Florida Education

New Florida Educator Accomplished Practices

New Florida Educator Accomplished Practices

Introduction

The FEAP was established in 1998 through the board of education rule 6A-5.065. It serves as Florida's standard for effective instructional practices and is used to identify and define effective teaching. The FEAPs currently developed the basis for all the Florida teacher preparation programs and will develop the teacher appraisal system's core practice. The Florida Educator Accomplished Practices provide a significant guidance outline to educators and the educator preparation programs throughout the state. It communicates its vision for effective education standards and institution in Florida to teachers, parents, and the principals. They review the fundamental education framework and make changes with respect to improvement requirements. In addition to that, hundreds of the stakeholder and educators can provide feedback trough the public comments opportunities, that allows further refinement in Florida's new education accomplishment practices adopted in December 2010. The paper is an account of these new practices in the state (Cross, 2011).

The Current FEAP'S

The new accomplished educational practices in Florida cover the following areas;

Assessment

Communication

Continuous Improvement

Critical Thinking

Ethics

Diversity

Learning Environments

Technology

Planning

Knowledge of Subject Matter

Role of the Teacher

Human Development and Learning (Cross, 2011).

These areas include the implementation of the educational system and practice that achieve optimum learning results. Some of the feature did not exist previously in the accomplishment for example diversity and ethnicity, however, the recent accomplishment emphasize equally on these elements. Together, these practices allow teachers to use, collect and implement information through training sessions and a variety of other sources. Moreover, the teachers identify and match the student's instructions plans with the social, cognitive, cultural, linguistic, physical, and emotional needs (Cross, 2011).

Analysis of the First Four FEAPS

Assessment

This area analyzes and applies data from various assessments and measures to diagnose the learning needs of students, informs the guidelines based on the needs, thus driving the learning process. Moreover, it aligns and designs the assessments that match the lead to mastery with the learning objectives. Under this feature, a variety of assessment and monitoring tools are used to identify the achievement, learning gain, and student progress. The purpose of this accomplishment is to share the significance and outcomes of student assessment with the student's parents. It applies the technology to integrate and organize assessment information for continuous improvement (Manning, 2008).

Communication

The pre- competent teachers recognized the requirement for practical class room communication and are in the process of acquiring the methods which can be ...