Field Experience Handbook for Cooperating Teachers and Preprofessional Educators

Transcription

1 Field Experience Handbook for Cooperating Teachers and Preprofessional Educators...from first observation through student teaching

2 BROWARD COUNTY FIELD EXPERIENCE HANDBOOK for COOPERATING TEACHERS AND PREPROFESSIONAL EDUCATORS Elisa M. Calabrese, Ed. D., Chief Talent Development Officer Office of Talent Development Linda S. Whitehead, Director Teacher Development Deborah Porter, Coordinator Teacher Development Education Placement Committee Representatives: Barry University Broward College Florida Atlantic University Florida International University Florida Memorial University Florida State University Lynn University Nova Southeastern University St. Thomas University University of Phoenix Carlos Albizu University Union Institute & University of Florida The School Board of Broward County, Florida (Revised 2014) 2

3 TABLE OF CONTENTS Introduction 4 Definitions of Terms 5 6 Categories of Field Experience 7 Suggestions for Cooperating/Mentor Teachers 8 9 Role of Cooperating/Mentor Teacher 10 Role of Field Experience Contact 11 Role of College/University Supervisor 12 Role of College/University Contact 13 Role of Broward County Field Experience Coordinator 14 Role of Preprofessional Educator 15 Florida Educator Accomplished Practices Field Experience Placement Guidelines 18 Code of Ethics/Principles of Professional Conduct Security Clearance Information 22 Placement Procedures/Timelines/Incentives 23 3

4 THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA FIELD EXPERIENCE PROGRAM INTRODUCTION Field experiences are an integral part of teacher education giving preprofessional students an opportunity to: apply the theories and practices they have learned gain confidence as an educator as they discover that teaching is a process of continuous growth and development assess themselves in a performance situation The School Board of Broward County, Florida (SBBC) works with colleges/universities to provide on-the-job field experiences for preprofessional education students. The objectives of the SBBC Field Experience Program are firmly rooted in the skills, knowledge, and competencies required for successful teaching. In addition, the indicators outlined by the Florida Education Standards Commission in the Accomplished Professional and Preprofessional Practices for Teachers of the Twenty-First Century, at the preprofessional level, have been included in this edition of the Field Experience Handbook. This handbook is intended for use by cooperating teachers and college/university students (preprofessional educators) participating in the Field Experience Program in Broward County Public Schools. Additionally, school/college/university contacts and college/university supervisors will find relevant information pertaining to their positions. Participating colleges and universities have specific objectives for individual courses and programs. Detailed information regarding these requirements will be provided to all cooperating/mentor teachers and preprofessional educators by the college/university. We hope you find this handbook useful and informative. If you should have any comments or suggestions, please contact Teacher Development at (954)

5 DEFINITION OF TERMS Clinical/Field Experience Practicum Student Teaching/Internship Cooperating/Mentor Teacher Hours vary with course and program and range between 1-90 hours Preprofessional educators are to implement classroom theories in real world classrooms Opportunities for these preprofessional educators may be provided by the cooperating/mentor teacher The cooperating/mentor teacher may complete an evaluation instrument The cooperating/mentor teacher must have completed Clinical Educator training Applied Field Experience is typically completed the semester(s) before student teaching/internship Requires extensive hours of classroom interaction according to program requirements. The practicum student s interaction is at the same level of performance as a student teacher but for a reduced time period (1 day per week compared to 5 days per week) For Counseling - the preprofessional educator should be involved in the implementation of a developmental guidance program The cooperating/mentor teacher will evaluate the preprofessional educator s performance The cooperating/mentor teacher must have completed Clinical Educator training Counseling and ESE students, specifically, need the practicum to satisfy K-12 certification Speech - Speech-Language Pathology (SLP) - Full-time under an ASHA certified Speech-Language Pathologist; 60 hours of clinical contact hours in evaluation and treatment of speech and language disorders. Full school day, five days a week for a full semester Supervised by a cooperating/mentor teacher/counselor and college/university faculty member The cooperating/mentor teacher must have completed Clinical Educator Training Fully certified teacher who meets state mandated requirements This individual serves as a mentor and model for the preprofessional educator 5

