, and scores received to being cleared to graduate with a Master’s Degree.
√ Plan coursework: All UEP students are assigned a faculty advisor who can
answer questions regarding graduate coursework, programs of study, and admission to post- baccalaureate or master’s programs for the fifth year of the UEP programs.
UEP students seeking admission to the Department of Special Education for the
dual certification option may request information regarding admission and the fifth year of study in Room G315.
Graduate School
The UEP program boasts a high rate of graduate school acceptance and admission among its candidates! While students are not automatically admitted into the graduate program, UEP program candidates were initially accepted into the program due to their academic excellence and as such, it is not surprising the acceptance rate into graduate school is very, very high.
Process for Admission Into Graduate School
Students submit an application on-line. In addition, students submit three (3) letters of recommendation from UEP faculty and instructors as well as their GRE scores. The decision as to whether or not a student is admitted into graduate school is based upon a holistic evaluation considering the student’s GPA, faculty and instructor recommendations, GRE performance, and the quality of the Personal Goals Statement provided on the application.
GRE scores are expected to meet at least international student minimums of 350 on the verbal and quantitative sections. The average GRE scores for UEP students is approximately 500 on the verbal section and 550 on the quantitative section. The closer the total score is to 1000, the easier the decision to admit a student; however, a score of 1000 is not REQUIRED. If a GRE score of less than 900 is submitted, a student may be asked to re-take the GRE and re-submit the score for further consideration.
GPA is weighted heavily in the decision regarding graduate school admission. A 3.0 GPA is required for consideration. A higher GPA can sometimes serve to off-set a GRE score lower than desired.
Faculty / Instructor Recommendation
Also weighted heavily are recommendations provided by faculty members and course instructors. It is to the student’s advantage to attend all classes regularly, submit assignments in a timely manner, and engage in a high rate of participation in class sessions from the first course taken!
Personal Goals Statement
The personal goals statement demonstrates the writing proficiency of the student as well as the student’s level of commitment and reflection. It is essential that time be taken in preparing the statement.
The Fifth Year
The most exciting year in the UEP program is the fifth year – the graduate year. During the fifth year, students complete their full-time internship and pursue advanced studies in the field of elementary education culminating the awarding of a Master’s in Education degree. While still students and pre-service teachers, UEP program participants in the fifth year think and behave like professionals entering the exciting world of teaching. Graduate level courses move from learning “about” or learning “how” to advancing as a professional furthering knowledge of educational theory and pedagogy. Courses are designed to refine learning and skills in order to enhance the effectiveness and impact of UEP graduates when entering the teaching professional community.
Full-Time Internship
Full – time internships, sometimes referred to as student teaching, can take place in either the fall or spring semester of the fifth year. Each affords students with a wonderful way to practice their skills in managing classrooms, providing instruction, and working collaboratively with other teachers and families. The internship, EDE6948, is a 12-credit course and students must register themselves. Additionally, students take a companion course, EDE6225: Practices in Childhood Education, a 3-credit course designed to enhance the internship experience and provide a venue for reflection and collaboration among interns.
Students complete an internship application where they may make requests pertaining to the type of internship experience they desire; i.e. grade level, type of school such as rural or urban, etc. Students are notified of their internship assignments, school and teacher, a few weeks prior to the internship beginning. University intern supervisors are responsible for guiding the internship experience and conduct formal and informal observations as well as holding seminar sessions to support interns and ensure their understanding of internship expectations.
Advanced Studies – The Graduate Year
The graduate year is a 3-semester program designed to further theoretical and pedagogical knowledge while providing practical experiences in the classroom for prospective teachers.
Program of Study for the Elementary Single Certification Track
|Single Certification |
|EDE 6948 Internship 12 |
|EDE 6225 Practices in Childhood Education 3 |
|EDF 5552 Role of Schools in Democratic Society 3 |
|TSL 5142 ESOL Curriculum & Assessment 3 |
|EEX 6125 Intervention for Language and Learning Disabilities 3 |
|LAE 6446 Multicultural Literature 3 |
|OR |
|LAE 6939 Literacy, Family, and Culture |
|RED 6520 Classroom Reading Assessment & Instruction 3 |
|MAE 6313 Problem Solving in School Mathematics 3 |
|OR |
|MAE 5395 Multicultural Mathematics Methods |
|SCE 5316 Inquiry-Based Science Teaching 3 |
|EME 6945 Practicum in Educational Media & Technology 3 |
|Post Bac/ Non-Degree Single Certification |
|EDE 6948 Internship 12 |
|EDE 6225 Practices in Childhood Education 3 |
|RED 6520 Classroom Reading Assessment & Instruction 3 |
|TSL 5142 ESOL Curriculum & Assessment 3 |
Program of Study for the Dual Certification Track
|Dual Certification |
|EEX 6863 Internship 12 |
|EEX 6786 Transdisciplinary & Transition Services in Special Education 3 |
|EDF 5552 Role of Schools in Democratic Society 3 |
|EDF 5441 Assessment in General and Exceptional Student Education 3 |
|TSL 5142 ESOL Curriculum & Assessment 3 |
|EEX 6661 Teaching & Managing Behaviors for Student Learning 3 |
|EEX 6233 Mild Disabilities Concentration: Assessment, Curriculum, & Instruction 3 |
|EEX 6841 Mild Disabilities Concentration: Practicum 3 |
|EEX 6053 Students with Disabilities: Advanced Study of Characteristics and Services 3 |
|EEX 6125 Intervention for Language and Learning Disabilities 3 |
TIPS For Success
☞ Download the UEP Handbook each year and refer to often.
