UF COE Contact Information

UF College of Education: http://education.ufl.edu/

The Elementary Education Leadership Team:

Coordinator of Student Experiences

Dr. Timothy Vetere timothy.vetere@coe.ufl.edu

2-818 Norman Hall

Academic Advisor

Robin Rossie rrossie@coe.ufl.edu

352.2734377

1002 Norman Hall

Academic Support:

Field Experience Coordinator: Ms. Lina Burklew burklewl@coe.ufl.edu

2-804 Norman Hall

LiveText Support

Kim Roberts kjf@coe.ufl.edu

LiveText Support: 866.548.3839 support@livetext.com

Program Prerequisites

The limited access program admits high-quality teacher candidates who meet state-mandated admission requirements and show potential for the teaching profession.

Admission to the undergraduate program for rising juniors and transfer students is selective and minimally requires:

 Passing General Knowledge test scores from the Florida Teacher Certification Examination

 Completing all General Education requirements, including a writing requirement

 Completing EDF1005 Introduction to Education with a grade of B or higher and a course in Human Growth and Development or Developmental Psychology

 A minimum 2.6 GPA

 A minimum of 60 credits; the AA is required for transfer applicants

 Elementary Education applicants are asked to submit a Personal Goals Statement (PGS) addressing the following:

 Why do you wish to pursue a career in elementary education?

 What personal qualities and/or experiences volunteering or working in educational or related settings make you a good candidate for a career in elementary education?

 After having read the description of the elementary education program, describe how you think this program will meet your personal and career goals.

Areas Of Certification

Upon completion of the program, teacher-candidates are eligible for initial primary teaching certification in Elementary Education (grades K-6) with an ESOL Endorsement and a Reading Endorsement.

Graduation Requirements

Teacher-Candidates who complete a departmentally-approved undergraduate degree in the College of Education are awarded the Bachelor of Arts in Education (B.A.E.).

 Grades below “C” (including “C-”) will not fulfill requirements in either professional education or in general education areas. A GPA of 3.0 or higher is required for graduation.

 Prior to program completion, Teacher-Candidates must demonstrate satisfactory performance on the Florida Educator Accomplished Practices (FEAPs) at the preprofessional level, the Florida Teacher Standards for ESOL, and on the Florida Reading Endorsement Competencies. This includes receiving an overall rating of Accomplished on the final intern evaluation.

o These ratings are maintained through each Teacher-Candidates’ LiveText account.

 o This includes the General Knowledge Test (prior to admission to the Elementary Education major), appropriate subject area exam(s) (required prior to registering for the fourth semester of the program), and Professional Education Exam (required at least 30 days prior to commencement).

Program completion requires Teacher-Candidates to take and pass all sections of the Florida Teacher Certification Exam.

Associated Program Fees

Teacher-candidates should engage in financial planning early to cover the following associated program-fees:

LiveText Account $139.00

FTCE Subject-Area Exam

First attempt $150 (full battery)

Retake: $37.50 (one subtest)

$75 (two subtests)

$112.50 (three subtests)

$150 (four subtests)

Purchased by 12/6/23

1st Attempt Deadline: 7/15/24

1st attempt for Subject Area Exam (all sections) must have occurred on or before 7/15/24 – note: you do not have to pass the exams but you must show that you have attempted to take them.

Please report unofficial scores to Robin Rossie/Edugator Central by this date. If unofficial scores are not available, please show proof of taken exam, i.e. ticket, registration. If you do not have unofficial scores or proof of attempt a hold will be placed on your Fall 2024 registration.

2nd Attempt Deadline: 10/15/24

2nd attempt for Subject Area Exam (all sections not passed) must have occurred on or before 10/15/24.

Please report unofficial scores to Robin Rossie/Edugator Central by this date. If unofficial scores are not available, please show proof of taken exam, ie ticket, registration.

If all sections of the exam are not passed on or before this date you will be placed on Academic Probation and you will meet with Robin and Dr. Vetere to develop a plan ahead of the final testing deadline.

Final Attempt Deadline: 12/15/2024

Final Attempt Subject Area Exam (all sections not passed) on or before 12/15/2024.

If all sections of the exam are not passed on or before this date: Spring 2025 Registration will be withheld and a mandatory meeting with Dr. Vetere and Robin to discuss academic options.