6 Field Experience Contact School based employee responsible for all communications with college/university contacts/supervisors and the Broward County Field Experience Coordinator College/University Supervisor College/University Contact Broward County Field Experience Coordinator Represents the academic department of the preprofessional educator s college/university and is directly responsible for supervising and evaluating the preprofessional educator Responsible for administration and coordination of all phases of field experience at the college/university The School Board of Broward County, Florida employee responsible for coordinating all field experience placements in the Broward County Public Schools 6

7 CATEGORIES OF FIELD EXPERIENCE Basic Description CLINICAL/FIELD EXPERIENCE College/University s strategybased experience(s) for the preprofessional educator PRACTICUM College/University intensive field experience for the preprofessional educator STUDENT TEACHING College/University s culminating experience(s) for the preprofessional educator Target Population Students enrolled in content/methods/strategies courses related to their intended degree Declared education majors approaching their final semester(s) of course work prior to student teaching Degree-seeking students in their final or close to final semester(s) Time Hours vary by course and institution Concentrated period of time, varies by institution Student Teaching: M-F full-time for one semester Counseling Practicum: hours vary by course and institution. Typical Experiences/ Activities Cooperating/ Mentor Teacher Qualifications Cooperating/ Mentor Teacher Participation Collaboration with cooperating/mentor teacher/counselor in planning for and delivering specific strategies in classroom management, diagnosis, teaching and assessment with small and large groups of learners; documentation of FEAPs FL Teaching Certificate; willingness to host; enthusiasm for teaching; Clinical Educator training required; willingness to provide oral and written feedback on performance and FEAPs Dialogue with preprofessional educator; verification of student logs plus provision of oral and written feedback; completion of institution s feedback documentation for performance and FEAPs Collaboration with cooperating/ mentor teacher/counselor in planning for and delivering specific strategies in classroom management, diagnosis, teaching and assessment with small and large groups of learners; Cooperating/Mentor teacher formally evaluates college and university students; documentation of FEAPs FL Professional Certificate; willingness to host; enthusiasm for teaching; Clinical Educator training required; willingness to provide oral and written feedback on performance and FEAPs; ASHA certification for SLP Conference with preprofessional educator; verification of student logs plus provision of oral and written feedback; completion of institution s feedback documentation for performance and FEAPs Collaboration with cooperating/ mentor teacher/counselor in planning for and delivering specific strategies in classroom management, diagnosis, teaching and assessment with small and large groups of learners; documentation of FEAPs; plus assumption of duties for entire class group(s) for full teaching responsibilities FL Professional Certificate; willingness to host; enthusiasm for teaching; Clinical Educator training required; willingness to provide oral and written feedback on performance and FEAPs; a cooperating/mentor teacher can only host 1 student teacher per semester Conference with preprofessional educator; verification of student logs plus provision of oral and written feedback; completion of institution s feedback documentation for performance and FEAPs 7

8 SUGGESTIONS FOR COOPERATING/MENTOR TEACHERS (FOR ALL LEVELS OF FIELD EXPERIENCE) A preprofessional educator may arrive at a school with feelings of uncertainty about his/her position and status. He/she is mainly concerned about three things: 1) the cooperating/mentor teacher; 2) the students; and 3) the school. Before the Preprofessional Educator arrives Provide a classroom work center (desk or chair) for him/her. Prepare the students for the arrival of the preprofessional educator. Be familiar with the SBBC Field Experience Guidelines. While the Preprofessional Educator is at the school Introduce the preprofessional educator to the class(es) in such a way to give him/her status with the students. Set up a get acquainted session with as many of the staff as possible. Make a copy of the school handbook available to him/her and point out important policies, objectives, statement of philosophy, etc. Familiarize yourself with the college/university course syllabus and handbook of procedures and evaluation requirements. 8

