College of Education – University of Florida
Unified Elementary PROTEACH
University of Florida
School of Teaching And Learning
College of Education
Student Handbook
2015
Welcome Unified Elementary ProTeach (UEP) Teacher Candidates!
The faculty and staff of the University of Florida, College of Education’s, Unified Elementary ProTeach program wish to welcome you or for many of you, welcome you back! You are beginning or are well into the challenging but exciting journey of becoming a professional teacher who will influence the lives of potentially thousands of young children over a long career. After completing three-years of the rigorous UEP teacher preparation program, our graduates are prepared to enter schools and classrooms with confidence, knowledge, skill, and passion, highly sought after by school districts and principals all over the state of Florida. It is our role to facilitate your development as a future teacher through coursework and fieldwork that complement and inform each other, merging theory and practice.
Each year brings with it a new set of challenges and opportunities. All are designed to develop the best teachers the state of Florida has to offer and to prepare you to be successful from the first day you walk into your own classroom. This handbook contains information you will need for each new experience and milestone as you progress through the program. We ask that you support each other throughout each experience and work collaboratively with faculty and staff whose desire is to help you succeed. We are here for you!
Have a Wonderful Year!
The Faculty and Staff of the UEP Program
Table of Contents
Purpose of the Program 4
Program Themes 4
Highlighted Program Features 5
Graduation Requirements 5
Residence Requirement Last 30 Semesters 5
Department Policies 6-7
GPA/Grades/EAS 6
Degrees Earned 6
Fifth Year and Internship 6
Communication 6
Single and dual Certification Options 7
Field / Clinical Work 7-8
Undergraduate Program of Courses 9
Fifth Year Program of Courses 10-11
The Junior Year 12
The Senior Year 13
The Pre-Internship 14
Preparing to Graduate 15
Preparing for the Fifth Year 16-17
Graduate School 18
The Fifth Year 19
Tips for Success 20
Appendices
Appendix A: Florida Education Accomplished Practices 21-22
Appendix B: Program Contacts 23
Appendix C: Florida Teacher Certification Examination 24
UNIVERSITY OF FLORIDA
UNIFIED ELEMENTARY PROTEACH
SCHOOL OF TEACHING AND LEARNING &
School of Special Education, School Psychology, and Early Childhood Studies
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 and reading 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 and may use course credits and send transcripts to apply for the reading 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
• ESOL endorsement eligible upon completion of either the dual or single certification program
• Technology taught explicitly and implicitly
• College of Education faculty collaboration to facilitate student success
• Full - year internship in the 5th year
• Reading endorsement eligible upon completion of the single certification program
Please note: 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 GPA of 3.0 is required from graduation at the graduate level.
Prior to program completion, students must demonstrate satisfactory performance on the Florida Educator Accomplished Practices (FEAPs) 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, appropriate subject area exam(s) required to have passed prior to awarding of bachelor’s degree, and Professional Education Exam (required prior to graduating with Master’s degree). Students in the dual certification track must also pass the Exceptional Student Education K-12 subject area test.
*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)
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.
• 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 of Education degree at the completion of the fifth year.
• The UEP program is a five-year program. UEP students not completing Post- Baccalaureate coursework or a Master of Education degree in either elementary education (for single certification) or special education (for dual certification) cannot be recommended for certification nor can recommendations be provided for teaching positions as it is our belief that candidates are not ready to successfully face the demands of the first year of teaching with the level of competence now required in public elementary school classrooms without completion of the entire program. It should also be noted that registration during summer semesters will be necessary for both the elementary education and special education masters degree programs.
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. Internships may take place in local elementary schools or elementary schools in other Florida counties. 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 the Wednesday Updates sent via email.
Single and Dual Certification Options
The Unified Elementary ProTeach program offers students two options for teacher
certification. Programs leading to single (elementary certification) or dual certifications (elementary and special education certification) 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. At the graduate level, the programs differ and culminate with different degrees. The single certification option culminates with a Master of Education degree in elementary education. The dual certification option culminates with a Master of Education degree in special education. Students are required to declare one or the other option in their first or second semester of the program. When applying for the graduate portion of the UEP program students indicate if they are applying for the elementary education graduate program or the special education graduate program.
Certification- Single: Elementary Education
Students selecting the single certification option will be eligible for and recommended for certification in elementary education, the ESOL endorsement, and the Florida reading endorsement at the completion of their programs. Graduates of the elementary education graduate program are qualified to teach kindergarten through grade 6, ESOL K-12, and reading K-12.