☞ Starting semester one, save all major assignments, projects, lesson plans that
demonstrate your progress on Florida Accomplished Practices—keep these on a zip
disk/CD and be sure to make a back up. This information may be used in developing
other projects in later terms.
☞ Plan to attend SUMMER SCHOOL to add courses that accompany the core courses,
therefore lightening your load during the fall and spring semesters. Take elective
courses in addition to your fall and spring coursework.
☞ Meet with your faculty advisor (locater list-on bulletin board near NRN 2323) first
semester and make a plan for BAE program; some students find color-coding each
semester including summers helpful.
☞ Plan on taking at least one course each term beyond the required core courses for
which you are registered by cohort.
☞ Plan ahead for transportation and for increasing responsibilities and time
commitments in field placements; these increase each semester and you will need to
redirect some resources and time to meet these program requirements. (Note: Your
employment commitments may need to change!)
☞ Plan to take the GRE early, at least by the end of the third semester. If you qualify for financial aid, you could get a fee waiver for the GRE.
☞ Work within your cohort to develop flexibility, collaboration skills, effective listening
and professional communications within your group and in advocacy activities.
☞ If possible, try to find links within your courses to integrate your assignments! Try to
extend an assignment to include the requirements of two courses. Teaching is about
integrating curriculum and most instructors encourage you to find links between the
courses in the program.
☞ Save all of your course work because you never know when you might need a copy!
Save with recognizable titles such as “EDF3115-Bright Futures Paper.” Make sure you
save it on a disk! Computers will sometimes unexpectedly crash, so make sure you
back up your work.
☞ The electronic assessment indicator system automatically tracks your progress in
demonstrating the FEAPs. If you receive an e-mail from the Educator Assessment
System, respond immediately!!
Appendices
Appendix A
Florida Educator Accomplished Practices
Accomplished Practice # 1: The preprofessional teacher collects and uses
data gathered from a variety of sources. These sources will include both
traditional and alternate assessment strategies. Furthermore, the teacher can
identify and match the students’ instructional plans with their cognitive, social,
linguistic, cultural, emotional, and physical needs.
Accomplished Practice # 2: The preprofessional teacher recognizes the need
for effective communication in the classroom and is in the process of acquiring
techniques which she/he will use in the classroom.
Accomplished Practice # 3: The preprofessional teacher realizes that she/he is in
the initial stages of a life-long learning process and that self-reflection is one of the
key components of that process. While her/his concentration is, of necessity, inward
and personal, the role of colleagues and school-based improvement activities
increases as time passes. The teacher’s continued professional improvement is
characterized by self- reflection, working with immediate colleagues and teammates,
and meeting the goals of a personal professional development plan.
Accomplished Practice # 4: The preprofessional teacher is acquiring performance
assessment techniques and strategies that measure higher order thinking skills in
students and is building a repertoire of realistic projects and problem-solving
activities designed to assist all students in demonstrating their ability to think
creatively.
Accomplished Practice # 5: The preprofessional teacher establishes a
comfortable environment, which accepts and fosters diversity. The teacher must
demonstrate knowledge and awareness of varied cultures and linguistic
backgrounds. The teacher creates a climate of openness, inquiry, and support by
practicing strategies as acceptance, tolerance, resolution, and mediation.
Accomplished Practice # 6: The preprofessional teacher adheres to the Code of
Ethics and Principles of Professional Conduct of the Education Profession in Florida.
Accomplished Practice # 7: The preprofessional teacher plans instructional
activities that draw upon well-established human development/learning theories and
concepts and a variety of information about students.
Accomplished Practice # 8: The preprofessional teacher demonstrates a basic
understanding of the subject field and is beginning to understand that the subject is
linked to other disciplines and can be applied to real-world integrated settings. The
teacher’s repertoire of teaching skills includes a variety of means to assist student
acquisition of new knowledge and skills using that knowledge.