9 EXPECTATIONS OF THE COOPERATING/MENTOR TEACHER (PRACTICUM AND STUDENT TEACHER/INTERNSHIP) The cooperating/mentor teacher will assist the preprofessional educator to become professionally acquainted with members of the school staff, appropriate area and district personnel and to acclimate within the social and professional activities of the school. Additionally, the cooperating/mentor teacher will assist the preprofessional educator to become familiar with the community as a resource for teaching and for personal enrichment. Orientation to the School and Community To make the preprofessional educator comfortable, he/she should know or be familiar with the following: His/her schedule The people with whom he/she will be working The school - the physical plan, facilities, rules and policies The community and its resources Teaching Provide a gradual approach to activities such as planning, conducting discussions, working with groups, attending to routine matters, marking papers, testing, and studying student records. Acquaint the preprofessional educator with professional responsibilities such as faculty meetings, social activities (with parents, students and teachers), assemblies, conventions, in-service education meetings, etc. Through a planned program of observing, participating, and assisting, the preprofessional educator is gradually inducted into responsible teaching by being given more freedom to incorporate their ideas concerning new materials and methods. Enable the preprofessional educator to meet the requirements of the college/university and provide the necessary documentation needed. Meet with the preprofessional educator within two weeks of the semester/term to discuss what is required. It is the responsibility of the preprofessional educator to bring the cooperating/mentor teacher paperwork from the college/university stating what is required. Always refer back to the requirements of the college/university. Orientation for Parents and Students It is crucial that both students and parents understand the importance of having preprofessional educators in their school and the authority that these students hold. Both parents and students need to understand the contributions that the preprofessional educator can make in the education of students. 9

10 ROLE OF THE COOPERATING/MENTOR TEACHER The Cooperating/Mentor teacher is the key participant in all field experiences. The field experience contacts and the administration should collaborate in the selection and assignment of the Cooperating/Mentor teachers. Roles and Responsibilities of the Cooperating/Mentor Teacher The Florida State Legislature has mandated that all school district personnel and instructional personnel who supervise or direct teacher preparation students during field experiences must: 1. Have successfully completed Clinical Educator Training, FS (item 6b). 2. Successfully demonstrate effective classroom management strategies that consistently result in improved student performance. 3. Elementary, Early Childhood, ESE, and English teachers must be in compliance with the META consent decree for ESOL endorsement. Additionally, cooperating/mentor teachers should: 4. Hold a Florida educator certificate at the appropriate level and/or content area and have a Continuing or Professional Services Contract. 5. Demonstrate flexibility and willingness to share responsibility for the classroom with the preprofessional educator. 6. Demonstrate willingness and ability to: provide frequent, specific performance feedback to the preprofessional educator assess the preprofessional educator s instructional performance objectively help the preprofessional educator become a reflective practitioner 10

11 ROLE OF THE FIELD EXPERIENCE CONTACT The Field Experience Contact (FEC) is either the Principal or the Principal s designee. The FEC is responsible for accepting the preprofessional educator in the school and assigning a cooperating/mentor teacher to work with him/her. In addition, the FEC works with the cooperating/mentor teacher and the university supervisor in planning activities for preprofessional educators and orients the preprofessional educators to explain the overall operations of the school. Roles and Responsibilities of the Field Experience Contact 1. Encourage participation of school personnel in the Clinical Educator processes. 2. Assess the eligibility and desire of school personnel to be involved in the Field Experience Program. 3. Communicate with Principals and Cooperating Teachers to develop appropriate classroom assignments for field experiences. 4. Facilitate the process of the Field Experience Program within the school environment. 5. Provide orientation experiences when the preprofessional educators arrive. 6. Monitor and maintain the cooperating/mentor teacher information on the web-enabled, Field Experience database to ensure timely placement of pre-service teachers daily. 7. Provide appropriate preprofessional educator information to the cooperating/mentor teachers, faculty and school staff. 8. Collaborate with the college/university contacts in placing all pre-professional educators and ensure most appropriate placement to meet their program requirements. 9. Attend professional learning opportunities to enhance job performance. 11