You cannot register for Spring 2025 classes without submission of passing scores

2/14/2025

Please report unofficial scores to Robin Rossie/Edugator Central by this date. If unofficial scores are not available, please show proof of taken exam, i.e. ticket, registration.

Final Attempt Deadline: Passing scores received 30 days prior to commencement

PROGRAM-WIDE POLICIES

 Teacher-Candidates must maintain an upper division grade point average of 3.0 throughout each semester of the program.

o Teacher-Candidates with upper division grade point averages below 3.0 may be placed on a probationary status and/or denied further registration in the program. Students have the right to petition these actions.

 Courses with a non-passing grade of C- or lower will not count as credit toward the B.A.E. degree or graduation. Courses with a non-passing grade must be re-taken or an alternative course may be taken in certain circumstances with approval of the program coordinator(s).

 Assessment of required Florida State Department of Education competencies for initial primary teaching certification is documented and maintained by using the electronic LiveText system. Teacher-Candidates are required to purchase a LiveText account by the end of the first semester of the program ($139.00) o Failure to purchase a LiveText account will result in a hold being placed on a Teacher-Candidate’s ability to register for second semester courses. The hold will be lifted once the account is purchased. o Please note, you must receive passing ratings in LiveText for all competencies attached to a course in order to pass that course. Students must resolve unsatisfactory ratings by the end of the following semester in order to remain in the program.

 Teacher-Candidates must demonstrate successful completion of each of the Florida Educator Accomplished Practices (FEAPs), each of the Florida Reading Endorsement Competencies, and each of the ESOL Endorsement comptencies over the course of their time in the program. Assessment tasks for each competency indicator are explained in relevant course syllabi.

 Teacher-Candidates are required to adhere to the UF Student Computing Policy https://it.ufl.edu/policies/student-computing-requirements/. Teacher-Candidates will need ongoing access to a computer with an internet connection. A device with video capability is required for most internship/field placements to record and reflect upon your ongoing teaching practice(s). https://sccr.dso.ufl.edu/policies/student-honor-code-student-conduct-code/

 All UF students are required to use ufl.edu email addresses for official communication with university faculty and staff. Teacher-Candidates are required to check their ufl.edu email daily.

 All UF students are expected to abide by the University of Florida Honor Code and Conduct Code at all times, in both the UF campus and public school campuses.

Performance Improvement Plan

A Performance Improvement Plan (or “PIP”) may be created for Teacher-Candidates who demonstrate difficulty in meeting academic and/or professional expectations in courses or field placements. The PIP is a structured plan that is specifically designed to support your overall success in the program. Creation of a PIP occurs in a collaborative meeting with the program coordinator(s), the Teacher-Candidate, and relevant faculty, instructors, and field/internship supervisors. Follow-up meetings are scheduled to monitor progress of the plan. Attendance at PIP meetings and satisfaction of conditions of the PIP are required to remain in the program Failure to adhere to the parameters of the PIP may result in dismissal from the program.

Program Outline And Description

The Elementary Education program consists of two years of upper-division undergraduate course work (four semesters). Additionally, prerequisite courses and requirements must be met before beginning the program unless conditionally admitted through prior approval by the Coordinator of Student Experiences. Courses in the Elementary Education program are intentionally grouped together thematically to reflect the development of Teacher-Candidates and must be taken in order according to the prescribed program of study.

In the first semester of the program, Teacher-Candidates are introduced to the many roles and responsibilities a teacher plays both in and outside of the classroom setting. They are asked to engage in self-excavation in order to understand themselves in relation to the diverse students, families, and communities in which they will serve and begin exploring methods of instruction in science, math, and reading. As teacher-candidates move into their second semester, they are introduced to the principles of Culturally and Linguistically Sustaining Pedagogy (CLSP) and

Universal Design for Learning (UDL), the two curriculum frameworks underlying our teacherpreparation program, along with furthering their skills in applying methods of instruction in Math, Science, and Social Studies. Students also begin to think about how to work with diverse learning behaviors among their students and ways to engage families and community members in the holistic education of the young child.

In addition to on-campus coursework, during the first year of the program teacher-candidates are placed in a variety of diverse elementary field settings throughout Alachua County (in either the Alachua County Public School district or at PK Yonge, the College of Education’s developmental lab school). In the first semester, teacher-candidates placed in two six-week placements one day a week. In the second semester, teacher-candidates are placed in one 12week placement for two days per week.

