THE SCHOOL DISTRICT OF OSCEOLA COUNTY, FLORIDA
THE SCHOOL DISTRICT OF OSCEOLA COUNTY, FLORIDA
THE SCHOOL DISTRICT OF OSCEOLA COUNTY, FLORIDA
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<strong>THE</strong> <strong>SCHOOL</strong> <strong>DISTRICT</strong> <strong>OF</strong> <strong>OSCEOLA</strong> <strong>COUNTY</strong>, <strong>FLORIDA</strong><br />
MELBA LUCIANO, SUPERINTENDENT<br />
817 Bill Beck Boulevard • Kissimmee• Florida 34744-4492<br />
PHONE: (407) 870-4600 • FAX: (407) 870-4010 • www.osceola.k12.fl.us<br />
<strong>SCHOOL</strong> BOARD MEMBERS<br />
Jay Wheeler<br />
Chair<br />
District 1 – Kissimmee<br />
407-973-4141<br />
Kelvin Soto<br />
District 2 – Kissimmee<br />
407-361-2462<br />
Tim Weisheyer<br />
District 3 – Kissimmee<br />
407-361-0235<br />
Barbara Horn<br />
Vice-Chair<br />
District 4 – Kissimmee<br />
407-462-5642<br />
Tom Long<br />
District 5 – St. Cloud<br />
407-462-5782<br />
Meeting Time: 5:30 P.M.<br />
CALL TO ORDER<br />
Invocation<br />
Pledge of Allegiance<br />
National Anthem<br />
Mission Statement<br />
Translation Services<br />
<strong>SCHOOL</strong> BOARD AGENDA<br />
Board Meeting<br />
Tuesday, June 18, 2013<br />
Positive Comments from Board Members/Superintendent<br />
I. PRESENTATIONS<br />
a. Check Presentation by Wendy’s<br />
II.<br />
OPEN FOR PUBLIC COMMENT<br />
III.<br />
APPOINTMENTS/TRANSFERS<br />
ADMINISTRATIVE<br />
COMPLEX <strong>OF</strong>FICES:<br />
Alternative Programs<br />
817 Bill Beck Boulevard<br />
Kissimmee, FL 34744<br />
PHONE: 407-343-8713<br />
FAX: 407-343-8776<br />
Exceptional Student Education<br />
805 Bill Beck Boulevard<br />
Kissimmee, FL 34744-4495<br />
PHONE: 407-343-8700<br />
FAX: 407-343-8775<br />
Facilities<br />
809 Bill Beck Boulevard<br />
Kissimmee, FL 34744-4495<br />
PHONE: 407-518-2964<br />
FAX: 407-518-2985<br />
Professional Development<br />
799 Bill Beck Boulevard<br />
Kissimmee, FL 34744-4495<br />
PHONE: 407-518-2940<br />
FAX: 407-518-2988<br />
Student Services<br />
801 Bill Beck Boulevard<br />
Kissimmee, FL 34744-4495<br />
PHONE: 407-870-4897<br />
FAX: 407-870-4629<br />
IV.<br />
AGENDA MODIFICATIONS<br />
CONSENT AGENDA ITEMS<br />
V. ACTION ITEMS – ADOPTION <strong>OF</strong> CONSENT AGENDA<br />
Approval of Minutes as submitted for the following:<br />
• Board Meeting – 6/4/13<br />
• Expulsion Minutes – 6/5/13<br />
HUMAN RESOURCES – Tammy L. Cope-Otterson<br />
1. Approval of Personnel Agenda<br />
2. Approval of Professional Support Staff Reappointment Recommendations for<br />
2013-2014<br />
CURRICULUM AND INSTRUCTION – Lissette Brizendine, Michael Allen &<br />
Pamela A. Tapley<br />
3. Approve the request of The City of Kissimmee d/b/a Kissimmee Charter<br />
Academy to amend the charter contract to increase the enrollment capacity<br />
from 725 to 773 students.<br />
4. Approve the request of Acclaim Academy Florida, Inc. d/b/a Acclaim<br />
Academy Charter School to amend the charter contract in regards to the<br />
grades served by the school.<br />
5. Approve the service agreement with Early Learning Coalition of Osceola<br />
County, Inc. and the School Board of Osceola County for 2013-2014.<br />
6. Approve Affiliation Agreement with Osceola Council on Aging which will<br />
provide students enrolled in TECO’s Health Science Education Program,<br />
1
School Board Agenda<br />
June 18, 2013<br />
Page 2 of 3<br />
Practical Nursing Program, Nursing Assistant Program and Pharmacy Technician Program with<br />
practical experience and clinical instruction.<br />
ADMINISTRATION AND STUDENT SERVICES – Thomas A. Phelps<br />
7. Approve Recommendation for Expulsion (CONFIDENTIAL Item)<br />
8. Approve Contract Renewal between The School District of Osceola County, Florida and<br />
Community Based Care of Central Florida<br />
BUSINESS AND FINANCE - Todd Seis<br />
9. Approve the Various Donations to the School District of Osceola County, Florida in the amount<br />
of $9,434.82<br />
10. Approve Resolution No. 13-039 Authorizing Employee to Sign Checks and Other Withdrawals<br />
from the Internal Funds of Westside K-8<br />
11. Approve Resolution No. 13-040 Authorizing Employee to Sign Checks and Other Withdrawals<br />
from the Internal Funds of Adult Learning Center Osceola<br />
12. Approve the Budget Amendments for the period of April 1 through April 30, 2013<br />
INFORMATION AND TECHNOLOGY SERVICES – Angela Marino<br />
13. Approve the Trade-In of Property Items<br />
FACILITIES – Clyde A. Wells<br />
14. Approve the 2013-2014 Attendance Zone Boundaries Maps and Descriptions as submitted.<br />
