COLLECTIVE BARGAINING

Background

Approximately 80% of the states have enacted legislation for collective bargaining between teacher unions and
school boards. The National Labor Relations Act regulates collective bargaining in the private sector. The Public
Employees Collective Bargaining Act governs collective bargaining for public employees.

Public employees in the State of Florida have the constitutional right to collectively bargain. "Public employees"
refers to employees of the state, counties, school boards, municipalities, and special taxing districts. This includes
all fire, police, corrections, school teachers and support personnel, medical personnel, state troopers, toll
collectors, sanitation employees, and clerical, etc. There are approximately 400,000 public employees of bargaining
units throughout the State of Florida. The Commission holds hearings and resolves disputes about the composition
of bargaining units and alleged unfair labor practices. The Commission has an elections division that conducts
elections when public employees express the desire to be represented by a union. The Commission registers
unions to qualify them to pursue representing employees. The Commission has an impasse and mediation
coordinator who oversees and orchestrates federally provided mediators and private employed arbitrators to
resolve impasses in labor negotiations.

There is general agreement among the states on the following points:

1. Strikes of public employees are unlawful.

2. Bargaining units may not represent more than one employee group (e.g. Teachers and
administrators)
3. Parties are allowed to negotiate a procedure for resolving impasses and disagreements regarding
interpretation of the contract.
4. In some states, binding arbitration is required to arrive at a contract. (Not used in Florida at the
present time).
5. Florida laws refer to "Good Faith" bargaining.

Collective Bargaining means the end of individual and the beginning of group relations between employee and
employer.

Competing Goals

Teacher Goals: maximize opportunities and security

Administration Goals: operate the schools effectively and efficiently

Scope of Bargaining

The ultimate goal of collective bargaining is to establish a sound and stable relationship between the system and its
personnel. Unions like to widen the scope of the negotiations to cover as many aspects of the work situation as
possible, while management generally prefers to limit the scope so that anything not covered in the contract
remains a prerogative of management. Typical provisions of teacher contracts include:

Teacher evaluation

 Transfers and reassignment/selection

 Class size/preparation
 Extra duty
  Planning time
 Reduction in force

Modes of Negotiating Behavior

 Competitive Attempts by both parties to achieve dominance over the other (WIN/LOSE; ADVERSARIAL)
 Collaborative Caring by each party for the other party, active listening, willingness to offer alternative
options (WIN/WIN, MUTUAL ACCEPTANCE)
 Subordinate No contest, one party subordinates itself to the others position (SENSE OF LOSS BY
SUBORDINATE)
 Impasse When negotiations are deadlocked:
 Mediation
 Arbitration
 School Board Action

Research shows collective bargaining has only a modest impact on teacher salaries. Students from unionized
districts have slightly better instructional results compared with districts without unions. Negotiated agreements
limit the power of principals to make decisions by forcing them to become interpreters of the contract.

Interviewing Guidelines
Structured Interviews

During structured or situational interviews, interviewees recall or hypothesize about specific behaviors and
wrestle with job-related dilemmas, and interviewers base their conclusions on behaviorally descriptive scoring
guides. Interviewers should base questions on the specific knowledge, skills, and abilities necessary for the open
position, with a focus on teacher behaviors

Types of Interview Questions

There are many different types of interview questions:

 Individual vs. Sequential

 Closed (short answer) vs. Open (extended answer)
 Competency-based vs. Opinion-based
 Situational vs. Principle-based
 Factual vs. Hypothetical

According to Kenneth Peterson and the American Association for Curriculum and Supervision, approximately 70
percent of the interviewer's questions should be competency-based, and should focus on tangible instructional
skills (e.g., how to begin a lesson), professional knowledge (e.g., copyright laws), classroom behavior (e.g., pacing
classroom instruction), and interpersonal skills (e.g., dealing with a difficult parent). In addition, questions should
concentrate on candidate behavior, either by describing past actions or discussing a hypothetical situation.

Types of Questions to Avoid

The following kinds of questions should be kept to a minimum:

 Leading questions (e.g., "We're under great pressure right now to raise test scores; how do you feel about
testing?")
 Loaded questions (e.g., "So which is better, over-testing or over individualizing?")
  Trait questions that merely solicit candidate opinions, preferences, and self-descriptions (e.g., "Describe
your strengths." "How do you feel about whole-language approaches?" "Are you committed to teaching?")

The following Interview Questions are Off-Limits:

 How old are you?

 What is your race?
 Of what country are you a citizen?
 Tell me about your accent.
 How tall are you?
 What is your native language?
 How did you acquire your second language?
 What is your marital status?
 Are you a single parent?
 What is your preferred form of address: Miss, Mrs., or Ms.?
 What are the names of your next of kin?
 How many children do you have?
 What are your child-care arrangements?
 Do you own or rent your home?
 Do you live alone?
 Do you have any large debts?
 Who is your emergency contact?
 What is your sexual orientation?
 Tell me about your religious beliefs?
 Describe your political beliefs or affiliations.
 Describe your attitude toward unions.
 Of what clubs are you a member?
 To what organizations do you donate money or time?
 Are you physically fit?
 Are you disabled? If so, how severe is your disability?
 Have you ever been treated for any conditions or diseases?
 Do you use alcohol or drugs on your own personal time? Have you ever had a problem with either?
 What is your military service history?
 Have you ever been arrested?
 Do you have additional outside income?
 What is your retirement plans? Organizing and Scheduling Questions

Avoiding Interviewer Bias

The very expertise necessary of all good interviewers—informed, expert subjectivity—can sometimes cross the
line into prejudicial bias. Be careful not to make judgments based on the following:

 First impressions of the candidate

 A single statement or answer that may skew interviewer reactions to unrelated responses
 Nonverbal communication
 The interviewer's own experience or preferences
 Leading questions
 Personal or professional similarities between interviewer and candidate
  The "halo effect" of one or two outstanding applicant characteristics
 Pressure to fill the position
 Discriminatory information, such as age or ethnicity
 One good strategy for overcoming bias is the multiple-interviewer session, as the variety of viewpoints
helps keep subjective reactions to a reasonable level.

Teacher Perceiver Interviews

Some authorities on teacher hiring recommend psychological testing of candidates, often using the Selection
Research Teacher Perceiver scale, a 60-item survey. The questions are arranged according to domains: Mission,
Focus, Gestalt, Rapport, Drive, Empathy, Individualized Perception, Listening, Innovation, and Investment.

Other districts use a standard battery of questions, either in interviews or on a survey, that are scored to yield
applicant diagnoses according to different categories (e.g., "Personal Motivation," "Child-Centeredness," or
"Preference for Collaboration"). Answers to these questions will often suggest candidate personality types. There is
no research to suggest that any single personality type is best for teachers, but district personnel often prefer to
work with people who think or act like they do. However, this attitude may be the opposite of what we need for
healthy educational organizations, since schools must teach to a variety of student styles and preferences. It is up
to each district whether to use personality profiles.

Veterans' Preference
In accordance with Florida Law, Florida residents who are wartime veterans, or in receipt of service-connected
disability compensation honorably separated from active service in the Armed Forces of the United States, their
spouses, or their widows may receive preference. Preference must be claimed at the time the application is
submitted. State agencies may accept the DD form 214 or other required documentation through the closing date
of the vacancy. If you are an applicant claiming veterans' preference for a vacant position and were not afforded
preference in accordance with Florida Statutes and Chapter 55A-7, Florida Administrative Code, you may file a
complaint with the Florida Department of Veterans' Affairs, Post Office Box 31003, St. Petersburg, Florida 33731,
telephone (727) 319-7400. A complaint must be filed within 21 days of the applicant receiving notice of the hiring
decision or within 3 months of the date the application is submitted if, no notice is given.

Family Educational Rights and Privacy Act (FERPA)

http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html

The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that
protects the privacy of student education records. The law applies to all schools that receive funds under an
applicable program of the U.S. Department of Education.

FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the
student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom
the rights have transferred are "eligible students."

Parents or eligible students have the right to inspect and review the student's education records maintained by the
school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is
impossible for parents or eligible students to review the records. Schools may charge a fee for copies.

Parents or eligible students have the right to request that school correct records, which they believe to be
inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the
right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible
student has the right to place a statement with the record setting forth his or her view about the contested
information.

Generally, schools must have written permission from the parent or eligible student in order to release any
information from a student's education record. However, FERPA allows schools to disclose those records, without
consent, to the following parties or under the following conditions (34 CFR § 99.31):

 School officials with legitimate educational interest;

 Other schools to which a student is transferring;
 Specified officials for audit or evaluation purposes;
 Appropriate parties in connection with financial aid to a student;
 Organizations conducting certain studies for or on behalf of the school;
 Accrediting organizations;
 To comply with a judicial order or lawfully issued subpoena;
 Appropriate officials in cases of health and safety emergencies; and
 State and local authorities, within a juvenile justice system, pursuant to specific State law.