As teacher-candidates progress into their senior year, they begin their internship placement (in either the Alachua County Public school district or at PK Yonge, the College of Education’s developmental lab school), during a special fall semester session to engage with their mentor teachers and students at the start of the academic school year. This special fall semester session typically begins approximately ten days before the regular fall semester start date. Teacher-Candidates should plan accordingly to be in Gainesville to start their internship on or around 8/13/2024. The exact date will be provided to you during your internship orientation during the Spring 2024 semester. Teacher-Candidates will be in their internship field placement five days per week until the regular fall semester session begins when they will reduce their time in the field to three days per week to balance remaining coursework.

In the fall semester of the senior year, teacher-candidates continue their exploration of instructional design by combining the principles of Culturally and Linguistically Sustaining Pedagogy (CLSP) and Universal Design for Learning (UDL) into one curricular framework (CSPUDL). In addition, teacher-candidates deepen their exploration of methods of instruction in English/Language Arts, Reading, and Educational Technology. Teacher-Candidates must have passed all four of their FTCE Subject-Area exams (Elementary K-6) prior to moving on to their final semester.

In the final semester, teacher-candidates take two hybrid (face-to-face and online) classes while spending the majority of their time in the field. Teacher-candidates embark on an inquiry project to explore a question of practice (teacher-research) and think through ways of how they may continue to advance the field of education as edugators of tomorrow.

Courses in the Elementary Education program are integrated with each other and with the field experiences to enhance learning of content and practical application of pedagogical skills. For these reasons, courses many not be taken out of order or on an accelerated schedule. Teachercandidates requesting a reduced or decelerated program for medical, dis/ability-related, or personal reasons will be considered on a case-by-case basis with the Coordinator of Student Experiences.

PROGRAM OF STUDY 2023-2025

Fall 2023

Situating Self and Others in Schools, Community, and Society: Teacher as Cultural Being (17 credits)

 EDG 3623: Equity Pedagogy Foundations (3)

 TSL 3520: ESOL Foundations: Language and Culture in Elementary Classrooms (3)

 RED 3211: Teaching Language and Meaning Construction in Elementary Reading (3)

 MAE 4310: Teaching Mathematics in the Inclusive Elementary Classroom (3)

 SCE 4310: Elementary Science Methods for the Inclusive Classroom (3)

 EDE 3941: Rotations Across Diverse Elementary School Contexts (2) o One day per week; 2 six-week placements

Fall 2024

Situating Self and Centering Others in Instructional Design: Teacher as Instructional Designer (Language, Literacy, Social Studies Methods) (15 credits)

 EDG 4703: Equity Pedagogy Applications (3)

 RED 3210: Teaching Word Identification and Fluency in Elementary Reading (3)

 LAE 4314: Language Arts in Elementary School (3)

 EME 4401: Integrating Technology into the Elementary Classroom (3)

 EDE 4940: Internship in Elementary Education (3)

Spring 2024

Situating Self and Centering Others in Instructional Design: Teacher as Instructional Designer (STEAM Methods) (16 credits)

 EDG 3343: Equity Pedagogy Instructional Strategies (3)

 MAE 4310L: Math Lab (1)

 SCE 4310L: Sci Lab (1)

 SSE 4312: Social Studies for Diverse Learners (3)

 EDG 4442 Rethinking Discipline and Classroom Management (3)

 SDS 3430: Family and Community Involvement in Education (3)

 EDE 3941: Rotations Across Diverse Elementary School Contexts (2) o Two days per week; One 12-week placement

Senior 2025

Agency for Self and Others: Teacher as Leader and Learner (12 credits)

 EDG 4048: Studying Equity Pedagogy (3)

 TSL 4100: ESOL Curriculum, Methods, and Assessment (3)

 RED 4844 Reading Practicum (2 credits)

 EDE 4940 Internship in Elementary Education II (4) o Weeks 1-3: 4 days per week; Weeks

4-12: 5 days per week; Weeks 13- 15: 4 days per week; single placement for full senior year o 3 days per week; single placement for full senior year

Field Experiences

Teacher-Candidates are assigned to a variety of school settings throughout the BAE in Elementary Education program to provide diversity in field experiences, including, but not limited to, high-poverty schools, urban schools and rural schools in accordance with Florida Department of Education initial certification requirements (Indicator 3.5).