15. Approval of the Annual Comprehensive Health & Safety Inspection Report for the 2012-2013<br />
Fiscal Year.<br />
16. Approve the Continuing Service Contract with two (2) firms to provide Roofing & Building<br />
Envelope Investigation Services for Projects Valued Less than $2,000,000 & Studies when<br />
Professional Service Fees do not exceed $200,000.<br />
<strong>SCHOOL</strong> SUPPORT SERVICES – Mark A. Munas<br />
17. Approve the District’s Coaching Add-On Endorsement Program<br />
18. Approve the District’s Gifted K-12 Education Add-On Endorsement Program<br />
VI.<br />
ITEMS REMOVED FROM TABLE AND FROM <strong>THE</strong> CONSENT AGENDA<br />
INFORMATION AGENDA ITEMS (NO BOARD ACTION REQUIRED)<br />
19. Information on the Audit Advisory Committee Meeting for May 31, 2013<br />
REGULAR AGENDA ITEMS<br />
VII.<br />
VIII.<br />
IX.<br />
CURRICULUM AND INSTRUCTION – Lissette Brizendine, Michael Allen & Pamela A. Tapley<br />
A. Approval of Out-of-State Travel Requests<br />
B. Approval of Out-of-State Field Trip Requests<br />
ADMINISTRATION AND STUDENT SERVICES – Thomas A. Phelps<br />
C. Approve Recommended Final Orders (CONFIDENTIAL Item)<br />
D. Approve Renewal and New Vandal Watch Agreements and Vandal Watch Residential Lease<br />
Agreements for the 2013-2014 Fiscal Year<br />
HUMAN RESOURCES – Tammy L. Cope-Otterson<br />
E. Approval of Job Description – Public Information Officer<br />
F. Approval of Job Description – Executive Director of Charter Schools and Educational Choices<br />
G. Approval of Job Description – Director of Government and Labor Relations<br />
H. Approval of Job Description – Principal of Adult Learning Center Osceola and Alternative<br />
Education<br />
Student Achievement – Our Number One Priority<br />
Districtwide Accreditation by the Southern Association of Colleges and Schools<br />
An Equal Opportunity Agency 2
School Board Agenda<br />
June 18, 2013<br />
Page 3 of 3<br />
X. BUSINESS AND FINANCE – Todd Seis<br />
I. Approval of the Sports Accident and Voluntary Student Accident Renewal for 2013-2014<br />
J. Approve Renewal of Service Agreement for Third Party Administration Services provided by<br />
Johns Eastern Company, Inc., for the administration of claims related to the School Boards<br />
Casualty and Workers’ Compensation Programs<br />
K. Approve Renewal of Liability & Workers’ Compensation Insurance Program for 2013-2014<br />
L. Approve Bid Award #SDOC-13-B-082-KB, Garbage Service<br />
M. Approve Bid Award #SDOC-13-B-086-MP, Lawn Care Service for Technical Education Center of<br />
Osceola<br />
XII.<br />
XIII.<br />
XIV.<br />
XV.<br />
XVI.<br />
XVII.<br />
XVIII.<br />
XIX.<br />
XX.<br />
XXI.<br />
INFORMATION AND TECHNOLOGY SERVICES – Angela Marino<br />
FACILITIES – Clyde A. Wells<br />
N. Approve the Guaranteed Maximum Price (GMP) Amendment No. 1 to the Continuing Service<br />
Construction Management Agreement with Wharton-Smith, Inc. for the Space Reconfiguration<br />
Project at Reedy Creek Elementary School in the amount of $221,020.00<br />
O. Approve the Guaranteed Maximum Price (GMP) Amendment No. 1 to the Continuing Service<br />
Construction Management Agreement with Wharton-Smith, Inc. for the Space Reconfiguration<br />
Project at Horizon Middle School in the amount of $67,025.93<br />
P. Approve the Guaranteed Maximum Price (GMP) Amendment No.1 to the Continuing Service<br />
Construction Management Agreement with Welbro/Quinn Constructors, a Joint Venture for the<br />
Space Reconfiguration Project at Kissimmee Middle School in the amount of $327,484.00<br />
<strong>SCHOOL</strong> SUPPORT SERVICES – Mark A. Munas<br />
SUPERINTENDENT’S RECOMMENDATION – Melba Luciano<br />
Q. Approve District-Level Administrator Appointments for 2013-2014<br />
R. Approve School-Based Administrator Appointments for 2013-2014<br />
ATTORNEY’S REPORT/LEGAL ISSUES<br />
SUPERINTENDENT’S UPDATE – Melba Luciano<br />
OLD BUSINESS<br />
NEW BUSINESS<br />
BOARD MEMBER COMMENTS AND COMMITTEE REPORT<br />
ADJOURN<br />
MISSION STATEMENT<br />
The mission of the School District of Osceola County, Florida is education which inspires all to their highest potential.<br />
NOTICES<br />
In accordance with Florida Statute 286.0105: Any person wishing to appeal any decision made by the School Board with respect to any matter considered at such meeting or<br />
hearing will need a record of the proceedings, and that, for such purpose, may need to ensure that a verbatim record of the proceeding is made, which record includes the<br />
testimony and evidence upon which the appeal is made.<br />