Schools may disclose, without consent, "directory" information such as a student's name, address, telephone
number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents
and eligible students about directory information and allow parents and eligible students a reasonable amount of
time to request that the school not disclose directory information about them. Schools must notify parents and
eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in
a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school.

For additional information or technical assistance, you may call (202) 260-3887 (voice). Individuals who use TDD
may call the Federal Information Relay Service at 1-800-877-8339.

Or you may contact us at the following address:

Family Policy Compliance Office

U.S. Department of Education
400 Maryland Avenue, SW
Washington, D.C. 20202-5901

INDUCTION and ORIENTATION

WHAT IS INDUCTION?

A good induction program involves more than introducing a new staff member to their job and colleagues. It is the
process by which you help a new staff member fit into a job, a work team, and an organization as smoothly as
possible. It means anticipating the questions a new person might want or need to know the answers to when they
don't know who to ask or feel confident enough to ask.

WHO IS RESPONSIBLE FOR INDUCTING NEW EMPLOYEES?

Supervisors/managers are responsible for providing a well planned workplace induction for their new staff. The
Human Resources Department assists by providing part of the induction program that addresses issues regarding
the organization as a whole, and covering employee entitlements.

WHAT IS ORIENTATION?
Orientation provides staff with an introduction to how the system works. Staff members gain a comprehensive
understanding of the district and their responsibilities.

WHY IS ORIENTATION IMPORTANT?

Orientation plays and important part in making staff feel welcome and comfortable in their workplace. Orientation
provides staff with information that is integral to working at the school or district and removes some of the
mystery as to how the district functions. Orientation is also a great opportunity for staff to network with people
from across the district and discover resources that may be available outside their own school center.

There are usually three types of induction programs in the public schools:

Orientation - introduces new teacher to e school and community

Performance Improvement Programs - in addition to receiving information about the school and district,
participants receive individualized assistance with their teaching from an administrator, supervisor, or peer
teacher. Assistance usually includes observations combined with feedback.

Induction for Certification - In some states, state mandates require beginning teachers to demonstrate mastery of
specified teaching competencies in order to receive a permanent teaching certificate.

Induction/orientation activities include:

 Review school philosophy

 Review teaching responsibilities
 Review conditions of employment
 Distribute school board policy handbook, faculty handbook
 Tour the local community
 Introduce new teachers to faculty
 Review the background of students
 Prepare for the first day of school
 Assign peer teacher as sponsor for the new teachers
 Explain beginning teacher program

MENTORING TEACHERS

Mentors are often referred to as "buddy teacher, support teacher, peer teacher, cooperating teacher, or teacher
advisor". Studies have shown that mentoring teachers is instrumental in helping beginning professionals to
acquire increased teaching competence.

The National Staff Development Council Standards for Staff Development

The National Staff Development Council's revised Standards for Staff Development reflect what NSDC and the
broader staff development community have learned about professional learning since the creation of the original
standards in 1995. The standards are as follows:

Context Standards

Staff development that improves the learning of all students:

 Organizes adults into learning communities whose goals are aligned with those of the school and district.
(Learning Communities)
 Requires skillful school and district leaders who guide continuous instructional improvement. (Leadership)
  Requires resources to support adult learning and collaboration. (Resources)
 Process Standards
 Staff development that improves the learning of all students:
 Uses disaggregated student data to determine adult learning priorities, monitor progress, and help sustain
continuous improvement. (Data-Driven)
 Uses multiple sources of information to guide improvement and demonstrate its impact. (Evaluation)
 Prepares educators to apply research to decision making. (Research-Based)
 Uses learning strategies appropriate to the intended goal. (Design)
 Applies knowledge about human learning and change. (Learning)
 Provides educators with the knowledge and skills to collaborate. (Collaboration)

Content Standards
Staff development that improves the learning of all students:

 Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning
environments, and hold high expectations for their academic achievement. (Equity)
 Deepens educators' content knowledge, provides them with research-based instructional strategies to
assist students in meeting rigorous academic standards, and prepares them to use various types of
classroom assessments appropriately. (Quality Teaching)
 Provides educators with knowledge and skills to involve families and other stakeholders appropriately.
(Family Involvement)

EFFECTIVE STAFF DEVELOPMENT PROGRAMS FOR TEACHERS

A well-designed staff development program will have the following results:

 Increased job satisfaction

 Improved teaching skills
 Decreased turnover
 Increased student achievement
 Increased motivation
 Increased productivity
 Helps employees cope with district-wide initiatives

An effective staff development program will:

 Be designed as a collective effort of a faculty (collaborative)

 Be scheduled at times that do not compete with professional obligations
 Be sequenced so what new skills can be tried then receive feedback at a later date (ongoing and observable
in the classroom)
 Require active participation, not lecture

The Education Practices Commission

"The Education Practices Commission" has final authority in all cases involving revocation and suspension of
certificates of teachers and school administrators. Complaints against teachers and administrators must be filed
within (30) days.
Assessment Procedures and Criteria

Districts must have the following:

 A method of assessing the performance of personnel

 System must have school and district level improvement plans
 Evaluations shall be conducted annually.
 Employee shall receive a written report ten days after the assessment takes place.
 The assessment shall be discussed with the employee.
 The employee has the right to submit a written response to the assessment and the response shall become
a permanent attachment to the personnel file.
 The Superintendent must notify the Department of Education of any instructional personnel who receives
two consecutive unsatisfactory annual evaluations, those recommended for termination, and non-renewals.

Public Records, Employees Chapter 119

Public Records - Chapter 119, Florida Statutes, commonly known as Florida's "Public Records Law," provides
information on public records in Florida, including policies, definitions, exemptions, general information on
records access, inspection, examination and duplication of records. Chapter 119 also covers record maintenance
and storage, criminal investigations, copying and photographing, electronic access, and violations and penalties.
For more detailed information, go to the following web address:
http://www.flsenate.gov/Statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=Ch0119/SEC07.H
TM&Title=->2004->Ch0119->Section%2007#0119.07

PERSONNEL FILES
1. Except for materials pertaining to work performance or such other matters that may be cause for
discipline, suspension, or dismissal under laws of this state, no derogatory materials relating to an
employee's conduct, service, character, or personality shall be placed in the personnel file of such
employee.
2. No anonymous letter or anonymous materials shall be placed in the personnel file.
3. Materials relating to work performance, discipline, suspension, or dismissal must be reduced to writing
and signed by a person competent to know the facts or make judgment. These materials need to be put
in writing within 45 days of the school system becoming aware of these facts.
4. Additional information may be appended to clarify materials in the file provided that the employee
receives a copy by certified mail or return receipt requested or by personal delivery. The employee
must sign acknowledging receipt and does not necessarily indicate agreement.
5. Employees have the right to request an informal inquiry regarding material in his/her personnel file
that the employee believes to be false.
6. Employees and their designees have the right to examine their personnel files and can have copies at a
cost no greater than 5 cents per page.
7. If an investigation of a complaint against an employee is in process, these materials are exempt until
the conclusion of the preliminary investigation.
8. An employee evaluation shall be confidential and exempt from the provisions of F.S.119.07(1) until the
end of the school year immediately following the school year in which the evaluation was made.
9. Evaluations made prior to July 1, 1983 shall not be made public.
10. Payroll deduction records shall be confidential and exempt from public scrutiny.
 11. Employee medical records, including psychiatrist and psychological records, shall be confidential and
exempt from public scrutiny. However, if an employee's competency is an issue, a hearing officer or
panel should have access to such records.
12. Not withstanding the above exemptions, all aspects of the personnel file of each employee shall be
made available to school board members, the superintendent, and the principal or designee in the
exercise of their duties.
13. Law enforcement personnel shall have access in the conduct of a lawful criminal investigation.
14. The term "personnel files" means all records maintained by a public school system, in any form or
retrieval system, in one or more locations.

CONTRACTS
6A-1.064 Forms for Contracts for Instructional and Professional Administrative Personnel, and Other Personnel
(http://www.firn.edu/doe/rules/6a-1-5.htm)

(1) Forms of contract for annual contracts and for professional service contracts entered into by school boards
and instructional and professional administrative personnel as provided by law shall be prescribed by the State
Board of Education. Contents of contract forms shall comply with all pertinent provisions of law and State Board
Rules. No contract form shall indicate, or be altered to show, any uncertainty with reference to the amount of
salary for the contract period of service, or the duration of the period of service, except as the rank, contract status,
and qualifications of the teacher may change, or pursuant to a duly adopted collective bargaining agreement, or
where membership in a school or program is so unstable that it might be necessary to discontinue classes because
of lack of pupils, in which latter case the contract may be stated to be effective at the option of the board
conditional on a minimum number of pupils. Any clause inserted in a contract form purporting to provide that the
contract salary will be paid only if funds are available shall be null and void.

(2) Contracts with personnel other than instructional personnel identified in Rule 6A-1.064(1), FAC, shall be
made as prescribed by rules of the school board.

Specific Authority 120.53(1)(a), 229.053(1)(2)(1), 231.36(1)(3)(a) FS. Law Implemented 120.53(1)(a),

230.23(5)(d), 231.36, 236.02(4) FS. History – Re-promulgated 12-5-74, Amended 9-9-84, Formerly 6A-1.64.