Accomplished Practice # 9: The preprofessional teacher understands the
importance of setting up effective learning environments and has techniques and
strategies to use to do so, including some that provide opportunities for student input
into the processes. The teacher understands that she/he will need a variety of
techniques and is working to increase his/her knowledge and skills.
Accomplished Practice # 10: The preprofessional teacher recognizes the
importance of setting high expectations for all students, and works with other
professionals to design learning expectations that meet students’ needs and
interests. The teacher candidate continually seeks advice/information from
appropriate resources (including feedback), interprets the information, and modifies
his/her plans appropriately. Planned instruction will incorporate a creative
environment and utilize varied and motivational strategies and multiple resources for
providing comprehensible instruction for all students. Upon reflection, the teacher
continuously refines outcome assessment and learning experiences.
Accomplished Practice # 11: The preprofessional teacher communicates and
works cooperatively with families and colleagues to improve the educational
experiences at the school.
Accomplished Practice # 12: The preprofessional teacher uses technology as
available at the school site and as appropriate to the learner. She/he provides
students with opportunities to actively use technology and facilitates access to the
use of electronic resources. The teacher also uses technology to manage, evaluate,
and improve instruction.
Appendix B
Contacts
School of Teaching and Learning
Dr. Elizabeth Bondy, Director
bondy@coe.ufl.edu
(352) 273-4242
Dr. Suzanne Colvin,
Coordinator of Elementary Programs and Assistant Director
scolvin@coe.ufl.edu; (352) 273-4218
Ms. Robin Crawford
peeke@coe.ufl.edu; (352) 273-4217
Special Education
Dr. Jean Crockett , Chair
jcrockett@coe.ufl.edu; 352-273-4292
Dr. Penny Cox, Graduate Coordinator
pcox@coe.ufl.edu ; 352-273-4280
Dr. Marty League
mleague@coe.ufl.edu; 352-273-4282
Office of Student Services
Dr. Theresa Vernetson
Assistant Dean
tbv@coe.ufl.edu; 352-273-4376,
Ms. Robin Rossie
rrossie@coe.ufl.edu; 352-273-4377
Ms. Rebecca Kidwell
rkidwell@coe.ufl.edu; 352-273-4379
Appendix C
Florida Teacher Certification Examination (FTCE) Requirement
for Elementary Proteach Students
FTCE Requirement for Elementary ProTeach – Single Certification Track
General Knowledge
Subject Area Exam: Elementary Education K-6
Professional Education
FTCE Requirement for Elementary ProTeach – Dual Certification Track
General Knowledge
Subject Area Exam: Elementary Education K-6
Subject Area Exam: Exceptional Student Education K-12
Professional Education
~~~~~~~~~~~~~~~~~~~~~~~~~
Requirements for ProTeach Students Admitted Fall 2006 and Beyond
• Passing scores on the General Knowledge and Elementary Education (K-6) Subject
Area Exam must be on file in the Office of Student Services prior to completion of
the Bachelor’s program.
• Passing scores on the Professional Education Exam (and ESE Subject Area Exam for
Dual Certification) must be on file in the Office of Student Services prior to
completion of the fifth year of the program.
Requirements for ProTeach Students Admitted Prior to Fall 2006
• Passing scores on ALL relevant portions of the FTCE must be on file in the Office of
Student Services prior to completion of the fifth year of the program.
~~~~~~~~~~~~~~~~~~~~~~~~~
Important Notes
• Tests are available through paper-and-pencil administrations five times a year
(January, March, April, July, October) and not all tests can be taken on the same day,
so be sure to plan in advance. Computer-based testing is available for some portions
of the General Knowledge exam, the Subject Area exam(s), and for the Professional
Education exam.
• Visit the Office of Student Services to discuss testing options, get registration
materials and ask questions about these requirements.
• Rebecca Kidwell, rkidwell@coe.ufl.edu, Student Teaching
Coordinator, Office of Student Services (G-416)
Unified Elementary Special Education Proteach
Application to Graduate School
Guidelines for Soliciting Letters of Recommendation
As part of the application process, you will need to solicit recommendation letters from three of your instructors from your undergraduate program. You should request letters from instructors who taught you in a course (i.e. do not ask your field experience supervisor). It is best to request letters from instructors who know your work well. Their task is to draw on their knowledge of your work and your record to recommend your potential for success in the academically rigorous work required of a graduate student. To assist them, we recommend that you provide them with the following:
(1) A recommendation form (provided with your application packet) with all
the basic information completed
(2) An envelope addressed to the appropriate office (no postage required)
(3) Your resume
(4) Your GRE scores
(5) Your GPA
(6) Anything else you think we should know
(7) A short description of a project or paper you submitted in the course you
took from that instructor.
Please remember that your instructors will be asked to write multiple
recommendations so it is essential that you get your instructors the forms as soon as you can.
Index
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