In accordance with Americans with Disabilities Act (Florida Statute 286.26), persons needing assistance to participate in any of these proceedings should contact the Office of<br />
the Superintendent, 817 Bill Beck Boulevard, Kissimmee, FL 34744, (407)870-4008, prior to the meeting.<br />
If you wish to address the School Board, please complete one of the request forms in the front of the room and give it to one of the Assistant Superintendents<br />
located at the front of the room, prior to the meeting.<br />
Student Achievement – Our Number One Priority<br />
Districtwide Accreditation by the Southern Association of Colleges and Schools<br />
An Equal Opportunity Agency 3
Presentations<br />
4
Action Items – Adoption<br />
of Consent Agenda<br />
Consent AGENDA<br />
6
CONSENT AGENDA<br />
7
<strong>THE</strong> <strong>SCHOOL</strong> <strong>DISTRICT</strong> <strong>OF</strong> <strong>OSCEOLA</strong> <strong>COUNTY</strong>, <strong>FLORIDA</strong><br />
<strong>SCHOOL</strong> BOARD AGENDA ITEM<br />
DATE:<br />
Ö«²» ïèô îðïí<br />
Presentation<br />
Consent<br />
TO:<br />
FROM:<br />
<strong>SCHOOL</strong> BOARD MEMBERS<br />
MELBA LUCIANO, SUPERINTENDENT<br />
Information<br />
Regular<br />
SUBJECT/<br />
RECOMMENDATION:<br />
Approval of Personnel Agenda<br />
FINANCIAL SOURCE:<br />
EXECUTIVE SUMMARY:<br />
Administrative: Retirements, Resignations<br />
Instructional: Retirements, Appointments, Leave of Absence, Deceased, Return from Leave of Absence,<br />
Resignations, Transfers, Probationary Terminations<br />
Professional Support: Retirements, Appointments, End Probation, Leave of Absence, Leave of Absence –<br />
Extended, Return From Leave of Absence, Resignations, Transfers, Probationary Terminations, Upgrades<br />
Substitutes: Teacher Appointments, Teacher Resignations, Employee Appointments, Employee Resignations,<br />
Terminations due to Inactivity<br />
<strong>DISTRICT</strong> FOCUS AREA(S):<br />
STUDENT ACHIEVEMENT: Grow and strengthen instructional<br />
practices to increase the academic achievement of all students<br />
<strong>DISTRICT</strong> GOAL(S):<br />
CLIMATE: Cultivate and sustain a safe and positive environment<br />
where students are engaged in their learning and the rights of all<br />
individuals are protected and respected.<br />
FINANCE/EFFICIENT OPERATIONS: Closely monitor and<br />
manage District finances and operations in order to sustain<br />
educational program priorities over the long term and provide<br />
transparency to the public.<br />
Establish a culture of continuous improvement.<br />
Ensure the education system is differentiated for each learner with the<br />
goal to reduce the achievement gap for each student.<br />
Instructional decisions will be based upon the analysis of student data.<br />
The District will reduce the number of students scoring at level 1 or 2 on<br />
the State Assessments in Reading and Writing.<br />
Increase the graduation rate at all high schools.<br />
Submitted by:<br />
Staff Recommended by:<br />
Restructure the organization & leadership at the District Office to reduce<br />
administrative costs & provide direct supervision of schools by superintendent.<br />
Establish system of accountability to ensure appropriate management of<br />
resources at all levels to provide efficient & fiscally responsible practice.<br />
Build capacity in leadership for the future of the District.<br />
Implement a HR & professional development system that places an emphasis on<br />
high levels of performance & a system which supports employee improvement.<br />
Establish practice which is firm, fair and consistent in all dealings both internally<br />
and externally.<br />
Tammy L. Cope-Otterson, Chief Human Resources Officer<br />
Tammy L. Cope-Otterson, Chief Human Resources Officer<br />
Improve the quality, integrity and consistency of our communications with<br />
all stakeholders.<br />
Establish a climate of individual trustworthiness and trust among all<br />
stakeholders in the educational community.<br />
Enhance relationships with students, parents, employees, Board and<br />
community for the mutual benefit of the District.<br />
Ensure students and staff have a safe learning environment.<br />
Student Achievement - Our #1 Priority<br />
An Equal Opportunity Agency FC-100-1009 (Rev. 02.13.13)<br />
8
<strong>THE</strong> <strong>SCHOOL</strong> <strong>DISTRICT</strong> <strong>OF</strong> <strong>OSCEOLA</strong> <strong>COUNTY</strong>, <strong>FLORIDA</strong><br />
817 Bill Beck Boulevard • Kissimmee• Florida 34744-4492<br />
Phone: 407-870-4600 • Fax: 407-870-4010 • www.osceola.k12.fl.us<br />