1. Annual Contract of Employment for Instructional Personnel of the Public Schools.

2. Professional Service Contract of Employment for Instructional Personnel of the Public Schools.

1. Each employee shall be properly certified and shall receive a contract. The contract must include
provisions for dismissal outlining just cause. Just cause includes, but is not limited to, misconduct in
office, incompetence, gross insubordination, willful neglect of duty, or conviction of a crime involving
moral turpitude.
2. Employees who violate the terms of their contract or leave their position without first being released
by the school board shall be subject to the jurisdiction of the Education Practices Commission.
3. Professional Services Contracts must be offered to members of the instructional staff who satisfy the
following requirements:
A. Completed 3 years of probationary service including one year in a professional orientation
program where required.
B. The member must be recommended by the Superintendent for such contract
4. Districts may issue a professional service contract to any employee who has previously held a
professional service contract in another district within this state.
 5. Employees, may, but are not required to, exchange a continuing contract for a professional contract in
the same district.

The Professional Service Contract shall be reviewed each year unless the employee is charged with
unsatisfactory performance

6. If an employee receives notice of unsatisfactory performance:

A. The employee shall be given the opportunity to meet with the superintendent or his designee
for an informal review of the determination of unsatisfactory performance.
B. The employee may request a transfer to another appropriate position, with a different
supervising administrator.
C. During the subsequent year, the employee shall be provided assistance and in-service training
opportunities to correct the deficiencies. The employee shall also be evaluated periodically so
that he will be kept apprised of progress achieved.

Not less than 6 weeks prior to the close of the post school conference period of the subsequent year, the
superintendent shall notify the employee in writing whether the performance deficiencies have been corrected.
Hearing and appeal processes are outlined in Chapter 231. Adverse decisions may be appealed to District Court
within 30 days.

7. Any member of the district administrative or supervisory staff may be dismissed or may be returned to
annual contract status when a recommendation to that effect is submitted in writing to the school
board on or before April 1 of any school year. Employees shall be notified five days prior to the filing of
such written recommendations and shall include a copy of the charges and recommendations to the
school board.
8. Anyone under continuing contract may be suspended or dismissed at any time during the school year if
the charges are based on immorality, misconduct, in office, incompetence, gross insubordination, willful
neglect of duty, drunkenness, or conviction of a crime involving moral turpitude.
9. Employees can be suspended without pay; but, if the charges are not sustained, he shall be immediately
reinstated, and his back salary shall be paid.
10. The school board shall grant continuing service credit for time spent as a member of the Legislature
provided they have a professional services contract, multi-year contract, or continuing contract.
11. Retired employees may be reemployed in any public school on a probationary contractual basis.
12. Before a teacher gets a professional services contract, his/her contract need not be renewed and the
district is not required to give a reason.

Continuing Contract: Initial Employment prior to July 1, 1982

Professional Service Contract: Initial Employment subsequent to July 1, 1982

The Educator Accomplished Practices
The twelve essential practices of effective teaching are listed below. There are e levels of proficiency; the
accomplished level, professional level, and pre-professional level. To save space, the accomplished level will be
presented:

1. Accomplished Practice One - Assessment.

2. Accomplished level. The accomplished teacher uses assessment strategies (traditional and alternate) to
assist the continuous development of the learner.
a. Accomplished Practice Two - Communication.
3. Accomplished level. The accomplished teacher uses effective communication techniques with students and
all other stakeholders.
a. Accomplished Practice Three - Continuous Improvement.
4. Accomplished level. The accomplished teacher engages in continuous professional quality improvement for
self and school.
a. Accomplished Practice Four - Critical Thinking.
5. Accomplished level. The accomplished teacher uses appropriate techniques and strategies, which promote
and enhance critical, creative, and evaluative thinking capabilities of students.
a. Accomplished Practice Five - Diversity.
6. Accomplished level. The accomplished teacher uses teaching and learning strategies that reflect each
student's culture, learning styles, special needs, and socio-economic background.
a. Accomplished Practice Six - Ethics.
7. Accomplished level. The accomplished teacher adheres to the Code of Ethics and Principles of Professional
Conduct of the Education Profession in Florida.
a. Accomplished Practice Seven - Human Development and Learning.
8. Accomplished level. The accomplished teacher uses an understanding of learning and human development
to provide a positive learning environment, which supports the intellectual, personal, and social
development of all students.
a. Accomplished Practice Eight - Knowledge of Subject Matter.
9. Accomplished level. The accomplished teacher demonstrates knowledge and understanding of the subject
matter.
a. Accomplished Practice Nine - Learning Environments.
10. Accomplished level. The accomplished teacher creates and maintains positive learning environments in
which students are actively engaged in learning, social interaction, cooperative learning and self-
motivation.
a. Accomplished Practice Ten - Planning.
11. Accomplished level. The accomplished teacher plans, implements, and evaluates effective instruction in a
variety of learning environments.
a. Accomplished Practice Eleven - Role of the Teacher.
12. Accomplished level. The accomplished teacher works with various education professionals, parents, and
other stakeholders in the continuous improvement of the educational experiences of students.
a. Accomplished Practice Twelve - Technology.
13. Accomplished level. The accomplished teacher uses appropriate technology in teaching and learning
processes.
14. Specific Authority 231.17, 231.546, FS. Law Implemented 231.17, 231.546, FS. History - New 7-2-98.
DELEGATION
When transferring authority and responsibility to workers:

Make sure the individuals are:

 Qualified
 Motivated
 Have sufficient time
 Have the ability
 Are willing
 Establish clear-cut expectations
 Establish a time line.
 Set a target date.
 Provide feedback.

Why Delegate?

 Frees your time to do other tasks

 Utilize strengths in others while acknowledging your weaknesses
 Taps resources
 Builds staff morale, trust
 Builds skills and expertise of staff

When NOT To Delegate

 Ceremonial events
 Personal matters involving staff
 Exit interviews
 Reprimanding staff
 Crisis
 If no one has skills to do the job

For additional tips on delegating as a leadership tool, please consult the following source:

Http://humanresources.about.com/cs/manageperformance/a/delegation.htm

GRIEVANCE AND ARBITRATION PROCEDURES

The Grievance and Arbitration Process

Every Collective Agreement usually contains a grievance and arbitration procedure, though there are many
variations in the actual process set out in each.

The purpose of the procedure is to resolve disputes between employees and the union on the one side, and the
employer on the other, in regards to matters covered by the Collective Agreement.
Essentially, the grievance process is the first process and arbitration is only pursued if the dispute is not resolved
during the grievance process.

Grievance procedures usually have two or three 'steps', or stages, involving progressively higher levels of
management and union representation. Also, the grievance and arbitration clause has time limits for proceeding to
each subsequent stage.

Types of Disputes

The most common dispute is whether a discipline or discharge was proper. Examples of other disputes that can be
resolved using the grievance and arbitration procedure include a claim by an employee that the wage rate set out
in the agreement has not be paid, that an overtime assignment was wrongly made, or that a safety shoe allowance
has not been paid.

Employees are usually required to first discuss most complaints with their supervisor. If the supervisor can not
resolve the problem, then the dispute will proceed to higher levels of the grievance process in the search for a
resolution.

Steps from Grievance to Arbitration

The right to go to higher levels in the grievance procedure and ultimately to arbitration is almost always the right
of the trade union, not the employee. The union may therefore decide for many reasons not to pursue the
employee's complaint.

In situations that impact many employees, unions usually have the right to submit a group complaint, often called a
policy grievance. In a policy grievance no particular employee involved in filing the grievance is named.

If the matter is not resolved at some level of the grievance process, the union may take the matter to arbitration.
Arbitration is a type of informal court. The arbitrator is the judge, but unlike the courts, both the union and the
employer in equal amounts, regardless of who wins the case, pay for this judge. The arbitrator can be selected by
agreement or, if either the union or employer asks, by the Ministry of Labor.

Three person Boards of Arbitration were once popularly used. They consisted of the neutral arbitrator, an
arbitrator appointed by the union and an arbitrator appointed by the employer. Not surprisingly, most decisions
were 2 to 1. Today the use of a single arbitrator rather than a Board is common.

At an arbitration hearing, both sides present their case. Facts must either be agreed to or proved by witnesses and
other evidence such as documents. Following the hearing, which can take many days in complex situations, the
Arbitrator will usually take some time to consider the problem and then issue a written decision. The arbitrator's
decision is legally binding and final.

Management's Attitude

An important aspect about grievances is that there should be a sincere and honest attempt to resolve the grievance
at its earliest stage. Filing a grievance is not an indication that the administrator is a poor administrator. The
administrator should not use intimidation, fight, or discouragement when grievances are filed.