12 ROLE OF THE COLLEGE/UNIVERSITY SUPERVISOR The college/university supervisor works specifically with all student teachers as well as the practicum ESE/counseling students. Roles and Responsibilities of the College/University Supervisor 1. Communicate with the participating college/university contact and the Broward County Public Schools. 2. Consult with school administrators, school contacts and cooperating/mentor teachers regarding the college/university program. 3. Collaborate with the college/university contact and the Broward County Public School s staff in seeking mutually agreeable solutions when problems arise. Notify the college/university director of the solution and seek additional support if necessary. 4. Communicate clear objectives for both the preprofessional students and cooperating/mentor teachers. 5. Conduct a complete clinical cycle, consisting of data collection and analysis, when scheduling an observation with the preprofessional educator. Immediately following the observations, conduct a post-observation conference with the preprofessional educator. 6. Evaluate the preprofessional educator s written work such as lesson plans, unit plans and portfolios. 7. Assist the preprofessional educator in developing effective teaching and classroom management strategies. 8. Complete and submit all forms related to the preprofessional educator s evaluations to college/university personnel. 9. Be accessible to the preprofessional educator, cooperating/mentor teacher, and the field experience contact for telephone conferences and emergency visits or observations. 10. Notify the college/university contact of serious concerns as soon as possible and work to resolve those issues. 12

13 ROLE OF THE COLLEGE/UNIVERSITY CONTACT(S) The college/university contact(s) works with preprofessional educators from all categories of field experience. Roles and Responsibilities of the College/University Contact(s) 1. Provide data regarding placement requests within the time frame established by the SBBC and the Broward County Field Experience Coordinator. 2. Assure that all prospective preprofessional educators meet institutional guidelines for eligibility prior to requests for placements. 3. Provide data on prospective preprofessional educator that includes: academic history, experiences at school sites, writing sample, and proof of SBBC security clearance. 4. Be available to the preprofessional educator, college/university personnel, college/university supervisor and appropriate SBBC personnel to discuss problems and concerns. 5. Collaborate with the Broward County Field Experience Coordinator and the Field Experience Contacts to continually improve: the quality of experiences provided the satisfaction derived from participating in the Program 6. Participate in the SBBC s efforts to recognize successes in preprofessional educator supervision and assistance. 7. Respond in a timely manner to all requests for investigation of concerns. Remove a preprofessional educator when requested by the FEC and develop plans for remediation or appropriate career counseling. 8. Complete and submit all required forms related to the preprofessional educators and cooperating/mentor teachers to the Broward County Field Experience Coordinator. 9. Provide feedback regarding appropriateness of Broward County Public Schools placements at the end of each term/semester. 13

14 ROLE OF THE BROWARD COUNTY FIELD EXPERIENCE COORDINATOR The Broward County Field Experience Coordinator is responsible for the overall management of the Program efforts. Roles and Responsibilities of the Broward County Field Experience Coordinator 1. Collaborate with the college/university contacts in placing all preprofessional educators and provide experiences appropriate to their needs. 2. Communicate with Principals and FECs to determine appropriate cooperating/mentor teachers and classroom assignments. 3. Implement all facets of the SBBC s Field Experience Program. 4. Provide on-going training for the FECs. 5. Maintain the online Field Experience system database and communicate enhancements to all college/university contacts and schools. 14