Teacher-candidates may be placed in elementary classrooms within a 25-mile radius (not minutes) of Norman Hall. Teacher-Candidates are responsible for providing their own transportation to and from field experience placements. In most cases, teachercandidates will be able to carpool with other teacher-candidates placed at the same school, but this is not guaranteed. It is the responsibility of the teacher-candidate to be at their field placement on time.

Field placements across the program endeavor to provide a wide variety of experiences for our Teacher-Candidates. Our goal is for Teacher-Candidates to have an opportunity to work with all types of learners they may expect to encounter across their career (e.g., students with exceptionalities and students from diverse ethnic, racial, and gender groups.) Other variables considered in determining field placements include Teacher-Candidates’ experiences with: grade level/content-areas, city/county schools, rural/urban setting, large/small schools, studentpopulation needs, and differing socioeconomic levels of schools. In addition, every attempt is made to create Mentor Teacher/Teacher-Candidate matches that consider the professional development needs of each pairing.

Given the University of Florida’s College of Education’s commitment to our local schools and the students they serve, all field placements occur in the Alachua County Public School District and our research developmental school affiliated with the College of Education, PK Yonge. Schools selected for field placements may vary from semester to semester and are determined by the Elementary Education Field Experience Coordinator. All placements are designed to encourage the Teacher-Candidates’ professional and personal growth as well as the Mentor Teacher’s professional development. In an effort to develop Teacher-Candidates’ professional identity and to avoid conflicts of interest, Teacher-Candidates will not be placed in schools where they have children or relatives in attendance or family members employed. Unless there are extenuating circumstances, verified and approved by the Elementary Education Field Experience Coordinator, Teacher-Candidates will not be placed in schools they have attended within the past ten years. All contact with Alachua County Public Schools and PK Yonge to arrange placements is made by the Elementary Education Field Experience Coordinator in conjunction with EduGator Central, not the prospective Teacher-Candidate. Ultimately, the final decision of accepting a Teacher-Candidate rests with the school or district personnel. No distant placements (i.e., field placements outside of Alachua County) will be made.

Although unlikely, if the school principal and/or the Mentor Teacher determine that the presence of the Teacher-Candidate is a threat to the health, safety, welfare, or learning of the students with whom the Teacher-Candidate is assigned to work, a Teacher-Candidate may be removed from their field placement immediately without prior notice.

The Elementary Education Field Experience Coordinator will provide the Teacher-Candidate written notice of the administrative removal within a 24-hour period, or as soon as reasonably possible. The Teacher-Candidate has the right to discuss and review such removal with the Elementary Education Coordinator of Student Experiences, the Elementary Education Coordinator of Curriculum and Research, and the Elementary Education Field Experience Coordinator.

Unless instructed otherwise, the Teacher-Candidate shall not contact school or district personnel to discuss the removal. University personnel will handle all communication in such circumstances. A Teacher-Candidate removed from a field placement shall leave the school promptly without protest and have no further contact with school or district personnel or students.

Additionally, at any point during a field experience, a Teacher-Candidate may be reassigned to another school if such reassignment is deemed necessary by the UF Supervisor, Elementary Education Field Experience Coordinator, and/or the building level principal in consultation with all appropriate parties. Reassignment may be required based on reasons specified by school and university personnel, or as a result of a Performance Improvement Plan (PIP) requirement or violation. Such reassignment arrangements will be made through the Elementary Education Field Experience Coordinator.

If a second field experience placement is determined to be appropriate after a TeacherCandidate’s unsatisfactory performance, the Elementary Education Field Experience Coordinator will explore the possibility of a second placement. Nothing in this policy should be construed as a guarantee for a second placement attempt.

Senior Year Internship

The final year in the Elementary Education program is an exciting time! During the final year, teacher-candidates complete their yearlong internship. Internships last two semesters and take place in Florida public schools. Due to the intensity of the internship and coursework in the final year, it is highly encouraged to limit engaging in outside work or extracurricular commitments.

