Resource Library

This presentation, "Everything You Should Know About Certification," by Michelle Gaines, Bureau Chief for Educator Certification at the Florida Department of Education, provides a comprehensive overview of the educator certification process in Florida. The session begins with Gaines sharing her personal experiences with and passion for educator certification. She emphasizes the importance of having qualified and certified educators in every classroom to ensure that students have access to a quality education.

The presentation then delves into the legislative changes to educator certification statutes and rules for 2024. Gaines discusses updates to athletic coaching certification, the new classical education certificate, and the temporary teacher internship certification pathway. She also covers the adjunct teaching certificate and the temporary teacher internship certificate.

Gaines also discusses the two new certification fee waivers for educators who add certain subject areas to their certificates. She also reviews the existing waivers for retired first responders and military personnel and their spouses. The presentation also covers the new inactive status certificate, which allows educators to place their certificates on hold for up to a year.

The presentation concludes with a review of the pathways for demonstrating mastery of the general knowledge exam, including the use of SAT, ACT, and CLT scores in addition to the GRI. Gaines also reviews some of the changes from the 2023 legislative session, including updates to the rules for reading and educational leadership endorsements.

Attendees will leave with a comprehensive understanding of the educator certification process in Florida, including the latest legislative changes and available pathways. The presentation provides valuable information for school leaders, administrators, and aspiring educators seeking to navigate the certification process successfully.

This presentation, "Florida Model Threat Management: Updates and Compliance Issues," by Angie Chesser, Deputy Director of the Office of Safe Schools, Florida Department of Education, provides crucial updates and compliance guidance on threat management for Florida schools. The session begins with Chesser emphasizing that school safety is everyone's responsibility and highlighting the importance of the Florida Model in ensuring student safety.

The presentation then delves into the distinctions between the Florida Model and the previous model. Key changes include the requirement for a District Threat Management Team, the inclusion of staff with personal knowledge of the student in assessments, and the authority of the chair to close cases summarily. The presentation also emphasizes the importance of adhering to the timeframes outlined in the Florida Model Manual.

Further, the presentation discusses the shift from threat assessment to threat management, which utilizes student support management plans for ongoing monitoring and support. It also highlights the two-tiered review process for threat management actions, involving the school principal and the District Threat Management Coordinator.

The presentation also covers key legislation and areas of non-compliance observed during school visits. This includes the requirement for each school to have a threat assessment team with specific roles, the proper transfer of student threat management records, and the need for clear policies on reporting concerning behaviors.

Finally, the presentation provides a detailed explanation of the Florida Model process, including the different levels of concern and the use of student support management plans. It also addresses common compliance issues related to monthly minutes and record-keeping.

Attendees will gain a deeper understanding of the Florida Model for threat management, including key updates, compliance requirements, and best practices for ensuring school safety.

This session, presented by Heidi Walker and Monica Reeves, reading specialists with the Just Read Florida office at the Florida Department of Education, focuses on the Grades PreK-5 Literacy Instruction Practice Profile and its application in enhancing Tier 1 reading instruction.

The Practice Profile is presented as a tool for schools and districts to establish a common language and understanding of effective literacy instruction, grounded in evidence-based practices and aligned with the B.E.S.T. Standards for English Language Arts. It aims to equip teachers with the knowledge and skills to deliver high-quality instruction that improves student outcomes.

The session delves into the five core components of the Practice Profile: explicit instruction, systematic instruction, scaffolded instruction, corrective feedback, and differentiated instruction. Each component is thoroughly explored, with an emphasis on its practical application in the classroom.

A key takeaway from the session is the importance of data-driven instruction. The presenters stress that all instructional decisions should be informed by student data, ensuring that teaching is targeted and responsive to individual needs. This data-driven approach is woven throughout the five core components, underscoring its significance in effective literacy instruction.

The session also emphasizes the need for ongoing reflection and collaboration among educators. The Practice Profile is presented as a tool for not only individual teacher growth but also for collective improvement of the instructional system within a school or district. By engaging in collaborative observation and discussion, educators can gain deeper insights into their practices and identify areas for professional learning and development.

The presentation concludes with a call to action, encouraging participants to actively implement the Practice Profile components in their classrooms and schools. The presenters express their commitment to supporting educators in this endeavor, offering resources and guidance to ensure successful implementation of effective literacy practices.