15 ROLE OF THE PREPROFESSIONAL EDUCATOR In addition to adhering to the Florida State Legislature s Code of Ethics of the Education Profession, preprofessional educators participating in all categories of field experience are responsible for the following: 1. Take initiative and ownership to make first point-of-contact with the cooperating/mentor teacher. 2. Attendance/Punctuality Arrive at the placement school minutes early and check in at the main office. Attend all scheduled sessions. If an emergency arises, notify the cooperating/mentor teacher and the college/university supervisor prior to the start of that day. Make-up sessions are required for all absences. 3. Appearance Dress professionally and appropriately for the school setting, as prescribed by the dress code of the school. Maintain a clean and neat appearance at all times. Avoid clothing that is revealing and/or provocative in nature 4. Respect/Loyalty Demonstrate professional behavior by avoiding negative comments about the college/university, school, staff and/or the cooperating/mentor teacher. Address school staff, students, and parents in a courteous manner. 5. Emotional Control Maintain a calm and controlled voice. React objectively when authority and knowledge are challenged. Maintain appropriate control of emotions. Accept criticism in a professional manner. 15

16 FLORIDA EDUCATOR ACCOMPLISHED PRACTICES 6A The Educator Accomplished Practices: (1) Purpose and Foundational Principles (a) Purpose. The Educator Accomplished Practices are set forth in rule as Florida s core standards for effective educators. The Accomplished Practices form the foundation for the state s teacher preparation programs, educator certification requirements and school district instructional personnel appraisal systems. (b) Foundational Principles. The Accomplished Practices are based upon and further describe three (3) essential principles: 1. The effective educator creates a culture of high expectations for all students by promoting the importance of education and each student s capacity for academic achievement. 2. The effective educator demonstrates deep and comprehensive knowledge of the subject taught. 3. The effective educator exemplifies the standards of the profession. (2) The Educator Accomplished Practices. Each effective educator applies the foundational principles through six (6) Educator Accomplished Practices. Each of the practices is clearly defined to promote a common language and statewide understanding of the expectations for the quality of instruction and professional responsibility. (a) Quality of Instruction. 1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently: a. Aligns instruction with state adopted standards at the appropriate level of rigor; b. Sequences lessons and concepts to ensure coherence and required prior knowledge; c. Designs instruction for students to achieve mastery; d. Selects appropriate formative assessments to monitor learning; e. Uses diagnostic student data to plan lessons; and f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies. 2. The Learning Environment. To maintain a student centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently: a. Organizes, allocates, and manages the resources of time, space, and attention; b. Manages individual and class behaviors through a well planned management system; c. Conveys high expectations to all students; d. Respects students cultural linguistic and family background; e. Models clear, acceptable oral and written communication skills; f. Maintains a climate of openness, inquiry, fairness and support; g. Integrates current information and communication technologies; h. Adapts the learning environment to accommodate the differing needs and diversity of students; and i. Utilizes current and emerging assistive technologies that enable students to participate in high quality communication interactions and achieve their educational goals. (3) Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to: a. Deliver engaging and challenging lessons; b. Deepen and enrich students understanding through content area literacy strategies, verbalization of thought, and application of the subject matter; c. Identify gaps in students subject matter knowledge; 16

17 d. Modify instruction to respond to preconceptions or misconceptions; e. Relate and integrate the subject matter with other disciplines and life experiences; f. Employ higher order questioning techniques; g. Apply varied instructional strategies and resources, including appropriate technology, to provide comprehensible instruction, and to teach for student understanding; h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students; i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement; and j. Utilize student feedback to monitor instructional needs and to adjust instruction. (4) Assessment. The effective educator consistently: a. Analyzes and applies data from multiple assessments and measures to diagnose students learning needs, informs instruction based on those needs, and drives the learning process; b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery; c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains; d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge; e. Shares the importance and outcomes of student assessment data with the student and the student s parent/caregiver(s); and f. Applies technology to organize and integrate assessment information. (5) Continuous Professional Improvement. The effective educator consistently: a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students needs; b. Examines and uses data informed research to improve instruction and student achievement; c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons; d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement; e. Engages in targeted professional growth opportunities and reflective practices; and f. Implements knowledge and skills learned in professional development in the teaching and learning process. (6) Professional Responsibility and Ethical Conduct. Understanding that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to Rules 6B and 6B 1.006, F.A.C., and fulfills the expected obligations to students, the public and the education profession. Rulemaking Authority , , , , FS. Law Implemented , , , , FS. History New , Amended