Definition

A grievance is a vehicle for settling disputes. It provides for due process and a structured, systematic method for
handling contractual disputes. The grievance procedure accomplishes the following:

(1) Assumes the possibility of opposing interests

 (2) Assumes basic honesty of parties
(3) Identifies the players
(4) Requires specificity of claim
(5) Requires statement of basis (alleged violation)
(6) Requires identification of redress sought
(7) Defines sensible timelines for responses
(8) Gradually escalates the level of review forum through higher authorities
(9) Sets parameters for an arbitrator (usually the terms of the contract)

Grievances are made when an employee in the "bargaining unit" makes an allegation that there has been an explicit
violation, misinterpretation, or misapplication of a provision of the contractual agreement.

ARBITRATION

Informal Procedure

The parties acknowledge that it is most desirable to resolve problems through informal communications at the
lowest level possible. In many districts, such informal procedure is required as a prerequisite to involving formal
grievance procedures.

Formal Procedure

A formal grievance must be stated in writing on a grievance form and submitted to the principal or supervisor.
Within a designated number of days, the recipient of the grievance shall meet with the grievant and representative
of the "association" (if requested by the grievant) in an effort to resolve the grievance.

If the grievant and/or association are not satisfied with the disposition of this meeting, it may be appealed to the
Superintendent or his/her designee. Again, within a designated number of days, the Superintendent or designee
shall meet with the grievant and association in an effort to resolve the grievance. Typically, the disposition of the
grievance is put in writing and a copy is given to the grievant and the association within a designated number of
days. If the grievant and/or association remains unsatisfied with the written disposition, the next step will be
processing by an "impartial mediator". The mediator will be chosen through mutual agreement of the parties. If it
is agreed to make the mediator's decision binding, the grievance will be considered resolved.

If the grievant and/or association are not satisfied at this level, the grievance may be submitted to arbitration. The
arbitrator is not permitted to consider any evidence not previously disclosed to either party when rendering
his/her decision. A response in writing is stipulated within a designated period of days. Both parties agree that
the decision of the arbitrator shall be final and binding on all parties. The Board and the association share fees and
expenses for the arbitrator equally.

Guidelines

1. The number of days to respond varies from district to district.

2. No reprisals of any kind shall be taken by the Board or by any member of the administration.
3. All documents, communications, and records shall be treated as confidential.
4. All meetings shall be conducted in private with only the parties involved, their representatives,
and any necessary witnesses.
5. No one shall be denied their constitutional rights or rights under the State of Florida.

Typical Grievance Issues

 Association rights and privileges

  Working conditions
 Vacancies, transfers, and reassignments
 Teachers' responsibilities and rights
 Excess procedures

Conclusions

Grievance procedures are a very important aspect of implementing negotiated contractual agreements. Each
administrator has an obligation to utilize these procedures as a systematic problem-solving technique.

BEGINNING TEACHER REQUIREMENTS

 Must be enrolled in an approved Florida Beginning Teacher Program

 Must maintain a portfolio.
 Complete One Summative Evaluation
 Complete Two Formative Evaluations
 Must attend one pre school orientation
 Must attend one post school session
 Must demonstrate 27 generic teaching competencies (FPMS)
 Must have first observation within first 45 teaching days
 Documentation must be made to the Department of Education
 Must complete Beginning Teacher Program in two years

PERFORMANCE APPRAISAL RESPONSIBILITIES

District Level

 Develops criteria for conducting performance appraisals

 Designs the performance appraisal process
 Assess the effectiveness of the performance appraisal process

Building Level

 Conducts pre-appraisal conferences

 Notifies teachers about their performance
 Observe building-level personnel
 Coaches building-level personnel
 Uses summative and formative instrument to collect performance data
 Assesses school performance at least once a year

NEAT PROCEDURE

N Notice to the individual that deficiencies exist which, if not corrected, could lead to dismissal.

E Explanation of deficiencies with suggested corrections

A Assistance offered and provided

T Time provided (reasonable) for correction of deficiencies

CHAPTER 6B-1
CODE OF ETHICS - EDUCATION PROFESSION

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.

Specific Authority 229.053(1), 231.546(2)(b) FS. Law Implemented 231.546(2)(b) FS. History - New 3-24-65,
Amended 8-9-69, Repromulgated 12-5-74, Amended 8-12-81, 7-6-82, Formerly 6B-1.01.

Principles of Professional Conduct for the Education Profession in Florida

1. The following disciplinary rule shall constitute the Principles of Professional Conduct for 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.
(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.
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 an
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 or 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 and State Board of Education Rules.
(m) Shall self-report within forty-eight (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 purpose in any proceeding, civil or criminal, administrative or
judicial, investigatory or ad judicatory. 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 Contendre for any criminal offense other than a minor traffic violation
within forty-eight (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 943.0585(4)(c) and 943.059(4)(c), Florida Statutes.
(n) Shall report to appropriate authorities any known allegation of a violation of the Florida School
Code or State Board of Education Rules as defined in Section 1012.795(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 Section1012.795 (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.

Specific Authority 229.053(1), 231.546(2)(b) FS. Law Implemented 231.546(2), 231.28 FS. History - New 7-6-82,
Amended 12-20-83, Formerly 6B-1.06, Amended 8-10-92, 12-29-98.

CHAPTER 6B-4

PROFESSIONAL SELECTION, ASSIGNMENT,

CONTINUANCE, TRANSFER AND DISMISSAL

6B-4.010 Instructional Personnel Assessment Systems

Submission Process

Each school district shall submit the instructional personnel assessment system to the Division of Professional
Educators of the Department for approval pursuant to Section 231.29, Florida Statutes. For additional information
pertaining to personnel assessment, please see

Http://www.firn.edu/doe/rules/6b-4.htm

6B-4.009 Criteria for Suspension and Dismissal

The basis for charges upon which dismissal action against instructional personnel may be pursued are set forth in
Section 231.36, Florida Statutes. The basis for each of such charges is hereby defined:

(1) Incompetency is defined as inability or lack of fitness to discharge the required duty as a result of
inefficiency or incapacity. Since incompetency is a relative term, an authoritative decision in an individual case may
be made on the basis of testimony by members of a panel of expert witnesses appropriately appointed from the
teaching profession by the Commissioner of Education. Such judgment shall be based on a preponderance of
evidence showing the existence of one (1) or more of the following.

(a) Inefficiency: (1) repeated failure to perform duties prescribed by law (Section 231.09, Florida Statutes); (2)
repeated failure on the part of a teacher to communicate with and relate to children in the classroom, to such an
extent that pupils are deprived of minimum educational experience; or (3) repeated failure on the part of an
administrator or supervisor to communicate with and relate to teachers under his or her supervision to such an
extent that the educational program for which he or she is responsible is seriously impaired.

(b) Incapacity: (1) lack of emotional stability; (2) lack of adequate physical ability; (3) lack of general
educational background; or (4) lack of adequate command of his or her area of specialization.

(2) Immorality is defined as conduct that is inconsistent with the standards of public conscience and good
morals. It is conduct sufficiently notorious to bring the individual concerned or the education profession into
public disgrace or disrespect and impair the individual's service in the community.
(3) Misconduct in office is defined as a violation of the Code of Ethics of the Education Profession as adopted in
Rule 6B-1.001, FAC., and the Principles of Professional Conduct for the Education Profession in Florida as adopted
in Rule 6B-1.006, FAC., which is so serious as to impair the individual's effectiveness in the school system.

(4) Gross insubordination or willful neglect of duties is defined as a constant or continuing intentional refusal
to obey a direct order, reasonable in nature, and given by and with proper authority.

(5) Drunkenness is defined as:

(a) That condition which exists when an individual publicly is under the influence of alcoholic beverages or
drugs to such an extent that his or her normal faculties are impaired; or

(b) Conviction on the charge of drunkenness by a court of law.

(6) Moral turpitude is a crime that is evidenced by an act of baseness, vileness or depravity in the private and
social duties, which, according to the accepted standards of the time a man owes to his or her fellow man or to
society in general, and the doing of the act itself and not its prohibition by statute fixes the moral turpitude.

Specific Authority 229.053(1), 231.546(2)(a)(b) FS. Law Implemented 231.36(4)(c), 231.546(2) FS. History - New
12-25-66, Amended 9-8-68, Repromulgated 12-5-74, Amended 8-12-81, 4-5-83, Formerly 6B-4.09

Equity in Hiring Personnel

Equal Employment Opportunities

6A-19.009 Personnel (Equity)

Equal employment opportunities shall be provided to all applicants and employees without regard to race, sex,
national origin, marital status or handicap.

(1) Policies and Practices. Policies, practices and collective bargaining agreements shall not discriminate
against an employee, or applicant for employment, on the basis of race, sex, national origin, marital status or
handicap. Each governing board shall provide that the cost of providing reasonable accommodation be borne by
the governing board, or in the case of state universities by the individual university, rather than by internal
subsidiary budgeting units.

(a) Salary policies, employee classification, assignments and other practices shall not discriminate on the basis of
race, sex, national origin, marital status or handicap.

(2) Fringe Benefits. All fringe benefits provided under the authority or direction of an institution shall be
provided without discrimination on the basis of race, sex, national origin, marital status or handicap.