<strong>SCHOOL</strong> BOARD MEMBERS<br />
District 1 – Jay Wheeler - Chair<br />
407-973-4141<br />
District 2 – Kelvin Soto<br />
407-361-2462<br />
District 3 – Tim Weisheyer<br />
407-361-0235<br />
District 4 – Barbara Horn - Vice Chair<br />
407-462-5642<br />
District 5 – Tom Long<br />
407-462-5782<br />
Superintendent of Schools<br />
Melba Luciano<br />
TO:<br />
FROM:<br />
Melba Luciano, Superintendent<br />
Tammy Cope-Otterson, Chief Human Resources Officer<br />
RE: Personnel Agenda for June 18, 2013<br />
DATE: June 7, 2013<br />
Please accept the following personnel actions as our recommendations.<br />
ADMINISTRATIVE RETIREMENTS<br />
William Collins 06/06/13 Chief Business & Finance Officer Finance Department<br />
William Dwyer 06/03/13 Assistant Principal - 12 Month Harmony Community School<br />
ADMINISTRATIVE RESIGNATIONS<br />
Laura Rhinehart 06/28/13 Principal Celebration High School<br />
INSTRUCTIONAL RETIREMENTS<br />
Donna Baird 06/07/13 Teacher - Fifth Grade Flora Ridge Elementary<br />
Catherine Landram 06/07/13 Teacher - Social Studies Harmony High School<br />
Robert Landram 06/07/13 Teacher - Social Studies Harmony High School<br />
Barbara Robinson 06/07/13 Teacher - Reading Harmony High School<br />
Patsy Garon 06/07/13 Media Specialist Hickory Tree Elementary<br />
Mary Woodend 06/07/13 Teacher - Reading Horizon Middle School<br />
Diane Matthews 06/07/13 Teacher - Math Horizon Middle School<br />
Mary Lawson 06/07/13 Teacher - Fifth Grade Michigan Ave Elementary<br />
Linda Stone 06/07/13 Teacher - Kindergarten Neptune Elementary<br />
Janet Slauter 06/07/13 Learning Resource Specialist Neptune Elementary<br />
Bill Henley 06/07/13 Teacher - Music Osceola County School for the Arts<br />
Mary Thiele 06/07/13 Teacher - Social Studies Osceola County School for the Arts<br />
Donna Hart 06/07/13 Guidance Counselor PATHS @ TECO / Osceola County School for the Arts<br />
Martha Bressette 06/07/13 Teacher - Second Grade St. Cloud Elementary<br />
Mary Gorham 06/07/13 Teacher - Fourth Grade St. Cloud Elementary<br />
Kathryn Kruse 06/07/13 Teacher - Social Studies St. Cloud Middle School<br />
Anthony Donato 06/07/13 Teacher - Other - Impact Lab Zenith<br />
Student Achievement – Our Number One Priority<br />
Districtwide Accreditation by the Southern Association of Colleges and Schools<br />
An Equal Opportunity Agency 9
Instructional Retirements…continued<br />
Glenn Meyer 06/07/13 Teacher - Adult Education Adult Learning Center Osceola<br />
Karen Turner 06/07/13 Teacher - Adult Education Adult Learning Center Osceola<br />
Irma Mercado 06/07/13 Teacher - Adult Education Adult Learning Center Osceola<br />
Joanne Dirling 05/31/13 Teacher - Fourth Grade Celebration K-8<br />
Brenda Harmon 06/07/13 Learning Resource Specialist High School Curriculum & Instruction<br />
Mary Ann Harpell 06/07/13 Teacher - Second Grade Kissimmee Elementary<br />
Rosa Ruiz 06/07/13 Teacher - Language Arts/Reading Kissimmee Middle School<br />
Sandra Phillips 06/07/13 Teacher - Intellectual Disabilities Neptune Middle School<br />
Greg Carswell 06/07/13 Teacher - Music Osceola High School<br />
James Murphy 06/07/13 Teacher - PE Osceola High School<br />
Norman Watkins 06/07/13 Teacher - Science Poinciana High School<br />
Angela Smith 06/07/13 Teacher - Health Poinciana High School<br />
Linda Levine 06/07/13 Teacher - Third Grade Thacker Ave Elem for Intl. Studies<br />
Sandra Rushlow 06/07/13 Teacher - First Grade Thacker Ave Elem for Intl. Studies<br />
INSTRUCTIONAL APPOINTMENTS<br />
Brenda Berube 05/20/13 Teacher - Science Kissimmee Middle School<br />
Shanelle O'Neill 05/24/13 Teacher - Autism Spectrum Disorder St. Cloud High School<br />
INSTRUCTIONAL LEAVE <strong>OF</strong> ABSENCE<br />
Tanya Velazquez 05/17/13 Teacher - PE Chestnut Elem School for Science and Engineering<br />
Claris Roman Perez 05/22/13 Teacher - Social Studies Bellalago Academy<br />
Leslie Rivera 05/23/13 Teacher - Science Celebration High School<br />
Maria Gonzalez 05/06/13 Guidance Counselor Discovery Intermediate<br />
Cristen Hardy 05/06/13 Teacher - Fourth Grade Harmony Community School<br />
Marianne Padgett 05/07/13 Teacher - Science Liberty High School<br />
Lisa Shattuck 05/20/13 Teacher - Kindergarten Ventura Elementary<br />
Ivelisse Colon-Figueroa 05/22/13 Teacher - Kindergarten Ventura Elementary<br />
INSTRUCTIONAL DECEASED<br />
Maria Gonzalez 05/21/13 LOA/Guidance Counselor Discovery Intermediate<br />
INSTRUCTIONAL RETURN FROM LEAVE <strong>OF</strong> ABSENCE<br />
Heidi Foley 05/29/13 LOA/Teacher - Language Arts Gateway High School<br />