18 FIELD EXPERIENCE PLACEMENT GUIDELINES The SBBC s Field Experience Program operates according to the following guidelines: Security Clearance Prior to a college/university considering a request by a student for any field experience program, students must obtain security clearance from MorphoTrust USA. Students must be able to produce proof of clearance when entering a school. Individual colleges/universities MAY have more restrictive policies. Check with your college/university contact. Contacts/Agreements for Placement All Field Experience Placements will be arranged through the appropriate college/university contact person to the Broward County Field Experience Coordinator. Under no circumstances should an individual student or college/university professor undertake to arrange a placement for any field experience. Refusal of Privilege The Broward County Public Schools Field Experience Program will cooperate in the placement of preprofessional educators from all petitioning institutions except in the following circumstances: 1. Applications of each student will be evaluated individually and the right of refusal is retained pending a positive assessment of the student s potential. 2. Refusal or withdrawal from field experience may result from failure to abide by the Code of Conduct and The Standards of Competent Professional Performance. 3. Non accredited institutions may not be included. 4. An affiliation agreement between the SBBC and petitioning institutions must be on file. Placement and Multiple Assignments All efforts will be made to comply with institution s request for special consideration for experience with particular groups and/or programs. Request for a multiple assignment (more than one subject area, grade level, or cooperating/mentor teacher or classroom) must be based on specific needs identified by the college/university contact. Preprofessional Educator Conduct Preprofessional Educators will conduct themselves according to the Florida State and local policies for teachers under contract with The School Board of Broward County, Florida. Crisis Situations The principal, in cooperation with the college/university contacts, will retain the authority to decide the conditions for a preprofessional educator s continuance in the school. Attendance The preprofessional educator will observe the same regulations relative to attendance, absence and tardiness as those governing the actions of the cooperating/mentor teacher. Substitute Teaching The preprofessional educator is not a certified teacher; therefore, he/she should be expected to perform as a teacher only under adequate supervision. When the cooperating/mentor teacher is absent from the school, a fully certified substitute must be employed to supervise the preprofessional educator. 18

19 FLORIDA DEPARTMENT OF EDUCATION CODE OF ETHICS AND PRINCIPLES OF PROFESSIONAL CONDUCT OF THE EDUCATION PROFESSION IN FLORIDA Code of Ethics (6B 1.001, FAC, The Code of Ethics of the Education Profession in Florida) 1. The educator values the worth and dignity of every person, the pursuit of truth, devotion to excellence, acquisition of knowledge, and the nurture of democratic citizenship. Essential to the achievement of these standards are the freedom to learn and to teach and the guarantee of equal opportunity for all. 2. The educator s primary professional concern will always be for the student and for the development of the student s potential. The educator will therefore strive for professional growth and will seek to exercise the best professional judgment and integrity. 3. Aware of the importance of maintaining the respect and confidence of one s colleagues, of students, of parents, and of other members of the community, the educator strives to achieve and sustain the highest degree of ethical conduct. Principles of Professional Conduct (6B 1.006, FAC, The Principles of Professional Conduct for the Education Profession in Florida) 1. The following disciplinary rule shall constitute the Principles of Professional Conduct of the Education Profession in Florida. 2. Violation of any of these principles shall subject the individual to revocation or suspension of the individual educator s certificate, or the other penalties as provided by law. 3. Obligation to the student requires that the individual: a. Shall make reasonable effort to protect the student from conditions harmful to learning and/or to the student s mental and/or physical health and/or safety. b. Shall not unreasonably restrain a student from independent action in pursuit of learning. c. Shall not unreasonably deny a student access to diverse points of view. d. Shall not intentionally suppress or distort subject matter relevant to a student s academic program. e. Shall not intentionally expose a student to unnecessary embarrassment or disparagement. f. Shall not intentionally violate or deny a student s legal rights. g. Shall not harass or discriminate against any student on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition, sexual orientation, or social and family background and shall make reasonable effort to assure that each student is protected from harassment or discrimination. 19