Certification -Dual: Elementary Education and Exceptional Student Education
Students selecting the dual certification option will be eligible for certification in
elementary education and exceptional student education (ESE K-12) as well as the ESOL
endorsement at the completion of their programs. Students will also complete a reading block, which may make them eligible for the Florida reading endorsement, if approved by the Florida Department of Education. Successful completion of the reading courses taken during the summer semester of the fifth year also qualify students to sit for the International Dyslexia Association’s certification exam to become available in 2016. Exceptional student education certification qualifies teachers for classes serving students with disabilities in kindergarten through grade 12.
Field/Clinical Work
In the unified elementary program, fieldwork begins early extending throughout the program and culminates with an internship in the graduate year of the program. Activities in the field are directly aligned to university courses taken concurrently. Similar to required labs for courses, fieldwork is required and all UEP students must attend.
Semester 1 – Practicum 1
• UEP candidates provide one-on-one mathematics mentoring
• 2 days a week
• 1 hour each after school session
• Mentor students from racially and economically diverse backgrounds
• 10-12 weeks
Semester 2 – Practicum 2 with UFLI Tutoring
• Pairs of UEP candidates work in elementary classrooms
• 3 days a week
• 10-12 weeks
• Trained in University of Florida Literacy Initiative tutoring
• Provide one-on-one tutoring in literacy while at elementary settings
• Implement assignments in elementary classrooms related to effective teaching and management courses (EEX3616 and EEX3257)
Semester 3 – Practicum 3 with ESOL Emphasis
• Elementary candidates work one full day a week in elementary classrooms with ESOL students in rural schools
• Implement assignments associated with coursework; i.e. technology, ESOL, mathematics tutoring, intermediate reading
• 10-12 weeks
Semester 4 – Practicum 4: The Pre-internship
• Pairs of UEP candidates work in Professional Development Community schools partnering with the university teacher education program
• 16-hours a week
• 15 – 16 weeks
• Develop skills as reflective teachers in co-teaching arrangements with other UEP candidates and classroom teachers while improving the learning and achievement of students in their classrooms
• The pre-internship is NOT an internship.
The Graduate Year – Internship
• Full-time internship in an assigned public school classroom
• Interns follow the calendar of the school districts, not the University of Florida calendar
• May be performed in school districts across the state, if approved by UEP coordinator
• Complete online coursework each semester of the internship
• Single and dual certification programs offer full-year internships
• Required for professional certification and completion of the program
Unified Elementary PROTEACH
Undergraduate Program of Study
|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 |
|MAE 3312 Content & Methods for Teaching Mathematics Processes 3 |
| *Available summer semesters |
|17 |
|Field Component: Practicum 1 Literacy Tutoring (2 afternoons a week for 1 hour each over 10 -12 weeks) |
|Semester 6 |
|EEX 3257 Core Teaching Strategies 3 |
|EEX 3616 Core Classroom Management Strategies 3 |
|RED 3307 Teaching Reading in Primary Grades 3 |
|SCE 4113L Foundations of Science |
|3 |
|EDF 3514 or EDF3609* History of Education or Historical & Social Foundations of Education 3 |
|ARE 4314* Art Education for Elementary Schools 2 |
| *Available summer semesters |
|17 |
|Field Component: Practicum 2 with UFLI (7.5 hours a week over 10-12 weeks (T,W,R mornings) |
|Semester 7 |
|LAE 4314 Language Arts for Diverse Learners 33 |
|MAE 4310 Teaching Mathematics in the Inclusive Elementary Classroom 3 |
|TSL 3520 ESOL: Language & Culture 3 |
|EME 4401 Integrating Technology Elementary Classroom 3 |
|RED 4324 Reading Intermediate Grades 3 |
|MUE 3210* Music for Elementary Schools |
|2 |
| |
|17 |
|Field Component: Practicum 3 with ESOL Fieldwork (1 full day a week = to 7.5 hours a week for 10 - 12 weeks) |
|Semester 8 |
|EDE 4942 Integrated Teaching in Elementary Education 3 |
|EEX 4905 Integrated Teaching Seminar 3 |
|SSE 4312 Social Studies for Diverse Learners 3 |
|SCE 4310 Elementary Science Methods for the Inclusive Classroom 3 |
|TSL 4100 ESOL Curriculum 3 |
| |
|15 |
|Field Component: Practicum 4: Pre-internship (16 hours a week for 15-16 weeks) |
Beginning the Program – Junior Year
Cohorts
Students are assigned to cohorts their first year in the program ranging in size from 25-40 students. These cohorts, or cadre of UEP students, progress through the program together, enrolled in the same courses each semester. If possible, students are kept in their same cohort each semester. There are times when it is not possible however due to scheduling demands and fieldwork requirements.