(3) Pregnancy. Pregnancy and childbirth shall be treated in the same manner as temporary disabilities with
respect to all job-related purposes, including commencement, duration and extension of leave, reinstatement,
payment of disability income, accrual of seniority, insurance and other fringe benefits provided under the authority
or direction of an institution.

(4) Reasonable Accommodation. Reasonable accommodation shall be provided for the known handicaps of a
qualified handicapped applicant or employee unless it can be demonstrated that the accommodation would impose
an undue hardship on the institution. An institution may not deny employment opportunity to a qualified
handicapped employee or applicant if the basis for the denial is the need to make reasonable accommodation to
the employee or applicant.

(5) Contractual Agreements. Institutions shall not participate in any contractual or other agreements that have
the effect of subjecting an applicant or employee to discrimination on the basis of race, sex, national origin, marital
status or handicap. Contractual or other agreements shall include, but are not limited to, collective bargaining
agreements, insurance contracts, training contracts, research projects and studies, food services and
transportation.

(6) Recruitment. Recruitment and hiring of employees shall be conducted without discrimination on the basis
of race, sex, national origin, marital status or handicap. This shall not affect recruitment, employment and
promotion activities conducted under a legally sufficient affirmative action plan adopted by the governing board or
institution.

(a) Employment advertisements shall not indicate or imply preference or discrimination based on race, sex,
national origin, marital status or handicap.

(7) Pre-employment Inquiries. Pre-employment inquiries shall not solicit information with respect to an
applicant's marital or parental status, or the existence or severity of handicapping conditions.

(a) No pre-employment medical examination shall be conducted nor shall any pre-employment inquiry be
made of an applicant as to whether the applicant is a handicapped person or as to the nature or severity of a
handicap. Inquiry into the applicant's ability to perform job related functions is permissible. Conditioning an offer
of employment on the results of a medical examination conducted prior to the employee's entrance on duty is
permissible if all entering employees in the particular job classification are subjected to such an examination.

(b) Pre-employment inquiries as to the race and sex of an applicant for employment may be made only if such
request is voluntary and only if the results of such inquiry are not used in a discriminatory manner.

(c) No pre-employment inquiry regarding marital or family status, including number of dependents or
whether an applicant is "Miss" or "Mrs.", shall be made.

(8) Employment Criteria. Selection criteria for employment shall not discriminate against employees or
applicants for employment on the basis of race, sex, national origin, marital status or handicap. Selection criteria
that relate to standards or requirements of the job may be used. If it can be demonstrated that selection criteria
with adverse impact have been validated as essential to the job, and that there has been a reasonable search for
equally valid criteria which do not have a disproportionate adverse impact, the criteria shall be considered
nondiscriminatory.

(a) Employment tests shall be selected and administered so as to ensure that the test results accurately reflect
the applicant's or employee's job skills, aptitude, or whatever other factor the test purports to measure, rather than
reflecting the applicant's or employee's impaired sensory, manual or speaking skills, except where those skills are
the factors that the tests purports to measure.

(9) Job Classification. Jobs shall not be classified as being for persons of a particular race, sex, national origin,
marital status or handicap, except where sex or national origin constitute a bona fide occupational qualification
under Section 703 of Title VII of the Civil Rights Act of 1964, as amended.

Specific Authority 228.2001(5), 229.053(1) FS. Law Implemented 228.2001(2), 229.053(1), 240.203(2), 240.247,
240.325(1) FS. History - New 3-11-85, Formerly 6A-19.09.
Certification Issues

6A-4.002 General Provisions

Types of certificates: The types of certificates are the professional certificate, the nonrenewable professional
certificate, the temporary certificate, and the athletic coaching certificate. Requirements for obtaining all types of
certificates are specified in Rule 6A-4.004, FAC.

Effective date of certificates: Each certificate shall bear an effective date of July 1 of the school fiscal year for which
it is issued.

6A-4.0051 Renewal of a Professional Certificate

A professional certificate is renewed or reinstated and certification coverage’s retained on the certificate in
accordance with the following provisions:

(1) Professional certificate. A professional certificate may be renewed for the individual who meets the
requirements specified below:

Completes six (6) semester hours of college credit or the equivalent as described below or an amount as specified
in Subsection (2) of this rule for retention of certificate covers: 1. College credit. College credit earned at an
accredited or approved institution or community or junior college as specified in Rule 6A-4.003, FAC., may be used
to renew the professional certificate.

In-service training. In-service points earned through in-service education are activities, which were part of a
District Master Plan for In-service Education, developed and approved by a Florida school district in accordance
with Rule 6A-5.071, FAC., may be used to renew the professional certificate. Twenty (20) in-service points shall be
equal to one (1) semester hour of college credit. The in-service training shall be verified by the Florida district
school superintendent or chairperson of the governing board and shall include the number of in-service points
earned in each area of certification.

Subject area tests. A passing score on a subject area test in the certification area shown on the certificate may be
used to renew the coverage on the professional certificate. A subject area test shall be approved by the Florida
State Board of Education and shall be in a certification area shown on the certificate. One (1) test shall be equal to
three (3) semester hours of college credit. Official documentation of a passing score on each subject area test used
for renewal of the certificate shall be submitted to the Bureau of Educator Certification, Florida Department of
Education and shall be the original score report issued by the test administration agency.

National board certification. A certificate issued by the National Board for Professional Teaching Standards is
deemed to meet state renewal requirements for the life of the educator's national certificate in the subject shown
on the national certificate. Official documentation shall be a photocopy of the national certificate.

(3) Retention of certification coverages. When renewing a professional certificate, certification coverage shall
be retained on a professional certificate in accordance with the following:
(a) To retain one (1) certification coverage on a professional certificate, at least three (3) semester hours of
college credit or the equivalent shall be completed in the specialization area or an appropriate category in
accordance with Section 231.24(3)(a), Florida Statutes. Three (3) additional semester hours or sixty (60)
additional in-service points may be completed in any area.

(b) To retain two (2) coverages on a professional certificate, at least three (3) semester hours of college credit
or the equivalent shall be completed for each subject in the specialization area or an appropriate category in
accordance with Section 231.24(3)(a), Florida Statutes. When requirements have not been satisfied for the
retention of certification coverage on the certificate, the coverage shall be deleted from the certificate when the
certificate is renewed.

(c) To retain more than two (2) certification coverages on a professional certificate, the applicant shall be
permitted two (2) successive validity periods for renewal of all specialization areas, but must earn no fewer than
six (6) semester hours or the equivalent in any one (1) validity period. Coverage shall not continue to be retained
on a certificate unless three (3) semester hours or the equivalent is completed in the specialization area or an
appropriate category in accordance with Section 231.24(3)(a), Florida Statutes, during one (1) of two (2)
successive validity periods. When requirements specified herein have not been satisfied for the retention of
certification coverage or coverages on a certificate, the coverage or coverages shall be deleted from the certificate
when the certificate is renewed.

(4) General requirements.

(a) All requirements necessary for the renewal of a certificate shall be completed during the last validity
period of the certificate to be renewed and prior to the expiration date of the certificate. Requirements for the first
renewal shall be completed subsequent to the date that the application for the certificate was received in the
Bureau of Educator Certification, Florida Department of Education, or subsequent to the beginning validity date
shown on the certificate, whichever is later.

(b) Application and appropriate fee as specified in Rule 6A-4.0012, FAC., for renewal of a certificate shall be
submitted to the Bureau of Educator Certification, Florida Department of Education or the employing Florida
school district, during the last year of the validity period of the certificate and prior to the expiration date of the
certificate. However, if the renewal application form is not received by the Bureau of Educator Certification or the
employing Florida school district, before the expiration of the professional certificate, the application form,
application fee, and a thirty (30) dollar late fee shall be submitted prior to July 1 of the year following expiration of
the certificate in order to retain the professional certificate.

(c) The validity period of the renewed certificate shall be for a period not to exceed five (5) years from July 1 of
the school fiscal year following the date that the application was received in the Bureau of Educator Certification,
Florida Department of Education or the employing Florida school district. However, if the renewal application is
received by the Bureau of Educator Certification or the employing Florida school district after expiration of the
professional certificate as specified in paragraph (3)(b) of this rule, the validity period of the renewed certificate
shall be for a period not to exceed five (5) years from July 1 following the expiration of the last professional
certificate.

(d) A grade of at least "C" or the equivalent shall be earned in each course used for the renewal of a certificate.
A grade of pass shall be acceptable under the pass or fail grading system.

(e) A certification coverage which has been deleted from a professional certificate shall be added to the
certificate when requirements specified in Rule 6A-4.004(5), FAC., have been completed.
(f) A one (1) year extension of the validity period of a professional certificate shall be granted by the Florida
Department of Education in the event of serious illness, injury, or other extraordinary extenuating circumstances
beyond the control of the applicant. The extension shall be granted only upon written request of the applicant or
the superintendent of the local school district or of the chief administrative officer of a state supported or
nonpublic school. The written request shall explain the extenuating circumstances. In case of illness or injury, a
physician's written verification shall be submitted.