20 h. Shall not exploit a relationship with a student for personal gain or advantage. i. Shall keep in confidence personally identifiable information obtained in the course of professional service, unless disclosure serves professional purposes or is required by law. 4. Obligation to the public requires that the individual: a. Shall take reasonable precautions to distinguish between personal views and those of any educational institution or organization with which the individual is affiliated. b. Shall not intentionally distort or misrepresent facts concerning an educational matter in direct or indirect public expression. c. Shall not use institutional privileges for personal gain or advantage. d. Shall accept no gratuity, gift, or favor that might influence professional judgment. e. Shall offer no gratuity, gift, or favor to obtain special advantages. 5. Obligation to the profession of education requires that the individual: a. Shall maintain honesty in all professional dealings. b. Shall not on the basis of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition, if otherwise qualified, or social and family background deny to a colleague professional benefits or advantages or participation in any professional organization. c. Shall not interfere with a colleague s exercise of political or civil rights and responsibilities. d. Shall not engage in harassment or discriminatory conduct which unreasonably interferes with an individual s performance of professional or work responsibilities or with the orderly processes of education or which creates a hostile, intimidating, abusive, offensive, or oppressive environment; and, further, shall make reasonable effort to assure that each individual is protected from such harassment or discrimination. e. Shall not make malicious or intentionally false statements about a colleague. f. Shall not use coercive means or promise special treatment to influence professional judgments of colleagues. g. Shall not misrepresent one s own professional qualifications. h. Shall not submit fraudulent information on any document in connection with professional activities. i. Shall not make any fraudulent statement or fail to disclose a material fact in one s own or another s application for a professional position. j. Shall not withhold information regarding a position from an applicant or misrepresent and assignment or conditions of employment. k. Shall provide upon the request of the certificated individual, a written statement of specific reason for recommendations that lead to the denial of increments, significant changes in employment, or termination of employment. l. Shall not assist entry into a continuance in the profession of any person known to be unqualified in accordance with these Principles of Professional Conduct for the Education Profession in Florida and other applicable Florida Statutes or State Board of Education Rules. 20

21 m. Shall self report within 48 hours to appropriate authorities (as determined by district) any arrests/charges involving the abuse of a child or the sale and/or possession of a controlled substance. Such notice shall not be considered an admission of guilt nor shall such notice be admissible for any purposes in any proceeding, civil or criminal, administrative or judicial, investigatory or adjudicatory. In addition, shall self report any conviction, finding of guilt, withholding of adjudication, commitment to a pretrial diversion program, or entering of a plea of guilty or Nolo Contendere for any criminal offense other than a minor traffic violation within 48 hours after the final judgment. When handling sealed and expunged records disclosed under this rule, school districts shall comply with the confidentiality provisions of Sections (4)(c) and (4)(c), Florida Statutes. n. Shall report to appropriate authorities any known allegations of a violation of the Florida School Code or State Board of Education Rules as defined in Section (1), Florida Statutes. o. Shall seek no reprisal against any individual who has reported any allegation of a violation of the Florida School Code or State Board of Education Rules as defined in Section (1), Florida Statutes. p. Shall comply with the conditions of an order of the Education Practices Commission. q. Shall, as the supervising administrator, cooperate with the Education Practices Commission in monitoring the probation of a subordinate. 21