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 and is posted on the website at .
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 a score of 75% or higher in order to be registered for second semester courses.
Declaring Single or Dual Certification Options for the Graduate Year
By the end of the first semester in the program, students are required to “declare” their intentions in regards to pursuing a master’s degree in elementary education or in special education. Completion of the elementary education master’s degree means graduates are eligible for elementary certification, ESOL endorsement, & reading endorsement. Completion of the special education master’s degree means graduates are eligible for elementary education & exceptional student education certification, the ESOL endorsement, and may be eligible for the reading endorsement if approved by the Florida DOE after a review of transcripts containing reading courses taken. It is a good idea to review the program of study for each found in this handbook in the section describing the graduate year . This is not binding and some students change their declaration prior to applying to graduate school.
Coursework
Robin Crawford registers students for their core cohort courses each semester. Students are responsible for registering themselves for all other courses: music, art, EDF3514 or EDF3609, EDG4930 Foundations of Science. STUDENTS ARE REQUIRED TO ATTEND ALL CLASS SESSIONS! UNDOCUMENTED ABSENCES ARE UNEXCUSED AND CAN COMPROMISE A STUDENT’S STANDING IN THE UEP PROGRAM LEADING TO DISMISSAL.
Field Experience 1st Semester: Practicum 1
The first field experience is a one-on-one instructional mentoring experience to give students an opportunity to work and form relationships with racially, ethnically, and economically diverse students while assisting to boost their mathematics development. Assignments from core courses are also implemented during the work in the field. The experience can occur in one of three settings: Kids Count Center, P.K. Yonge Extended Day Enrichment Program, or Lake Forest Elementary School – Extended Day Enrichment Program. UEP candidates will be given their schedule with the days & times they are to and locations.
Field Experience 2nd Semester: Practicum 2 with 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 75 hours, typically 3 mornings a week over a 10-12 week period. Intensive training in the UFLI (University of Florida Literacy Initiative) tutoring model is provided at the beginning of the second semester and all students are required to attend all training sessions. Students are notified of their placements via email and/or through their core courses. Placements usually begin immediately following the “UFLI” training.
Summer Plans
Taking courses at least one summer is required in order to complete the program in the five-year period of time. It is recommended that summers be used for taking art, music, EDF3514 History of Education, or EDG4930: Foundations of Science Teaching.
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.
Common Hour
Students will still be provided with common hour sessions in their senior year, although less frequently than in their junior year. A Common Hour Schedule is provided for students prior to the beginning of each semester via email.
Attendance at Common Hour is Mandatory
Coursework
Robin Crawford will register students for cohort courses. Students are responsible for registering for EME4401. Students should not take more than the four core courses during the fourth semester. One of those four courses, EDE4952: Integrated Teaching in Elementary Education requires close to 170 hours of work in elementary classrooms.
Field Experience 3rd Semester: Practicum 3
Candidates report to rural elementary classrooms for one full day a week over 10-12 weeks. Lesson and/or tutorial 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 acquiring English as a second language through working in classrooms with ESL students, whenever possible.
Field Experience 4th Semester: Practicum 4: The Pre-Internship
Besides the full-time internship, this is the most intensive and demanding of the field experiences. The field experience is actually a core course - EDE4942: Integrated Teaching in Elementary Education. The purpose of this field experience is to move students from thinking like college students to thinking like teachers and to prepare them for their full-time internship. UEP students, working in pairs, are assigned to elementary classrooms in schools identified as Professional Development Schools or PDS 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. These schools are committed to and believe in the 5-year program as the most effective way to prepare effective teachers for the demands in today’s classrooms. Students are in schools for approximately 16 hours a week for 14 weeks with two hours a week devoted to work with ESOL students. The course assignments are planned in collaboration with the core courses. Implementation and presentation of an inquiry project is required for this placement. While supervisors evaluate the pre-internship experience, letters of recommendation are not provided to students at this point. Supervisors provide a summary of the strengths and areas of improvement noted during the pre-internship. As such, students are able to set goals for their improvement and further development during their full time internship.
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 “DEVELOPING” or higher.
Thinking Ahead: Preparing for the Fifth Year – Start Your Senior 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.