Teacher - Language Arts<br />
Gateway High School<br />
Cristen Hardy 06/03/13 LOA/Teacher - Fourth Grade Harmony Community School<br />
Teacher - Fourth Grade<br />
Harmony Community School<br />
Amy Dinsmore 05/14/13 LOA/Teacher - Reading Harmony High School<br />
Teacher - Reading<br />
Harmony High School<br />
Amy Cool 05/13/13 LOA/Teacher - Math Liberty High School<br />
Teacher - Math<br />
Liberty High School<br />
Heather Verreault 05/24/13 LOA/Media Specialist Mill Creek Elementary<br />
Media Specialist<br />
Mill Creek Elementary<br />
Sam Jaynes 05/28/13 LOA/Teacher – Chorus Parkway Middle School<br />
Teacher - Chorus<br />
Parkway Middle School<br />
Anna Schmidt 05/28/13 LOA/Teacher - Social Studies St. Cloud Middle School<br />
Teacher - Social Studies<br />
St. Cloud Middle School<br />
10
Instructional Return from Leave of Absence…continued<br />
Kelli Rademacher 05/31/13 LOA/Teacher - First Grade East Lake Elementary School<br />
Teacher - First Grade<br />
East Lake Elementary School<br />
Paula Yassir 06/04/13 LOA/Teacher - Kindergarten Highlands Elementary<br />
Teacher - Kindergarten<br />
Highlands Elementary<br />
Marianne Padgett 05/21/13 LOA/Teacher - Science Liberty High School<br />
Teacher - Science<br />
Liberty High School<br />
Christine Tattoli-Rising 05/28/13 LOA/Teacher - Kindergarten/First Pleasant Hill Elementary<br />
Teacher - Kindergarten/First<br />
Pleasant Hill Elementary<br />
Megan Collins 06/03/13 LOA/Teacher - Kindergarten St. Cloud Elementary<br />
Teacher - Kindergarten<br />
St. Cloud Elementary<br />
INSTRUCTIONAL RESIGNATIONS<br />
Amy Landi 05/24/13 Teacher - PE Bellalago Academy<br />
Shirley Valentin 06/07/13 Teacher - Third Grade Bellalago Academy<br />
Avelira Gonzalez 06/07/13 Dean of Students Bellalago Academy<br />
Elizabeth Agoranos 06/07/13 Teacher - Language Arts Celebration High School<br />
James Wright 06/07/13 Teacher - Math Celebration High School<br />
Jessica Thompson 06/07/13 Teacher - Intellectual Disabilities Celebration K-8<br />
Charlotte Smith 06/07/13 Teacher - Kindergarten Celebration K-8<br />
Elysia McLaughlin 06/07/13 Teacher - First Grade Celebration K-8<br />
Barbie Slade 05/03/13 Teacher - Varying Exceptionalities Denn John Middle School<br />
Christi Owens 06/07/13 Teacher - Language Arts Harmony High School<br />
Jennifer Boudreau 06/07/13 Teacher - Kindergarten Highlands Elementary<br />
Calixta George-Loctor 06/07/13 Teacher - Math Horizon Middle School<br />
Erin Pedrique 06/07/13 Teacher - Language Arts Kissimmee Middle School<br />
John Simonson 06/07/13 Teacher - Science Kissimmee Middle School<br />
Beverly Taylor 06/07/13 Teacher - Reading Kissimmee Middle School<br />
Ivy Kunz 06/07/13 Teacher - Autism Spectrum Disorder Kissimmee Middle School<br />
Danny Adams 05/17/13 Teacher - Other - Impact Lab Liberty High School<br />
Agila Hinkson 06/07/13 Teacher - Dance Liberty High School<br />
Micah Johnson 06/07/13 Teacher - Social Studies Neptune Middle School<br />
Rhonda Walsingham 06/07/13 Teacher - Language Arts Osceola County School for the Arts<br />
Justin McHenry 06/07/13 Teacher - Reading Osceola High School<br />
Kristen Lorntz 06/07/13 Teacher - Third Grade Pleasant Hill Elementary<br />
Ruthann Abraham 06/07/13 Teacher - Fourth Grade Poinciana Academy of Fine Arts<br />
Katie Denahy 06/07/13 Teacher - First Grade Poinciana Academy of Fine Arts<br />
Maureen Maurer 06/07/13 Teacher - Art Poinciana High School<br />
Sarah Ortiz 06/07/13 Teacher - Science Poinciana High School<br />
Kevin Thomas 06/07/13 Teacher - Science Professional & Technical High School<br />
Sandra Bowling 06/07/13 Teacher - Vocational - CADD/Drafting Technical Education Center Osceola<br />
Elizabeth Braitsch 06/07/13 Teacher - Vocational - Practical Nursing Technical Education Center Osceola<br />
Rene Cole 06/07/13 Teacher - Fifth Grade Thacker Ave Elem for Intl. Studies<br />
Myra Aldarondo 06/07/13 Teacher - Other Thacker Ave Elem for Intl. Studies<br />
Adam King 06/07/13 Teacher - Fifth Grade Ventura Elementary<br />
Dara Guasp 06/07/13 Teacher - Fourth Grade Ventura Elementary<br />
11
INSTRUCTIONAL TRANSFERS<br />
Bryan Smart 05/22/13 Teacher - PE Denn John Middle School<br />
Teacher - Fourth Grade<br />
Harmony Community School<br />
Amber Sorrough 06/07/13 Teacher - Third Grade Lakeview Elementary<br />
Teacher - PE<br />
St. Cloud High School<br />
INSTRUCTIONAL PROBATIONARY TERMINATIONS<br />
Marcus Prince 05/22/13 Teacher - Math Denn John Middle School<br />
PR<strong>OF</strong>ESSIONAL SUPPORT STAFF RETIREMENTS<br />