22 THE SCHOOL BOARD OF BROWARD COUNTY, FLORIDA FIELD EXPERIENCE SECURITY CLEARANCE INFORMATION MorphoTrust USA, formerly L-1 Enrollment, has been contracted by the School Board of Broward County (SBBC) to provide live scan and badging services to vendor and pre-professional applicants throughout the county. MorphoTrust USA now offers appointments for processing of new enrollments and renewal/replacement badge services for SBBC. This service offering, known as EasyPath, is intended to provide a simple, straightforward, and fast process for contractor personnel and pre-professionals that are required to be background checked and issued identification badges through SBBC. Vendors and colleges registered with SBBC for these services should review instructions on the new and exciting services. MorphoTrust USA is offering. All vendors and colleges must provide the necessary information as soon as possible to. MorphoTrust USA. These documents can be found by selecting the Forms and Links hyperlink below. Please choose from the following links for School Board of Broward County. The "Online Scheduling" section starts the appointment process. The "Locations" section provides a listing of locations in School Board of Broward County for you to browse before starting the appointment process. The "Forms and Links" section provides access to forms relating to the fingerprint background check process and links for information on this process. What happens if criminal activity appears on your fingerprint report? If you have ever been involved in a court proceeding, been convicted of an offense (other than a minor traffic violation), had adjudication withheld, or even had a case dismissed, the following documents must be provided: 1. A letter describing the offense(s) in detail. 2. Police report. (If the police report is unavailable, you must provide a statement on the agency letterhead stating the report is no longer on file.) 3. Court s final disposition. 4. Upon receipt of the requested documents, your file will be reviewed. Due to the high volume of applicants, please allow a few weeks for processing paperwork. 5. Students who were denied security clearance will be notified in writing, via , and advised of the appeal process. A student who elects to enter an appeal will be required to submit a written letter of explanation pertaining to the offense(s) and two letters of recommendation from professionals (employers, teachers, clergy, etc.). Letters from family members and personal friends are not acceptable. The Broward District Schools Police Department will review the appeal file. The student will be notified in writing when the final appeal decision is rendered. Further information on the appeal process may be found at the following link: Contact your college or university for further instructions. 22

23 PLACEMENT PROCEDURES 1. Individual field experience placements will be arranged by the College/University Contacts based on the information provided by the Field Experience Contacts via the online placement system. 2. College/University Contacts will be responsible for creating semesters in the online placement system. 3. College/University Contacts will select schools according to geographic location and availability of cooperating teachers based on level and subject area. 4. College/University Contacts and Broward County Field Experience Coordinator will monitor the placement system and communicate with the Field Experience Contacts to resolve placement issues. 5. In general, preprofessional educators will not be placed in a school they attended as a student, where their children or family members are enrolled or employed, where they completed earlier field experiences, or where they were or are currently employed. 6. A cooperating teacher may not assume the responsibility for more than one student teacher per term. For all other placements, cooperating teachers may have a maximum of three (3) preservice students but not at the same time. 7. An Affiliation Agreement between an Institution of Higher Education and The School Board of Broward County Florida is required before making student teacher placements within The Broward County Schools. The Affiliation Agreement outlines the role and responsibilities of all parties, including the student teachers. The Affiliation Agreement must be reviewed and approved by all parties and renewed annually. PLACEMENT TIMELINES The timeline for field experience acceptance and school placement with a cooperating mentor teacher is five (5) business days. INCENTIVES FOR COOPERATING TEACHERS To reward and thank cooperating teachers for their dedication and assistance in the training and development of future teachers, participating colleges and universities may provide incentives. Details regarding incentives for field experience students and student teachers are provided upon request by the individual college or university. 23

24 The School Board of Broward County, Florida Patricia Good, Chair Donna P. Korn, Vice Chair Robin Bartleman Ann Murray Heather P. Brinkworth Abby M. Freedman Dr. Rosalind Osgood Laurie Rich Levinson Nora Rupert Robert W. Runcie, Superintendent of Schools The School Board of Broward County, Florida, prohibits any policy or procedure which results in discrimination on the basis of age, color, disability, gender identity, gender expression, national origin, marital status, race, religion, sex or sexual orientation. Individuals who wish to file a discrimination and/or harassment complaint may call the Executive Director, Benefits & EEO Compliance at (754) or Teletype Machine (TTY) at (754) Individuals with disabilities requesting accommodations under the Americans with Disabilities Act Amendments Act of 2008, (ADAAA) may call Equal Educational Opportunities (EEO) at (754) or Teletype Machine (TTY0) at (754)