Internships afford teacher-candidates with a sustained opportunity to experience all of the roles and responsibilities of a classroom teacher including ongoing practice facilitating instruction, working collaboratively with school administrators, cooperating with practicing teachers, and partnering with families and school community members. University intern supervisors, as well as classroom-based mentor teachers, are responsible for guiding the internship experience, coaching the teacher-candidate, and conducting formal and informal pedagogical observations. University supervisors hold seminar sessions to support interns and to ensure their understanding of internship expectations. The internship culminates in a pinning ceremony at the annual Elementary Education Inquiry conference held the Saturday prior to commencement.

Tips for Success

 Always attend your Elementary Education classes. Failure to attend classes and submit assignments in a timely manner is the primary reason many teacher-candidates are not successful in the Elementary Education program.

 Plan ahead for transportation and for increasing responsibilities and time commitments in field placements. These increase each semester and you will need to redirect some resources and time to meet these program requirements. (Note: Your employment and social commitments may need to change!)

 Begin financial planning now to meet the cost-requirements associated with the FTCE exams, LiveText, and transportation to and from field sites. Without completion of the program, you will not be eligible for professional certification, the ESOL endorsement, or the Florida Reading Endorsement.

 Work within your cohort to develop flexibility, collaboration skills, effective listening skills, and professional communication. Lean on your peers to support your academic goals throughout your time in the program. These friends will become lifelong professional colleagues.

 The electronic LiveText system automatically tracks your progress in demonstrating the FEAPs and Reading Competencies. Purchase your membership to LiveText as soon as possible in the first semester so you can monitor your ratings throughout the program. If you receive an e mail from the LiveText system, respond immediately!!

 Take advantage of your faculty and instructors’ office hours. Office hours are a great opportunity to ask questions, seek out clarifications, and gain mentorship and advice. We are here to support your personal and professional goals.

 Reach out to the Coordinator of Student Experiences whenever you are feeling overwhelmed, have questions or concerns, or would like additional mentorship.

 Apply for a COE scholarship during your second semester in the program – take advantage of every opportunity that comes your way!

 Use a calendar to balance your coursework responsibilities, social commitments, and work commitments. Plan ahead and be proactive in communicating to others potential conflicts related to your academic schedule and coursework/fieldwork commitments. Remember: you are a student first!

Elementary Education: acknowledgement of program expectations

I have read and understood the Elementary Education program’s policies and expectations outlined in the Elementary Education handbook. As a teacher-candidate in the Elementary Education program:

 I must maintain an upper division grade point average of 3.0 throughout each semester of the program. I understand that grade point averages below 3.0 may result in a probationary status and/or I may be denied further registration in the program. I understand that I have the right to petition these actions.

 Courses with a non-passing grade of C- or lower will not count as credit toward the B.A.E. degree or graduation. I understand courses with a non-passing grade must be retaken or I may take an alternative in certain circumstances with approval of the program coordinator(s).

 I understand that prior to program completion, I must demonstrate satisfactory performance on the Florida Educator Accomplished Practices (FEAPs) at the preprofessional level, the Florida Teacher Standards for ESOL, and on the Florida Reading Endorsement Competencies. I understand that to demonstrate satisfactory performance on the preceding competencies that I must purchase a LiveText account by 12/6/2023 or a registration hold will be placed on my account.

 I understand that program completion requires that I take and pass all sections of the Florida Teacher Certification Exam. I understand that this includes the General Knowledge Test (passing scores received by the end of the second semester), the K-6 subject area exam(s) (passing scores required prior to registering for the fourth semester of the program with proof of prior attempts provided by 7/15/2024; 10/15/2024; and 12/15/2024), and the Professional Education Exam (passing scores required at least 30 days prior to commencement with proof of a first attempt completed by 2/14/2025). I acknowledge that I am familiar with the fees associated with these exams and all associated deadlines.

 I understand that I am required to use ufl.edu email addresses for official communication with university faculty and staff. I acknowledge that I am required to check my ufl.edu email daily.

 I understand that I must demonstrate Florida Educator Professional Dispositions at all times. This includes abiding by the University of Florida Honor Code and Conduct Code in both the UF campus and public-school campuses.

 I understand a Performance Improvement Plan (or “PIP”) may be created if I demonstrate difficulty in meeting academic and/or professional expectations in courses or field placements. I understand attendance at PIP meetings and satisfaction of conditions of the PIP are required to remain in the program.

 I understand that the B.A.E. in Elementary Education requires four semesters of undergraduate coursework. I acknowledge that courses in the Elementary Education program are integrated with each other and with the field experiences to enhance