(5) Special provisions for military service. An individual who holds a valid professional certificate and who is
called into or volunteers for actual wartime military service or required peacetime military service may renew the
professional certificate and retain all certification coverages shown on the certificate for the period of time equal to
the time spent in military service. To qualify for the renewal of the certificate, the individual shall complete the
application requirements as specified in Rule 6A-4.0012, FAC., and submit a notarized copy of the military
separation papers.

(6) Special provisions for teachers of limited English proficient students.

(a) An educator who holds a professional certificate may use college credits or in-service points completed in
English-for-Speakers-of-Other-Languages training in excess of six (6) semester hours during one certificate-
validity period toward renewal of the professional certificate during the subsequent validity periods.

(b) An educator who holds a temporary certificate may use college credits or in-service points completed in
English-for-Speakers-of-Other-Languages training toward renewal of the educator's first professional certificate.
Such training must not have been included within the degree program, and the educator's temporary and
professional certificates must be issued for consecutive school years.

(c) These provisions supersede the requirements in paragraph (3)(a) of this rule for the individuals noted in
paragraphs (5)(a) and(b) of this rule.

(7) Reinstatement of a professional certificate. The Department may reinstate an expired professional
certificate within five (5) years after the date of expiration if the certificate holder:

(a) Completes the application requirements as specified in Rule 6A-4.0012, FAC.,

(b) Satisfies the fingerprint requirement as specified in Rule 6A-4.004(1)(a) 3., FAC.,

(c) Documents completion of six (6) semester hours of college credit during the five (5) years immediately
preceding reinstatement of the expired certificate, completion of one hundred twenty (120) inservice points, or a
combination thereof, as specified in paragraph (1)(a) of this rule, and

(d) During the five (5) years immediately preceding reinstatement of the certificate, achieves a passing score
on the subject area examination for each subject to be shown on the reinstated certificate. Only subjects currently
issued by the Department may be shown on a reinstated certificate.

Specific Authority 229.053(1), 231.15(1), 231.24 FS. Law Implemented 229.053, 231.145, 231.15, 231.24 FS.
History - New 12-25-86, Amended 4-23-91, 2-12-92, 10-16-2001.

6A-4.0081 Florida School Principal Certification

The Florida school principal certification program shall be performance-based and shall include three (3) levels of
certification based on demonstrated knowledge, performance, and results. The subject area examination required
for issuance of the professional certificate as specified in Rule 6A-4.004(1)(a) 11., FAC., shall be a requirement for
Level 1 Certification.

(1) Level l Certification shall be designated Educational Leadership. Requirements for certification in
educational leadership are listed in Rule 6A-4.0082, FAC., and include successful demonstration of knowledge in
each of eight (8) areas of public school administration as described in Rule 6A-4.0082(3)(a), FAC. Documentation
of knowledge in each of the areas shall be by comprehensive written examination administered under the direction
of the Department.

(2) Level 2 Certification shall be designated School Principal. Requirements for certification as school principal
are listed in Rule 6A-4.0083, FAC., and include successful performance of the duties of the school principalship as
described in Rule 6A-4.0083, FAC. Documentation of successful performance shall be by a comprehensive
performance appraisal system approved by the district school board and the Department.

(3) Level 3 Certification shall be designated Professional School Principal. Requirements for certification as
professional school principal are listed in Rule 6A-4.0084, FAC., and require the applicant to achieve superior
results for a period of three (3) years or more in the same district as described in Rule 6A-4.0084, FAC.
Documentation of superior results shall be by a comprehensive performance appraisal system approved by the
district school board and the Department.

(4) The term principal as used in Rules 6A-4.0081 through 6A-4.0085, FAC., means a person assigned
responsibility for administrative direction and instructional leadership and supervision at an individual school as
prescribed in Section 228.041(10)(b)1., Florida Statutes. This does not include persons assigned these
responsibilities in the role of assistant, intern, or interim principal.

(5) Educational Leadership may be shown on a temporary or professional certificate. School Principal and
Professional School Principal may be shown on a professional certificate with other areas of certification or shown
individually without other areas of certification.

(6) Certification coverage of school principal and professional school principal shall cover all positions covered
by certification in administration, supervision, administration and supervision and educational leadership.

Specific Authority 229.053(1), 231.15(1), 231.17(1) FS. Law Implemented 231.02, 231.0861(3), 231.087(3)(e),
231.15, 231.17 FS. History - New 7-1-86, Amended 7-1-86, Formerly 6A-4.081, Amended 10-31-88.

6A-4.0082 Specialization Requirements for Certification in Educational Leadership--Administrative Class

(1) Verification of three (3) years of successful teaching experience in an elementary or secondary school.
Verification shall be by the chief executive officer of the school district, state supported school, or nonpublic school
in which the teaching experience occurred.

(2) A master's or higher degree awarded by a standard institution as defined in Rule 6A-4.003(1), FAC.

(3) Successful completion of the Florida Educational Leadership Core Curriculum.

(a) The leadership core curriculum consists of the eight (8) areas of educational administration specified
below:

1. Public School Curriculums and Instruction

2. Organizational Management and Development

3. Human Resource Management and Development

4. Leadership Skills

5. Communication Skills

6. Technology

7. Educational Law

8. Educational Finance.

(b) Documentation of successful completion of the Florida Educational Leadership Core Curriculum shall be by
one (1) of the following plans:

1. Successful completion of an approved Florida pre-service program in educational leadership offered by a

standard institution.

2. A graduate degree major in educational administration, administration and supervision, or educational

leadership awarded by a standard institution as defined in Rule 6A-4.003(1), FAC.

3. A graduate degree with a major in a subject other than educational administration, administration and
supervision or educational leadership, and successful completion of an approved modified Florida program in
educational leadership offered by a standard institution.

4. A graduate degree with a major in a subject other than educational administration, administration and
supervision, or educational leadership and thirty (30) semester hours of graduate credit which includes credit in
each of the eight areas of educational administration specified in Paragraph (3)(a) of this rule.

(4) Using the objective screening, selection, and appointment procedures of the district school board approved
under Section 231.0861(2), Florida Statutes, persons holding certification in educational leadership,
administration, or administration and supervision may be appointed to perform the duties of an intern assistant
principal, assistant principal, intern principal or interim principal. A person holding the certification coverages
listed above, school principal or professional school principal, may be appointed under district school board
procedures to administrative positions which are not assigned to a school.

(5) Out-of-state experienced educational administrators who have a master's degree or higher in educational
administration and supervision from a standard institution and who are employed for a district level position by a
Florida school board shall be eligible for a temporary certificate covering educational leadership.

Specific Authority 229.053(1), 231.15(1), 231.17(3), 236.0811(2)(a) FS. Law Implemented 231.02, 231.0861,
231.087(3)(e), 231.145, 231.15, 231.17, 236.0811 FS. History - New 7-1-86, Formerly 6A-4.082, Amended 10-31-
88, 9-12-89, 7-17-2000.

6A-4.00821 Florida Educational Leadership Examination

(1) Scope. This rule governs the written examination for certification in Educational Leadership. Additional
requirements for certification in Educational Leadership are specified in Rule 6A-4.0082, FAC.

(2) Description of the examination.

(a) The Florida Educational Leadership Examination shall be developed by the Commissioner of Education

(b) The written examination shall contain questions in the areas of:
1. School communications. This subtest shall contain an essay and multiple-choice questions in
communications.

2. School management. This subtest shall contain multiple-choice questions covering management,
leadership, and personnel.

3. School operations. This subtest shall contain multiple-choice questions covering law, finance, curriculum,
and technology.

(c) The competencies to be demonstrated by means of a written examination are contained in the publication
"Competencies and Skills Required for Certification in Educational Leadership in Florida, Second Edition 2002,"
which is hereby incorporated by reference and made a part of this rule. Copies of this publication may be obtained
from the Department of Education, Assessment and Evaluation Section, 325 West Gaines Street, Tallahassee,
Florida 32399 at a price to be established by the Commissioner not to exceed actual cost.

(3) Administration of the examination.

(a) The examination shall be administered by a test administration agency or agencies under contract with the
Florida Department of Education.

(b) The examination shall be administered at least two (2) times each year. The Commissioner of Education
shall establish the examination dates each year, which may include additional test administrations.

(c) The examination shall be administered at centers designated by the Commissioner of Education.

(4) Registration, late registration, and refunds.

(a) Registration for the examination shall be for the initial examination or for one (1) or more subtests not
previously passed. To register to take the examination, an applicant shall submit a completed application to the
test administration agency. The completed application shall be received by the test administration agency at least
fifty (50) days preceding the examination date.

1. Before October 1, 2004, a completed application shall consist of the following:

A. A completed application Form CG-20-03A, Registration Application: Certification Examinations for Florida
Educators, which includes the applicant’s signature. Form CG-20-03A, Registration Application: Certification
Examinations for Florida Educators is hereby incorporated by reference and made a part of this rule to become
effective October 2004. This form may be obtained without cost from the Bureau of Educator Certification,
Department of Education, 325 West Gaines Street, Tallahassee, Florida 32399-0400.