▪ You must score high enough on the GRE to meet the international student minimums to be considered for graduate school: 140 on verbal and 136 quantitative. Average scores for GRE are 144 on the quantitative and 153 on the verbal sections. While these are the scores you should “shoot for,” if you do not attain those scores it does not necessarily mean you would not be admitted. If you have scores significantly below these scores, you may be asked to re-take the GRE before being admitted. It is rare that a GRE score alone prevent a student from being admitted to graduate school.
✔ Submit application for Graduate School Admission: Check the STL and SESPECS websites 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 should be submitted online . On the graduate school application, students indicate whether they are applying for the graduate program in elementary education (for single certification) or special education (for dual certification). Applications should include GRE scores and 3 letters of recommendation. At least two letters of recommendation should be from faculty members or graduate instructors who have taught students in class or supervised clinical work. A GPA of 3.0 is required for admission to graduate school. During graduate coursework, GPA must be at least 3.0
✔ 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 graduate program. Additionally, any graduate courses taken as a undergraduate student where a B or higher is not earned will NOT transfer to the master’s program and will not count toward the 36 hours of required credit to graduate at the end of the 5th year with a Master’s degree. Fifteen hours of graduate credit taken as an undergraduate with senior standing may be transferred into the graduate program for all courses earning a B or higher. Graduate courses earning a “B-“ or a “C” or below can transfer into the graduate program.
✔ Submit an application for internship: Applications for fall and spring internships
are due January 15 and September 15 respectively and are turned in to the Office of Student Services . When applying for an internship, students indicate whether they are in the single certification program or dual certification program. 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, although there is not guarantee that such a request will be granted.
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 normally not be approved for distant
placements.
• Distant placement requests are usually not approved without at least 3 students
requesting placement in the same district.
• 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 Masters degree. Students in the dual certification track must also pass the ESE K-12 exam to complete the Masters 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.
More specific information about the single certification fifth year options is available in room 2403. More specific information about the dual certification fifth year option is available in room 1403.
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 (online ) with all the required documentation in the first semester of their senior year. 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 140 on the verbal section. GRE verbal and quantitative scores range from 130 – 170. Combined scores range from 260 – 340. The Office of Graduate Studies evaluates all applications holistically with the GRE score as one data point considered in this evaluation. Weighing just as heavily is the upper division GPA and letters of recommendation.
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
An exciting year in the UEP program is the fifth year – the graduate year. During the fifth year, students complete their full-time, yearlong internship and pursue advanced studies in the field of elementary education or special education culminating with the awarding of a Master’s in Education degree in elementary education or special education. While still pre-service teachers, UEP candidates in the fifth year think and behave like professionals entering the exciting world of teaching. Graduate courses are designed to refine knowledge and skills in order to enhance the effectiveness and impact of UEP candidates during their internship and upon entering the teaching profession. The program of study for the 5th year is dependent upon whether a student has chosen single (elementary) or dual certification (special education). The graduate programs are coordinated in two separate departments. The School of Teaching & Learning houses the graduate elementary program coordinated by Suzy Colvin. The School of Special Education, School Psychology, and Early Childhood Studies (SESPECS) houses the dual certification program coordinated by Penny Cox. The programs of study, listing the courses and credits for each program, can be found in Appendix A.
Full-Time Internship
Full – time internships, sometimes referred to as student teaching, are yearlong internships lasting two semesters. Internships can begin fall or spring semesters depending upon your point of entry into the UEP program and take place in Florida public schools. Each experience affords students with a wonderful way to practice their skills in managing classrooms, providing instruction, and working collaboratively with other teachers and families. In addition to the internship, students take companion courses designed to enhance the internship experience and effectiveness in the classroom both during the internship and when becoming a teacher.
University intern supervisors as well as classroom based mentor teachers are responsible for guiding the internship experience and both conduct formal and informal observations as well as holding seminar sessions to support interns and ensure their understanding of internship expectations.
The internship is a culminating experience highly valued by UEP students who recognize without the internship, the first year of teaching would have been excessively challenging and could discourage continuation in the teaching profession. The internship is built into both the master’s and post-bac program.
TIPS For Success
☞ Download the UEP Handbook each year and refer to often.
☞ Always attend your UEP classes as they each have absentee policies and you are expected to attend all class sessions, most of which are delivered in 3 – period blocks of time. Failure to attend classes and submit class assignments in a timely manner is the primary reason for students who are not successful in the UEP program.