This presentation, "IDEA-Funded State Projects to Help Your Students with Disabilities," by Patricia Botsford, Senior Director of Instructional Support Services at the Florida Department of Education, highlights the array of free resources available to support students with disabilities in Florida. The session begins by emphasizing the Florida Department of Education's mission to provide a world-class education system for all students, including those with disabilities.

The presentation then introduces the various IDEA-funded state projects, previously known as discretionary projects, which offer an array of free services to schools, districts, and families. These projects cover a wide range of needs, including autism and related disabilities, visual impairments, learning resources, transition education, deaf and hard of hearing services, emotional and behavioral disabilities, and assistive technology.

The presentation provides detailed information about each project, including its purpose, services offered, and contact information. Specific projects highlighted include the Centers for Autism and Related Disabilities (CARD), the Florida Diagnostic and Learning Resources System (FDLRS), Project 10 Transition Education Network, Clark Schools for the Deaf and Hard of Hearing, the Debbie University of Miami School for the Deaf and Hard of Hearing, and the Multi-agency Network for Students with Emotional/Behavioral Disabilities (SEDNET).

The presentation emphasizes the importance of collaboration between schools, districts, families, and state projects to effectively support students with disabilities. The presenter encourages attendees to familiarize themselves with the resources available and to reach out to the appropriate project for assistance.

Key takeaways for attendees include:

• There is an array of IDEA-funded state projects available to support students with disabilities in Florida.
• These projects offer a variety of free services, including technical assistance, professional learning, and family support.
• Schools and districts are encouraged to collaborate with these projects to meet the needs of their students with disabilities.
• The Florida Department of Education is committed to providing a world-class education system for all students, including those with disabilities.

This presentation, "Leadership and Classical Education," by Helen Hayes, Consultant at Collaborative Educational Network, explores the unique challenges and skills required for effective leadership in a classical school setting. The session begins with Hayes sharing her extensive experience in classical education, having served as a headmaster for nine years and a developer of school leaders for another 11 years. She identifies four key challenges that distinguish leadership in classical schools: magnanimity, love, autonomy, and oratory.

The presentation delves into the concept of magnanimity, emphasizing the leader's role in modeling ethical behavior and fostering a culture of virtue within the school community. Hayes discusses the Aristotelian concept of ethics, highlighting the importance of self-awareness, practical wisdom, and the pursuit of the "golden mean" in achieving the highest good.

The presentation then explores the challenge of love, emphasizing the importance of cultivating a love of learning and a sense of wonder in students. Hayes discusses the role of love in fostering mutual care and respect between teachers and students and highlights the importance of creating a supportive and nurturing learning environment.

The challenge of autonomy is addressed next, focusing on the development of students' ability to make ethical choices and take responsibility for their actions. Hayes discusses the importance of guiding students towards self-discipline and internalizing moral values, emphasizing the role of personalized learning and understanding developmental milestones.

The final challenge, oratory, highlights the importance of effective communication and public speaking skills for classical school leaders. Hayes emphasizes the leader's role in giving voice to the school's culture, assembling the community, and providing solace and guidance in times of need.

Overall, the presentation provides valuable insights into the unique challenges and opportunities of leadership in a classical school setting. Attendees will gain a deeper understanding of the importance of ethical conduct, cultivating love, fostering autonomy, and mastering oratory in creating a thriving and virtuous school community.

This presentation, "Mastering Mathematics: Transformative Coaching Conversations," by Natalie Alday, 6-8 Mathematics Specialist at the Florida Department of Education, explores best practices for supporting the learning and teaching of the B.E.S.T. Standards for Mathematics. The session begins with Alday emphasizing the importance of having a common understanding of coaching in the context of mathematics instruction.

The presentation then shifts to defining the key ingredients of successful coaching, including content knowledge, communication skills, and the ability to observe, provide feedback, and support teachers' growth. The presenters highlight essential qualities such as courage, trustworthiness, and the ability to analyze data and facilitate the implementation of goals.

The session also introduces the "Formula for Success," a framework that encompasses five characteristics of high-quality instruction: horizontal and vertical alignment, balanced instructional approaches, student-centered instruction, instruction informed by assessment, and tiered instruction. The presenters emphasize the importance of utilizing various data types to understand student needs and tailor instruction accordingly.

The presentation then explores the role of feedback in both the classroom and coaching settings. The presenters highlight the need for timely, specific, and individualized feedback that considers the unique needs of both students and teachers.

The session concludes with a discussion of the "Mathematical Thinking and Reasoning Coaching Tool" as a resource for enhancing coaching practices. The presenters emphasize their role in supporting math, science, and computer science instruction and encourage attendees to reach out for assistance in any content area.