B. A fifty (50) dollar registration fee.

C. A charge of one hundred (100) dollars in addition to the fees described in Rule 6A-4.00821(4)(a)1.b., FAC.,
for certification applicants taking the examination on a supplemental administration date.

2. Beginning October 1, 2004, a completed application shall consist of the following:

A. A completed application Form CG-20-04, Registration Application: Certification Examinations for Florida
Educators, which includes the applicant’s signature. Form CG-20-04 is hereby incorporated by reference and made
a part of this rule to become effective October 2004. This form may be obtained without cost from the Bureau of
Educator Certification, Department of Education, 325 West Gaines Street, Tallahassee, Florida 32399.

B. A fifty (50) dollar registration fee.

C. A charge of one hundred (100) dollars in addition to the fees described in Rule 6A-4.0021(4)(a) 2.b., FAC.,
for certification applicants taking a supplemental examination.

3. An incomplete application shall be returned to the applicant. Applications which are completed and
resubmitted to the test administration agency after the fifty (50) day deadline shall be acceptable only if the
applicant complies with requirements specified in Rule 6A-4.00821(4)(b), FAC.

(a) Late registration for the examination shall be for the initial examination or for one (1) or more subtests not
previously passed. Before October 1, 2004, an applicant who did not submit a completed application to the test
administration agency within the fifty (50) day deadline may register for the examination by completing the
requirements listed in Rule 6A-4.00821(4)(a)1., FAC., and submitting a thirty (30) dollar late charge. Beginning
October 1, 2004, an applicant who did not submit a completed application to the test administration agency within
the fifty (50) day deadline may register for the examination by completing the requirements listed in Rule 6A-
4.00821(4)(a) 2., FAC., and submitting a thirty (30) dollar late charge. All items shall be received by the test
administration agency at least thirty (30) days preceding the examination date. Late registration shall be accepted
on a space available basis.

(b) Refunds. Fees shall be refunded provided written requests for refunds are received by the test
administration agency at least thirty (30) days preceding the examination date. Failure to appear for or to
complete an examination shall result in forfeiture of fees.

(5) Admission. The test administration agency shall provide each applicant with an admission ticket specifying
the examination center and the time of the examination. The admission ticket and other identification are required
for entrance into the examination center. The other identification shall be specified on the admission ticket. An
applicant who arrives after the examination has begun shall not be admitted until the start of the next subtest of
the examination.

(6) Examinee, handicapped. An applicant who is unable to complete the examination under standard testing
conditions because of a handicap may request special arrangements. Such a request shall be made when the
examination application is submitted. Lack of proficiency in the English language shall not be acceptable as a
justifiable reason for requesting a reader for an examinee. Special arrangements shall be provided for applicants
with handicapping conditions.

(7) Scoring.

(a) The examination shall be scored on a measurement scale, which has an overall mean scale score of five
hundred (500) and a standard deviation of one hundred (100). The Commissioner of Education shall designate the
administration of the examination, which shall be used as the base year for statistical calculations.

(b) The essay portion of the school communication subtest shall be scored by two (2) trained judges using a
scale of one (1), which is an unsatisfactory score to four (4), which is an outstanding score. In the event the two (2)
ratings are two (2) or more points different, or in the event the summed ratings equal three (3), a referee will rate
the writing sample and the referee's score will replace the most discrepant of the original ratings.

(c) Prior to July 1, 1988, a score earned on the Florida Educational Leadership Examination shall be considered
a passing score and shall be valid for Educational Leadership certification application for a period of two (2) years
from the test administration date. Applicants for the Educational Leadership certificate shall be required to present
a score report to the Florida Department of Education when applying for the certificate.

(d) Beginning July 1, 1988, a passing score for each subtest of the Florida Educational Leadership Examination
shall be:
1. School Communications. Examinee scores for the school communications subtest shall be reported as an
average scaled score combining the scaled score from the essay test and the scaled score from the multiple choice
questions. The passing score shall be the scaled score equivalent to the combination of the essay total raw score of
four (4) and a multiple choice total raw score of fifteen (15) on the November, 1987, administration of the subtest.

2. School Management. Examinee scores for the school management subtest shall be reported as a scaled
score. The passing score shall be the scaled score equivalent to a total raw score of sixty-nine (69) on the
November 1987 administration of the subtest.

3. School Operations. Examinee scores for the school operations subtest shall be reported as a scaled score.
The passing score shall be the scaled score equivalent to a total raw score of ninety-one (91) on the November,
1987 administration of the subtest.

(e) The subtest score scales for administrations of the examination after July 1, 1988, shall be equated to the
November, 1987 subtest administration.

(8) Essay performance standards.

(a) Judges. The test-scoring agency shall appoint persons to judge the essay portion of the school
communications subtest who have the following minimum qualifications:

1. Academic preparation: At least a bachelor's degree with an emphasis in English, writing, and composition.

2. Experience: A minimum of two (2) years of experience in teaching and evaluating writing. Examples of
qualifying experience are: teaching English or language arts in secondary schools, teaching college composition
courses, serving as a teaching assistant for college classes in composition or working as a professional copy editor.

3. Specific training: Successful completion of a training program provided by the Florida Department of
Education or its contractors.

(b) Referees. The referees shall be judges who have demonstrated in the training program and through prior
experience unusual success as composition teachers or raters.

(c) Rating scale. The four-level scale for judging the written essays is defined as follows:

1. A rating of one (1) indicates the essay lacks unity and focus. It is distorted or ambiguous, and it fails to treat
the topic in sufficient depth and breadth. There is little or no discernable organization and only scant development
of ideas, if any at all. The essay betrays only sporadically a sense of paragraph and sentence structure, and it is
syntactically slipshod. Usage is irregular and often questionable or wrong. There are serious errors in spelling,
capitalization, and punctuation.

2. A rating of two (2) indicates the essay has some degree of unity and focus, but each could be improved. It is
reasonably clear, though not invariably so, and it treats the topic with a marginal degree of sufficiency. The essay
reflects some concern for organization and for some development of ideas, but neither is necessarily consistent nor
fully realized. The essay reveals some sense, if not full command of paragraph and sentence structure. It is
syntactically bland and, at times, awkward. Usage is generally accurate, if not consistently so. There are some
errors in spelling, capitalization, and punctuation that detract from the essay's effect if not from its sense.

3. A rating of three (3) indicates the essay is focused and unified, and it is clearly if not distinctively written. It
gives the topic an adequate though not always thorough treatment. The essay is well organized, and much of the
time it develops ideas appropriately and sufficiently. It shows a good grasp of paragraph and sentence structure,
and its usage is generally accurate and sensible. Syntactically, it is clear and reliable. There may be a few errors in
spelling, capitalization, and punctuation, but they are not serious.

4. A rating of four (4) indicates the essay is unified, sharply focused, and distinctively effective. It treats the
topic clearly, completely, and in suitable depth and breadth. It is clearly and fully organized, and it develops ideas
with consistent appropriateness and thoroughness. The essay reveals an unquestionably firm command of
paragraph and sentence structure. Syntactically, it is smooth and often elegant. Usage is uniformly sensible,
accurate, and sure. There are very few, if any, errors in spelling, capitalization, and punctuation.

(9) Score reports.

(a) A properly authenticated score report is defined as the original score report issued directly by the test
administration agency without any qualification, reservation, or irregularity.

(b) The examinee shall be sent two (2) authenticated score reports. In addition, a copy of the score report may
be issued by the test administration agency without a fee to one (1) Florida college or university and to one (1)
Florida school district provided the examinee identifies the recipient or recipients of the score report on either the
CG-20-03A, Registration Application: Certification Examinations for Florida Educators or the CG-20-04,
Registration Application Certification Examinations for Florida Educators.

(c) Official documentation of scores earned on each subtest of the examination for an Educational Leadership
certificate shall be the original authenticated score report or a duplicate authenticated score report as described in
Rule 6A-4.00821(9)(a) and (e), FAC.

(d) After July 1, 1988, scores shall be reported as Pass or Fail for each subtest. The Commissioner of Education
may provide additional score information to the examinee.

(e) An examinee may obtain a duplicate authenticated score report for a test administration by filing a written
request and a fee. A fee is required for each score report that is requested. The fee shall be that amount necessary
for the test administration agency to perform the service as agreed in the contract between the agency and the
Florida Department of Education.

(10) Review.

(a) An examinee who fails one (1) or more subtests of the examination may file a written request with the test
administration agency for hand scoring of the subtest which was failed with the exception of the essay part of the
communications subtest. The request shall be filed no later than thirty (30) days after the date the score report
was mailed by the test administration agency. The fee for hand scoring one (1) or more subtests shall be that
amount necessary for the test administration agency to perform the service as agreed in the contract between the
agency and the Florida Department of Education. The test administration agency shall notify the examinee of the
results of the hand scoring within thirty (30) days of receipt of the request and fee.