☞ Starting semester one, save all major assignments, projects, lesson plans that
demonstrate your progress on Florida Accomplished Practices. 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.
☞ 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!)
☞ Begin planning now for financing your graduate year in the program. Without completion of the program, you will not be eligible for professional certification, the ESOL endorsement, or Florida Reading Endorsement
☞ 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.
☞ 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
Programs of Study for the Graduate Year: Dual Certification
Master of Education in Special Education
Dual Certification
Graduate Year (36 hours)
|Summer Admits | |Spring Admits |
|Summer (on campus) | |Spring |
|EEX 6125 |Intervention for Language and Learning | |EEX 6053 |Foundations of Special Education (3 credits) |
| |Disabilities (3 credits) | | | |
|EEX 6219 |Reading Assessment and Intervention for Students | |EEX 6233 |Designing Instruction for Inclusive Classes |
| |with Disabilities (3 credits) | | |(3 credits) |
|EEX 6841 |Practicum (3 credits) | |EEX 6661 |Teaching and Managing Behavior for Student |
| | | | |Learning (3 credits) |
| | | |EEX 6863 |Internship (6 credits) |
| |
|Fall | |Summer (on campus) |
|EEX 6053 |Foundations of Special Education (3 credits) | |EEX 6125 |Intervention for Language and Learning |
| | | | |Disabilities (3 credits) |
|EEX 6233 |Designing Instruction for Inclusive Classes | |EEX 6219 |Reading Assessment and Intervention for Students |
| |(3 credits) | | |with Disabilities (3 credits) |
|EEX 6661 |Teaching and Managing Behavior for Student | |EEX 6841 |Practicum (3 credits) |
| |Learning (3 credits) | | | |
|EEX 6863 |Internship (6 credits) | | | |
| |
|Spring | |Fall |
|EEX 6936 |Math & Writing Strategies for Struggling Learners| |EEX 6936 |Math & Writing Strategies for Struggling Learners |
| |(3 credits) | | |(3 credits) |
|EEX 6786 |Transition and Transdisciplinary Services | |EEX 6786 |Transition and Transdisciplinary Services |
| |(3 credits) | | |(3 credits) |
|EEX 6863 |Internship (6 credits) | |EEX 6863 |Internship (6 credits) |
Completion of the graduate program earns a Master of Education in Special Education degree and eligibility for certification in elementary and special education once passing the FTCE Professional Educator exam and the Exceptional Student Education subject-area exam.
Dual Certification Nondegree Fifth Year Courses* (33 hours)
|Summer (on campus) |
|EEX 6125 |Intervention for Language and Learning Disabilities (3 credits) |
|EEX 6219 |Reading Assessment and Intervention for Students with Disabilities (3 credits) |
|EEX 6841 |Practicum (3 credits) |
| | |
|Fall or Spring |
|EEX 6053 |Foundations of Special Education (3 credits) |
|EEX 6233 |Designing Instruction for Inclusive Classes (3 credits) |
|EEX 6661 |Teaching and Managing Behavior for Student Learning (3 credits) |
|EEX 6863 |Internship (6 credits) |
Programs of Study for the Graduate Year: Single Certification
Program of Study for Master of Education
Elementary Education
(36 credits)
| |Dept. & |Title of Course |Sem. |
| |Course Number |(Abbreviate as Needed) |Hours |
| |EDG6931 |Writing Instruction in Elementary Classrooms |3 |
|Summer A Courses | | | |
| |MAE 5347 |Understanding K-8 Mathematics |3 |
| |EME 5207 |Designing Tech Rich Curriculum |3 |
|1st Semester of |EDE 6948 |Internship (1) |3 |
|Intern. | | | |
| |EDG 6415 |Culturally-Responsive Classroom Manage |3 |
| |RED 6941 |Practicum in Reading |3 |
| |RED 6520 |Literacy Assessment & Instruction |3 |
|2nd semester of |EDE 6948 |Internship (2) |9 |
|Intern. | | | |
| |MAE 5396 |Formative Assessments in Mathematics |3 |
| |SCE 5316 |Inquiry Based Science Teaching |3 |
| | | | |
Completion of the graduate program earns a Master of Education in Elementary Education degree and eligibility for certification in elementary education once passing the FTCE Professional Educator Exam
Single Certification
Non-degree Fifth Year Courses
(21 hours)
|Spring or Fall - 12 Credit Hours |
|EDE 6948 Internship 1 6 |
|EDG 6415 Culturally Responsive Classroom Management 3 |
|RED 6520 Literacy Assess & Instruction 3 |
|Summer – 9 Credit Hours |
|MAE 5347 Mathematics in K-8 Classrooms 3 |
|EEX 6125 Intervention for Lang & Learning Disabilities 3 |
|LAE 6616 Seminar in Children’s Literature 3 |
Appendix B
Florida Educator Accomplished Practices
FEAP (2)(a)1.