Elizabeth Vidal 06/06/13 Cafeteria Monitor - PT/NBN Boggy Creek Elementary<br />
Paula Lemos 06/06/13 Paraprofessional - ESE Boggy Creek Elementary<br />
Janet Grubbs 06/06/13 Office Assistant - 9 Month Challenger Learning Center<br />
Yvette Santiago 05/22/13 LOA/Paraprofessional Chestnut Elem School for Science and Engineering<br />
Idalia O'Neill 06/07/13 LOA/Extended Day Lead Assistant Extended Day<br />
Lorraine Rodriguez 06/06/13 Clerk Typist - 10 Month Flora Ridge Elementary<br />
Hilda Arroyo 05/31/13 Custodian - FT/BEN Pleasant Hill Elementary<br />
Rose Bush 06/10/13 Food Service Assistant Manager School Nutrition Services<br />
Linda Miglionico 06/10/13 Food Service Manager School Nutrition Services<br />
Wayne Agamie 05/31/13 Food Service Manager School Nutrition Services<br />
Magali Montalvo 06/06/13 Food Service Assistant - BEN School Nutrition Services<br />
Hilda Rios 06/60/13 Food Service Assistant - BEN School Nutrition Services<br />
Sharon McCausland 06/06/13 Food Service Assistant - BEN School Nutrition Services<br />
Virginia Palermo 06/06/13 Paraprofessional - ESE St. Cloud Elementary<br />
Badie Moghabghab 06/06/13 Bus Driver Transportation Department<br />
Savitri Maharaj 06/06/13 Bus Attendant Transportation Department<br />
Linda Vermillion 06/06/13 Bus Driver Transportation Department<br />
George Gonzalez 06/07/13 Bus Driver Transportation Department<br />
PR<strong>OF</strong>ESSIONAL SUPPORT STAFF APPOINTMENTS<br />
Troy Bakken 05/16/13 Paraprofessional - ESE New Beginnings<br />
Brittany Robarts 05/21/13 Food Service Assistant - BEN School Nutrition Services<br />
PR<strong>OF</strong>ESSIONAL SUPPORT STAFF END PROBATION<br />
Carlos Gomez 05/07/13 Custodian - FT/BEN Bellalago Academy<br />
Jason Lindsey 05/29/13 CADD Specialist Facilities Department<br />
Steven Dean 05/27/13 Custodian - FT/BEN Horizon Middle School<br />
Flor Poveda 05/04/13 Food Service Assistant - NBN School Nutrition Services<br />
Kerri VanBuskirk 05/28/13 Food Service Assistant - NBN School Nutrition Services<br />
Jennifer Miller 05/18/13 Food Service Assistant - NBN School Nutrition Services<br />
Anna Ramos 05/18/13 Food Service Assistant - NBN School Nutrition Services<br />
Wanda Domena 05/18/13 Food Service Assistant - NBN School Nutrition Services<br />
Cristina Colon 05/18/13 Food Service Assistant - NBN School Nutrition Services<br />
Johanna Domena 05/19/13 Food Service Assistant - NBN School Nutrition Services<br />
Carmen De La Cruz 05/18/13 Food Service Assistant - NBN School Nutrition Services<br />
Domingo Paulino 05/05/13 Bus Driver Transportation Department<br />
Jenifer Medina-Lopez 05/05/13 Bus Driver Transportation Department<br />
12
Professional Support Staff End Probation…continued<br />
Marie Occulis 05/05/13 Bus Attendant Transportation Department<br />
Eduardo Maldonado 05/05/13 Bus Driver Transportation Department<br />
Cynthia Russell 05/05/13 Bus Driver Transportation Department<br />
Madeline Sepulveda 05/05/13 Bus Attendant Transportation Department<br />
Oscar Rosario 05/26/13 Bus Driver Transportation Department<br />
Amar Khodai 05/26/13 Bus Driver Transportation Department<br />
Laura Asi 05/26/13 Bus Driver Transportation Department<br />
Mary Asbell 05/26/13 Bus Driver Transportation Department<br />
Luz Monsalve 05/26/13 Bus Driver Transportation Department<br />
Bobbie Darius 05/19/13 Parts Clerk Transportation Department<br />
PR<strong>OF</strong>ESSIONAL SUPPORT STAFF LEAVE <strong>OF</strong> ABSENCE<br />
Annie Ellezingue 05/07/13 Paraprofessional Celebration High School<br />
Lorna Ramparad 05/13/13 Paraprofessional - ESE Discovery Intermediate<br />
Britt Bell 05/06/13 Clerk Typist - 10 Month High School Curriculum & Instruction<br />
Fatima Rodriguez 05/16/13 Clerk Typist - 10 Month Parkway Middle School<br />
Anne Boland-Studly 05/28/13 Community Oasis Liaison St. Cloud Middle School<br />
Felita Martinez 05/31/13 Paraprofessional Thacker Ave Elem for Intl. Studies<br />
Jose Torres 05/20/13 Bus Driver Transportation Department<br />
PR<strong>OF</strong>ESSIONAL SUPPORT STAFF LEAVE <strong>OF</strong> ABSENCE - EXTENDED<br />
Keshia Reid 05/23/13 Paraprofessional - ESE Liberty High School<br />
PR<strong>OF</strong>ESSIONAL SUPPORT STAFF RETURN FROM LEAVE <strong>OF</strong> ABSENCE<br />
Britt Bell 05/20/13 LOA/Clerk Typist - 12 Month High School Curriculum & Instruction<br />
Clerk Typist - 12 Month<br />
High School Curriculum & Instruction<br />
Mary Rosario 06/04/13 LOA/Student Records Clerk Kissimmee Elementary<br />
Student Records Clerk<br />
Kissimmee Elementary<br />
Monica Benton 05/29/13 LOA/Paraprofessional - ESE Osceola High School<br />