Key takeaways for attendees include:

• Developing a shared understanding of effective coaching practices in mathematics.
• Identifying the key ingredients and qualities of successful coaches.
• Understanding and implementing the "Formula for Success" framework for high-quality mathematics instruction.
• Providing timely, specific, and individualized feedback to support both student and teacher growth.
• Utilizing available resources, such as the "Mathematical Thinking and Reasoning Coaching Tool," to enhance coaching practices.

This presentation, "More Than Mozart: Essential Features (and Benefits) of Classical Education," by Robert Jackson and Brad Rowe from the Flagler College Institute for Classical Education, provides a comprehensive overview of the classical education movement and its relevance in today's educational landscape. The session begins with an introduction to the Institute's mission, programming, and professional development opportunities for teachers and schools interested in classical education.

The presentation then delves into the essential features of classical education, emphasizing its focus on perennial content, the Socratic method, and human formation through the liberal arts. The presenters highlight the benefits of classical education, including its ability to foster critical thinking, effective communication, and civic engagement.

The session also addresses common misconceptions about classical education, such as the idea that it is only for elite or wealthy students. The presenters emphasize the importance of making classical education accessible to all students, regardless of their background or abilities.

The presentation also explores the practical application of classical education in the classroom, discussing the use of primary sources, the importance of imitation and apprenticeship, and the role of Socratic seminars in fostering critical thinking and discussion.

The presenters conclude by emphasizing the transformative potential of classical education in shaping well-rounded individuals and responsible citizens. They encourage educators to consider incorporating elements of classical education into their own teaching practices to foster a deeper appreciation for knowledge, virtue, and beauty in their students.

This presentation, delivered by Shawna Reid, Executive Director of Data Systems at the Florida Department of Education, introduces the My Florida Schools online portal and guides schools on how to manage their profiles within the system.

The portal is designed to empower parents and families with educational choice by providing comprehensive information on public, private, and early learning providers across Florida. It features a user-friendly search tool that allows families to filter schools based on various criteria, including geographic proximity, school type, grade levels offered, academic programs, and student needs.

School profiles within the portal display a range of information, including school grades, contact details, and website links. While some data points are pre-populated from existing Department of Education sources, schools have the ability to edit and update key information, such as tuition and fees, admissions procedures, enrollment details, and school hours.

The presentation provides step-by-step instructions on how school staff can claim and update their profiles. This includes adding staff members, setting up school tours, and ensuring the accuracy of information displayed to the public.

District administrators also have access to the portal, with the ability to manage profiles for all schools within their district. They can review profiles, track analytics, and create user accounts for school staff.

The presentation emphasizes the importance of schools actively managing their online presence through this portal, as it serves as a key resource for parents making educational decisions for their children. By keeping their profiles updated and accurate, schools can effectively showcase their offerings and attract potential students.

This presentation, "Office of Safe Schools and HB 1473: Office of Safe Schools Update and Compliance Trends," by Darren Norris, Vice Chancellor of the Office of Safe Schools at the Florida Department of Education, provides a comprehensive overview of school safety requirements and compliance trends in Florida. Norris begins by sharing his background in law enforcement and his passion for school safety, emphasizing the importance of mental health in creating a safe school environment.

The presentation then delves into the key provisions of House Bill 1473, which includes updates to the Guardian program, school safety officer requirements, drone regulations, and mandatory training on Fortify Florida. Norris discusses the implications of these changes for both charter and private schools.

Norris also addresses the significant increase in Fortify Florida tips and the challenges of collecting data due to the anonymity of the reporting system. He discusses ongoing efforts to improve data collection and analysis to better understand and respond to school safety threats.

The presentation further highlights compliance issues and trends observed during school inspections, particularly regarding unlocked classroom doors and gates. Norris emphasizes the importance of following safety protocols and addressing non-compliance issues promptly.

The session concludes with a Q&A session, where Norris answers questions from the audience on a variety of topics, including the role of charter schools in managing their security, the challenges of shared campuses, and the importance of layered security measures.

Attendees will gain a deeper understanding of school safety requirements in Florida, the latest updates from the Office of Safe Schools, and best practices for ensuring compliance and creating a safe learning environment for all students.

This presentation, "Parentally Placed Private School Students," by Alice Schmitges, Chief of the Bureau of Exceptional Education and Student Services (BEESS) at the Florida Department of Education, and Patricia Bodiford, Senior Educational Program Director for Instructional Support Services, provides a comprehensive overview of the rights and responsibilities concerning parentally placed private school students with disabilities under the Individuals with Disabilities Education Act (IDEA). The session begins with Schmitges and Bodiford sharing their personal journeys in the field of special education, emphasizing their commitment to supporting all students with disabilities in Florida.