Applying concepts from human development and learning theories, consistently:
a. Align instruction with state-adopted standards at the appropriate level of rigor;
b. Sequence lessons and concepts to ensure coherence and required prior knowledge;
c. Design instruction for students to achieve mastery;
d. Select appropriate formative assessments to monitor learning;
e. Use a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning, and continuously improve effectiveness of the lessons; and,
f. Develop learning experiences that require students to demonstrate a variety of applicable skills and competencies.
FEAP (2)(a)2.
Maintain student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative:
a. Organize, allocate, and manage resources of time, space and attention;
b. Manage individual and class behaviors through a well-planned management system;
c. Convey high expectations to all students;
d. Respect students’ cultural, linguistic, and family background;
e. Model clear, acceptable oral and written communication skills;
f. Maintain a climate of openness, inquiry, fairness, and support;
g. Integrate current information and communication technologies;
h. Adapt the learning environment to accommodate the differing needs and diversity of students; and,
i. Utilize current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.
FEAP(2)(a)3.
Consistently utilize a deep and comprehensive knowledge of the subject taught to:
a. Deliver engaging and challenging lessons;
b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter;
c. Identify gaps in students’ subject matter knowledge;
d. Modify instruction to respond to preconceptions or misconceptions;
e. Relate and integrate the subject matter with other disciplines and life experiences;
f. Employ higher-order questioning techniques;
g. Apply varied instructional strategies and resources, including appropriate technology to provide comprehensible instruction, and to teach for student understanding;
h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students;
i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement; and,
j. Utilize student feedback to monitor instructional needs and to adjust FEAP (2)(a)4.
Assessment: Consistently:
a. Analyze and apply data from multiple assessments and measures to diagnose students’ learning needs, inform instruction based on those needs, and drive the learning process;
b. Design and align formative and summative assessments that match learning objects and lead to mastery;
c. Use a variety of assessment tools to monitor student progress, achievement, and learning gains;
d. Modify assessments and testing conditions to accommodate learning styles and varying levels of knowledge;
e. Share the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s); and,
f. Apply technology to organize and integrate assessment information.
FEAP (2) (b) 1. Continuous Professional Improvement.
Consistently:
a. Design purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;
b. Examines and uses data-informed research to improve instruction and student achievement;
c. Collaborate with the homes, school and larger communities to foster communication and to support student learning and continuous improvement;
d. Engage in targeted professional growth opportunities and reflective practices, both independently and in collaboration with colleagues; and
e. Implement knowledge and skills learned in professional development in teaching and learning process.
FEAP (2) (b) 2. Professional Responsibility and Ethical Conduct. Understanding that educators are held to a high moral standard in a community, the effective educator and intern 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 6G-1.001 and 6B-1.006, F.A.C. and fulfills the expected obligations to students, the public and the education profession.
Appendix C
Contacts
School of Teaching and Learning
Dr. Ester de Jong, Director
edejong@coe.ufl.edu; (352) 273-4242
Dr. Suzanne Colvin, Associate Director
Coordinator of Elementary Programs
scolvin@coe.ufl.edu; (352) 273-4218
Ms. Robin Crawford
peeke@coe.ufl.edu; (352) 273-4217
School of Special Education, School Psychology, and Early Childhood Studies
Dr. Jean Crockett , Chair
jcrockett@coe.ufl.edu; 352-273-4292
Dr. Penny Cox, UEP Dual Certification Coordinator
pcox@coe.ufl.edu ; 352-273-4280
Dr. Ashley MacSuga-Gage, Special Education Program Area Leader
asmg@coe.ufl.edu; 352-294-2757
Office of Student Services
Dr. Nancy Waldron
Associate Dean
waldron@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 D
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
• 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
Computer-based testing is available for all certification testing including the General Knowledge exam, the Subject Area exam(s), and the Professional
Education exam.
• Visit the Office of Student Services to discuss testing options, get registration and study
materials and ask questions about these requirements.
• Rebecca Kidwell, rkidwell@coe.ufl.edu, Student Teaching
Coordinator, Office of Student Services (G-416)
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