Paraprofessional - ESE<br />
Osceola High School<br />
Marian Melton 05/17/13 LOA/Parent Liaison Poinciana High School<br />
Parent Liaison<br />
Poinciana High School<br />
Melissa Carpenter 06/03/13 LOA/Accounting Clerk I Student Services<br />
Accounting Clerk I<br />
Student Services<br />
PR<strong>OF</strong>ESSIONAL SUPPORT STAFF RESIGNATIONS<br />
Nicole Torres 05/13/13 Paraprofessional Denn John Middle School<br />
Ramon Rodriguez 05/17/13 Custodian - FT/BEN Hickory Tree Elementary<br />
Debra Dickson 05/14/13 LOA/Paraprofessional - ESE Liberty High School<br />
Tamara McDuffie 05/17/13 Campus Monitor New Beginnings<br />
Sonja Carder 04/30/13 Food Service Assistant - NBN School Nutrition Services<br />
Edwin Pomales 05/15/13 LOA/Bus Driver Transportation Department<br />
Nathaniel Navarro 05/10/13 Bus Driver Transportation Department<br />
Jane Castro 05/23/13 Custodian - FT/BEN Bellalago Academy<br />
Christina Kimble 06/06/13 Paraprofessional Flora Ridge Elementary<br />
Odemaris Angulo 06/07/13 Paraprofessional - ESE Kissimmee Middle School<br />
Tanya Tillson 05/24/13 Paraprofessional - ESE Narcoossee Elementary School<br />
Carlos Mesa 05/31/13 Custodian - FT/BEN Partin Settlement Elementary<br />
13
Professional Support Staff Resignations…continued<br />
Kelly Santa Cruz 06/07/13 VPK Extended Day Assistant Pleasant Hill Elementary<br />
Kara Untied 06/06/13 Food Service Assistant - BEN School Nutrition Services<br />
Marta Nieves 06/06/13 Food Service Assistant - BEN School Nutrition Services<br />
Linda Meadows 06/06/13 Food Service Assistant - NBN School Nutrition Services<br />
Glendaliza Almonte 06/06/13 Food Service Assistant - NBN School Nutrition Services<br />
Cortney Theiss 06/06/13 Food Service Assistant - NBN School Nutrition Services<br />
Tammy Toppan 06/06/13 Food Service Assistant - BEN School Nutrition Services<br />
Caitlin Litteral 06/06/13 Cafeteria Monitor - PT/NBN St. Cloud Elementary<br />
Jose Carrillo 05/10/13 Bus Driver Transportation Department<br />
Catherine Williams 06/06/13 Bus Driver Transportation Department<br />
Fredy Perez 06/06/13 Bus Driver Transportation Department<br />
PR<strong>OF</strong>ESSIONAL SUPPORT STAFF TRANSFERS<br />
Carolyn Conlin 05/20/13 Delivery Stores Clerk Purchasing Department<br />
Supervisor I - Warehousing<br />
Purchasing Department<br />
Edward Bischoff 05/28/13 Computer Network Specialist Media & Instructional Technology Department<br />
Network Specialist - Instr. Technology Media & Instructional Technology Department<br />
Maritza Dominguez 05/20/13 Custodian - FT/BEN Partin Settlement Elementary<br />
Custodian - FT/BEN<br />
St. Cloud High School<br />
Marta Roman 05/28/13 Paraprofessional Denn John Middle School<br />
Clerk Typist - 12 Month<br />
Transportation Department<br />
PR<strong>OF</strong>ESSIONAL SUPPORT STAFF PROBATIONARY TERMINATIONS<br />
Yolande Casillas 06/06/13 Paraprofessional - ESE Discovery Intermediate<br />
Angelica Figueroa-Torres 06/06/13 Paraprofessional - ESE Discovery Intermediate<br />
SUBSTITUTE TEACHER APPOINTMENTS<br />
Janet Herrington 05/23/13 Substitute - Teacher Human Resources<br />
Lucedon Edouard 05/23/13 Substitute - Teacher Human Resources<br />
Sandra Baumgart-Black 05/23/13 Substitute - Teacher Human Resources<br />
Stacy Tiedeman 05/23/13 Substitute - Teacher Human Resources<br />
Joel Charles 05/28/13 Substitute - Teacher Human Resources<br />
SUBSTITUTE TEACHER RESIGNATIONS<br />
Wesley McGhee 06/06/13 Substitute - Teacher Human Resources<br />
SUBSTITUTE EMPLOYEE APPOINTMENTS<br />
Carmen Figueroa 05/24/13 Substitute - Extended Day Assistant Extended Day<br />
SUBSTITUTE EMPLOYEE RESIGNATIONS<br />
Sofia Navard 06/11/13 Substitute - College Student Elementary Curriculum & Instruction<br />
Austyn Hiers 05/21/13 Substitute - Student Trainee Technology Services<br />
Jacqueline Satt Lita 05/24/13 Substitute - Bus Attendant Transportation Department<br />
SUBSTITUTE EMPLOYEE TERMINATIONS DUE TO INACTIVITY<br />
Rafael Sanchez 05/20/13 Substitute - Instructor Technical Education Center Osceola<br />
14
PR<strong>OF</strong>ESSIONAL SUPPORT STAFF UPGRADES<br />
Arlene Gallagher 05/20/13 Secretary III - 12 Month Cypress Elementary<br />
Level 10 to Level 10A<br />
Cypress Elementary<br />
Jamie Rivera 06/03/13 Senior Records Clerk - 12 Month Human Resources<br />
Level 9 to Level 10<br />
Human Resources<br />
Susan Kidwell 05/20/13 Technical Services Cataloger Media & Instructional Technology Department<br />
Level 9 to Level 10<br />
Media & Instructional Technology Department<br />
Marybel Velazquez 05/20/13 Bookkeeper - 12 Month Multicultural Department<br />