(b) An examinee who fails one (1) or more subtests of the examination may review each subtest that was
failed and bring to the Florida Department of Education's attention any scoring errors which may result in a
passing score. The procedures for test review are as follows:

1. The examinee shall mail a written request to the Florida Educational Leadership Examination Program,
Assessment, Testing, and Evaluation Section, Florida Department of Education, The Florida Education Center;
Tallahassee, Florida 33299 within sixty (60) days of the date the score report was mailed by the test
administration agency. The Florida Department of Education shall notify the examinee when a date has been
scheduled for the examinee's review of the materials in Tallahassee. On the review day, the examinee shall file with
the Florida Department of Education a statement of specific scoring errors, which may result in a passing score.
2. The Commissioner of Education shall notify the individual of the action on the statement of scoring errors
no later than thirty (30) days from receipt of the statement.

Specific Authority 1012.56, 1012.59 FS. Law Implemented 1012.56 FS. History - New 12-25-86, 1-11-89, 5-19-98,
10-5-99, 7-17-2000, 7-16-2001, 3-24-2002, 10-17-2002, 3-24-2003, 7-21-2003, 6-22-2004.

Worker’s Compensation

This is a state program that requires employers to have an insurance policy that covers employees for related
injuries. Employers with four or more employees must carry Worker’s Compensation Insurance. In Florida,
Workers’ Compensation was legislated in 1935 under Chapter 440 of the Florida Statues. Rules and regulations
were established for Worker’s Compensation through Chapter 120 of the Florida Procedures Act.

Who is Eligible for Workers’ Compensation?

An employee’s claim must occur on the work site.

An employee is not covered going and coming from the place of employment unless he/she has been asked to
perform a special duty by the employer.

What are your benefits?

Medical Care

Prescription drugs

Medical supplies

Lost Wages

Hospitalization

Surgery

Dental Care

When must an injury be reported?

Employees must notify their employer within 30 days of the incident occurrence.

Employees must report the date of the injury, when the injury became apparent/or when the physician discovered
the injury.

The employer notifies the insurance carrier for treatment and payment.

How can benefits be lost?

If an employee fails to follow safety rules, he/she can lose benefits.

If the employer has a drug-free program and the worker tests positive for drugs, he/she can lose benefits.

(Tonya Crenshaw, Nova Southeastern University, EDL 600 – Fall 2, 2005 compiled this information)

Personality Trait Awareness

Personality styles impact leadership greatly. It is important to know the personality traits of individuals when
forming faculty, grade level teams or departments. There are several personality surveys/inventories that you can
give to staff. They include the Myers-Briggs and True Colors C.H. Preference Survey.
Http://www.nzcer.org.nz/pdfs/tests-catalog.pdf

(Kareem Thompson, Nova Southeastern University, EDL 600 – Winter 1, 2006 compiled this information)

Perception

Perception is the tool in which we use to make sense of others behavior in the world as we experience them. The
process in which we attach meaning to our experiences is through selection, organization, interpretation, and
negotiation.

Selection involves choosing which data that we will concentrate on out of all of the information that is being taken
in.

Organization of information helps arrange the input of data into a meaningful order.

Once we organize this data we go through the process of Interpreting what we think makes sense of this data based
on our relationship with the individual, past experiences, and expectations.
 Preprofessional Level Professional Level Accomplished Level

The last step to the process is Negotiation, which is the process in which communicator’s influence each other
perception through communication.

(Vonda Daniels, Nova Southeastern University, EDL 600 – Winter 1, 2006 compiled this information)

Essential Practices for Educators

 Teacher:
(1) Collects and uses data from
various sources. Identifies and
Assessment matches the student’s
instructional plan with their
cognitive, social, linguistic,
cultural, emotional, and
physical needs.
(2) Recognizes the need for
effective communication and is
Communication in the process of acquiring
techniques which can be used in
the classroom.
(3) Realizes that they are in the
initial stages of a life-long
Continuous learning process and the
Improvement importance of self reflection.
Understands the role of
colleagues and school-based
improvement activities increase
over time.
(4) Is acquiring performance
assessment techniques and
Critical strategies and is building a
Thinking repertoire of realistic projects
and problem solving activities.
(5) Establishes a comfortable
environment which accepts and
Diversity fosters diversity. Must
demonstrate knowledge and
Teacher: Teacher:
Continually reviews and Uses assessment strategies
assesses data including; to assist the continuous
pretests, standardized tests, development of the
portfolios, anecdotal records, learner.
case studies, etc. Develops the
student’s instructional plan to
meet their cognitive, social,
linguistic, cultural, emotional,
and physical needs.
Constantly seeks to create a Uses effective
classroom that is accepting, communication techniques
businesslike, on task, and with students and other
produces results. stakeholders.
Communicates high
expectations, supports,
encourages, and gives positive
feedback. Models good
communication skills and
creates an atmosphere that
encourages mutual respect and
appreciation of different
cultures, linguistic
backgrounds, learning styles,
and abilities.
Recognizes the need to Engages in continuous
strengthen their teaching professional quality
through self reflection and improvement for self and
commitment to life-long school.
learning. Becomes aware of
and familiar with the School
Improvement Plan.
Will use a variety of Uses appropriate
performance assessment techniques and strategies
techniques and strategies and which promote and
provide realistic projects and enhance critical, creative,
problem solving activities. and evaluative thinking.
Establishes a risk-taking Uses teaching and learning
environment which accepts and strategies that reflect each
fosters diversity. Must student’s culture, learning
demonstrate knowledge of style, special needs, and
 awareness of varied cultures.
(6) Adheres to the Code of Ethics
and Principles of professional
Ethics Conduct of the Education
Profession in Florida.
(7) Draws upon well established
human development/learning
Human theories and concepts and a
Development variety of information about
and Learning students to plan instructional
activities.
(8) Has a basic understanding of
subject field and is beginning to
Knowledge of understand that the subject is
Subject Matter linked to other disciplines and
can be applied to real world
integrated settings.
(9) Understands the importance of
setting up effective learning
Learning environments and has a variety
Environments of techniques and strategies to
use to do so. Is working to
increase their knowledge and
skills.
(10) Recognizes the importance of
setting high expectations for all
Planning students and works with other
professionals to design learning
experiences that meet students’
needs and interests.
Continually seeks
advice/information from
appropriate resources. Planned
varied cultures.
Adheres to the Code of Ethics
and Principles of professional
Conduct of the Education
Profession in Florida.
Draws upon well established
human development/learning
theories and concepts and a
variety of information about
students to provide learning
opportunities that are
appropriate to student learning
style, linguistic and cultural
heritage, experiential
background and developmental
level.
Has a basic understanding of
subject field and is beginning to
understand that the subject is
linked to other disciplines and
can be applied to real world
integrated settings. Seeks out
ways/sources to expand their
knowledge and enhance
teaching.
Understands the importance of
setting up effective learning
environments and begins to
experiment with a variety of
them, seeking to identify those
which work best in a particular
situation.
Recognizes the importance of
setting high expectations for all
students and works with other
professionals to design learning
experiences that meet students’
needs and interests.
Continually seeks
advice/information from
appropriate sources.
socio-economic
background.
Adheres to the Code of
Ethics and Principles of
professional Conduct of
the Education Profession
in Florida.
Uses an understanding of
learning and human
development to provide a
positive learning
environment which
supports the intellectual,
personal, and social
development of all
students.
Demonstrates knowledge
and understanding of the
subject matter.
Creates and maintains
positive learning
environments in which
students are actively
engaged in learning, social
interaction, cooperative
learning and self-
motivation.
Plans, implements, and
evaluates effective
instruction in a variety of
learning environments.
 instruction incorporates a
creative environment and
utilizes varied and motivational
strategies and multiple
resources for providing
comprehensible instruction for
all students. Continuously
refines outcome assessment
and learning experiences.
Comprehensible instruction is
implemented in a creative
environment using varied and
motivational strategies and
multiple resources. Outcomes
are assessed using traditional
and alternative approaches.
Continuously refines learning
experiences.

(11) Communicates and works Establishes open lines of
cooperatively with families and communication and works
Role of the colleagues to improve the cooperatively with families,
Teacher educational experiences at the educational professionals and
school. other members of the student’s
support system to promote
continuous improvement of the
educational experiences at the
school.
Works with various
education professionals,
parents, and other
stakeholders in the
continuous improvement
of the educational
experiences of students.

(12) Uses technology available at the
school site and as appropriate
Technology to the learner. Provides
students with opportunities to
actively use technology and
facilitates access to the use of
electronic resources. Uses
technology to manage, evaluate,
and improve instruction.
Uses technology to establish an Uses appropriate
atmosphere of active learning technology in teaching and
with existing and emerging learning processes.
technologies available.
Provides opportunities for
students to use technology to
gather and share information
with others, and facilitates
access to the use of electronic
resources.

Http://www.firn.edu/doe/rules/6a-5.htm

(Maria Vaughn, Nova Southeastern University, EDL 601 – Summer 1, 2006 compiled this information)