Link to the College of Education, click here.

Work in SCE 4330/SCE 6366 will be linked with three sets of Florida Standards:

- Florida Educator Accomplished Practices, Pre-professional Level (FEAPs).
- Florida Teacher Certification Examination (FTCE) Biology (Grades 6-12); Chemistry (Grades 6-12); Physics (Grades 6-12)
- Florida ESOL Professional Standards.

 Program Outcomes

   Florida Educator Accomplished Practices: Pre-professional Level

     The Florida State Standards Commission has established the following 12 standards as the competencies teacher candidates need to demonstrate upon successfully completing a pre-service program.

1. assessment:  The pre-professional teacher collects and uses data gathered from a variety of sources.  These sources include both traditional and alternate assessment strategies.  Furthermore, the teacher can identify and match the student’s instructional plans with their cognitive, social, linguistic, cultural, emotional, and physical needs.
2. communication:  The pre-professional 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.
3. continuous improvement:   The pre-professional teacher realizes that she/he is in the initial stages of a lifelong 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.
4. critical thinking:  The pre-professional 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.
5. diversity:  The pre-professional 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 such as acceptance, tolerance, resolution, and mediation.
6. ethics: The pre-professional teacher adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession of Florida.
7. human development and learning:  Drawing upon well established human
 development/learning theories and concepts and a variety of information about students, the preprofessional teacher plans instructional activities.
8. knowledge of subject matter: The pre-professional teacher has 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.
9. learning environments: The pre-professional 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 work to increase his/her knowledge and skills.
10.  planning:  The pre-professional teacher plans, implements, and evaluates effective instruction in a variety of learning environments.
11.  role of the teacher:  The pre-professional teacher works with various educational
 professionals, parents, and other stakeholders in the continuous improvement of the educational experiences of students.
12.  technology:  The pre-professional teacher uses appropriate technology in teaching and learning processes.

1.  Conducts ESOL programs within the parameters, goals, and stipulations of the Florida Consent Decree.
2.  Recognizes the major differences and similarities among the different cultural groups in the United States.
3.  Identifies, exposes, and reexamines cultural stereotypes relating to LEP and non-LEP students.
4 Uses knowledge of cultural characteristics of Florida’s LEP population to enhance instruction.
5.  Determines and uses appropriate instructional methods and strategies for individuals and groups using knowledge of first and second language acquisition processes.
6.  Applies current and effective ESOL teaching methodologies in planning and delivering instruction to LEP students.
7.  Locates and acquires relevant resources in ESOL methodologies.
8.  Selects and develops appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing taking into account basic interpersonal communicative skills and cognitive academic language proficiency skills as they apply to the ESOL curriculum.
9.  Develops experiential and interactive literacy activities for LEP students using current information on linguistic and cognitive processes.
10.  Analyzes student language and determines appropriate instructional strategies using knowledge of phonology, morphology, syntax, semantics, and discourse.
11.  Applies essential strategies for developing and integrating the four language skills of listening comprehension, oral communication, reading, and writing.
12.  Applies content-based ESOL approaches to instruction.
13.  Evaluates, designs, and employs instructional methods and techniques appropriate to  learner=s socialization and communication needs based on knowledge of language as a social phenomenon.
14.  Plans and evaluates instructional outcomes recognizing the effects of race, gender, ethnicity, socioeconomic status, and religion on the results.
15  Evaluates, selects, and employs appropriate instructional materials, media, and technology for ESOL at elementary, middle, and high school levels.
16.  Designs and implements effective unit plans and daily lesson plans which meet the needs of ESOL students within the context of the regular classroom.
17.  Evaluates, adapts, and employs appropriate instructional materials, media, and technology for ESOL in the content areas at elementary, middle, and high school  levels.
18.  Creates a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students.
19.  Considers current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques.
20.   Administers tests and interprets test results applying basic measurement concepts.
21.  Uses formal and alternative methods of assessment/evaluation of LEP students including measurement of language, literacy, and content met cognition.
22.  Develops and implements strategies for using school, neighborhood, and home resources in the ESOL classroom.
23.   Identifies major attitudes of local target groups toward school teachers, discipline, and education in general that may lead to misinterpretation by school personnel; reduce cross-cultural barriers between students, parents, and the school setting.
24.  Develops, implements, and evaluates instructional programs in ESOL based on current trends in research and practice.
25.  Recognizes indicators of learning disabilities, especially hearing and language
impairment and limited English proficiency.

Biology Department,  click here.

Chemistry Department,  click here.

Earth & Environment Department,  click here.

Forensic Science Department,  click here.

Mathematics Department,  click here.

Physics Department,  click here.