The presentation then delves into the technical assistance paper (TAP) developed by the Florida Department of Education (FDOE) to guide public and private school representatives on this complex topic. The TAP covers key areas such as child find obligations, the difference between service plans and Individualized Education Programs (IEPs), and proportionate share funding for equitable services.

The presenters emphasize the importance of collaboration between public and private schools, particularly in the child find process and consultation regarding services for students with disabilities. They highlight the responsibility of the Local Education Agency (LEA) in ensuring that all students with disabilities are identified, located, and evaluated, regardless of whether they attend public or private schools.

The presentation also addresses common challenges and misconceptions surrounding parentally placed private school students with disabilities. This includes clarifying the LEA's obligations regarding the development of IEPs and the provision of services, as well as the calculation of proportionate share funding.

The session concludes with a discussion of best practices for resolving disputes and ensuring compliance with IDEA. The presenters emphasize the importance of open communication, collaboration, and adherence to legal guidelines to ensure that all students with disabilities receive the appropriate support and services they need to succeed.

Key takeaways for attendees include:

• Understanding the child find obligations for parentally placed private school students with disabilities.
• Distinguishing between service plans and IEPs.
• Knowing how proportionate share funding is calculated and used to provide equitable services.
• Developing effective strategies for collaboration and communication between public and private schools.
• Understanding the options for resolving disputes and ensuring compliance with IDEA.

This session, presented by Marsha Dixon from the Florida Department of Education (FDOE), explores the Teacher Apprenticeship Program, an innovative pathway for paraprofessionals to become certified teachers. The program, established by House Bill 35 and the 2023 legislative session, allows charter schools, charter management organizations, and districts to partner with state-approved teacher preparation programs to offer apprenticeships.

The program offers a unique opportunity for paraprofessionals with associate degrees to earn their bachelor's degrees while gaining on-the-job training. Apprentices work under the guidance of experienced mentors, receiving a salary and benefits while completing their coursework. This model not only addresses the teacher shortage but also fosters a supportive environment for aspiring educators.

The presentation highlights the benefits of the program, including its potential to increase teacher retention rates. By investing in paraprofessionals who are already familiar with the school and its students, schools can create a more stable and dedicated teaching workforce. The program also provides financial incentives for both apprentices and mentors, further encouraging participation and success.

Marsha Dixon provides a detailed overview of the application process, requirements for apprentices and mentors, and the different stakeholders involved. She emphasizes the importance of collaboration between schools, teacher preparation programs, and the FDOE to ensure a smooth and successful apprenticeship experience.

The presentation concludes with a Q&A session, addressing common questions and concerns about the program. Marsha Dixon offers insights into program implementation, addressing challenges and sharing best practices from early adopters. The session underscores the transformative potential of the Teacher Apprenticeship Program in shaping the future of education in Florida.

This presentation, "Pathways to Professional Learning: Meeting the Needs of Life-Long Learners," by Julie Alm, Leslie Lee, and Lynn Norman-Teck, emphasizes the importance of providing multiple pathways for educators' professional growth. The session begins by acknowledging the obstacles teachers face in pursuing professional development, such as time constraints and ineffective, teacher-centered learning.

The presenters highlight the value of collaborative learning, particularly through Professional Learning Communities (PLCs) and instructional rounds. They stress the importance of teacher buy-in, diverse teams, and continuous improvement cycles in making PLCs effective.

The presentation also explores various professional learning formats, including conferences, seminars, and online courses. The speakers emphasize the need for targeted professional development aligned with school goals and teacher needs.

The session introduces the partnership between Noble Education Initiative and the Florida Charter School Alliance, which offers affordable, asynchronous online courses for professional development points and endorsements.

The presentation concludes by highlighting the Master's in Educational Leadership program at Miami Regional University, emphasizing its focus on Florida principal leadership standards and the inclusion of a coaching component for practical application.

Key takeaways for attendees include:

• Prioritize teacher buy-in and collaboration in professional development initiatives.
• Utilize various professional learning formats, including PLCs, conferences, and online courses, to meet the diverse needs of educators.
• Make professional development relevant, accessible, and affordable to encourage participation and maximize impact.
• Seek partnerships and leverage resources to provide a range of professional growth opportunities for educators.