Level 9 to Level 10<br />
Multicultural Department<br />
Donald Hamilton 06/10/13 Computer Tech I - 12 Month Narcoossee Middle School<br />
Level 9 to Level 10<br />
Narcoossee Middle School<br />
Juan Berrios 05/20/13 Computer Tech I - 12 Month Partin Settlement Elementary<br />
Level 9 to Level 10<br />
Partin Settlement Elementary<br />
Lissette Rodriguez 05/23/13 Data Entry Clerk - 12 Month Student Services<br />
Level 4 to Level 5<br />
Student Services<br />
Diane Restituyo 05/20/13 Data Entry Operator - 12Month Technology Services<br />
Level 9 to Level 10<br />
Technology Services<br />
Michele Contino 05/20/13 Bookkeeper - 12 Month Ventura Elementary<br />
Level 9 to Level 10<br />
Ventura Elementary<br />
15
<strong>THE</strong> <strong>SCHOOL</strong> <strong>DISTRICT</strong> <strong>OF</strong> <strong>OSCEOLA</strong> <strong>COUNTY</strong>, <strong>FLORIDA</strong><br />
<strong>SCHOOL</strong> BOARD AGENDA ITEM<br />
DATE:<br />
Ö«²» ïèô îðïí<br />
Presentation<br />
Consent<br />
TO:<br />
FROM:<br />
<strong>SCHOOL</strong> BOARD MEMBERS<br />
MELBA LUCIANO, SUPERINTENDENT<br />
Information<br />
Regular<br />
SUBJECT/<br />
RECOMMENDATION:<br />
Professional Support Staff Reappointment Recommendations<br />
FINANCIAL SOURCE:<br />
EXECUTIVE SUMMARY:<br />
Non-Bargaining Professional Support Staff annual reappointments and continuous employment status<br />
appointments in accordance to SBR 6.181.<br />
<strong>DISTRICT</strong> FOCUS AREA(S):<br />
STUDENT ACHIEVEMENT: Grow and strengthen instructional<br />
practices to increase the academic achievement of all students<br />
<strong>DISTRICT</strong> GOAL(S):<br />
CLIMATE: Cultivate and sustain a safe and positive environment<br />
where students are engaged in their learning and the rights of all<br />
individuals are protected and respected.<br />
FINANCE/EFFICIENT OPERATIONS: Closely monitor and<br />
manage District finances and operations in order to sustain<br />
educational program priorities over the long term and provide<br />
transparency to the public.<br />
Establish a culture of continuous improvement.<br />
Ensure the education system is differentiated for each learner with the<br />
goal to reduce the achievement gap for each student.<br />
Instructional decisions will be based upon the analysis of student data.<br />
The District will reduce the number of students scoring at level 1 or 2 on<br />
the State Assessments in Reading and Writing.<br />
Increase the graduation rate at all high schools.<br />
Submitted by:<br />
Staff Recommended by:<br />
Restructure the organization & leadership at the District Office to reduce<br />
administrative costs & provide direct supervision of schools by superintendent.<br />
Establish system of accountability to ensure appropriate management of<br />
resources at all levels to provide efficient & fiscally responsible practice.<br />
Build capacity in leadership for the future of the District.<br />
Implement a HR & professional development system that places an emphasis on<br />
high levels of performance & a system which supports employee improvement.<br />
Establish practice which is firm, fair and consistent in all dealings both internally<br />
and externally.<br />
Heather Day, Coordinator of HR Staffing, Personnel Systems & Operations<br />
Tammy L. Cope-Otterson, Chief Human Resources Officer<br />
Improve the quality, integrity and consistency of our communications with<br />
all stakeholders.<br />
Establish a climate of individual trustworthiness and trust among all<br />
stakeholders in the educational community.<br />
Enhance relationships with students, parents, employees, Board and<br />
community for the mutual benefit of the District.<br />
Ensure students and staff have a safe learning environment.<br />
Student Achievement - Our #1 Priority<br />
An Equal Opportunity Agency FC-100-1009 (Rev. 02.13.13)<br />
16
Osceola District Schools 2012-2013<br />
Non-Bargaining Professional Support Staff Reappointments<br />
Contract Recommendations for 2013-2014<br />
Second Annual<br />
ABDUL, SAVITRIE<br />
CARRERO, AIXA<br />
COLON GARCIA, ROBERT<br />
CULVER, DAVID<br />
JOHANNING, LINDA<br />
JONES, ANTHONY<br />
LOPEZ, JACQUELYN<br />
QUINTANILLA, MARIO<br />
ROBLES, LIZETTE<br />
RODRIGUEZ, YURIK<br />
KOA ELEMENTARY<br />
STUDENT SERVICES<br />
INFORMATION SERVICES<br />
TECHNOLOGY SERVICES<br />
INFORMATION SERVICES<br />
POINCIANA HIGH <strong>SCHOOL</strong><br />
<strong>SCHOOL</strong> SUPPORT SERVICES<br />
INFORMATION SERVICES<br />
SPECIAL PROGRAMS<br />
EXCEPTIONAL STUDENT EDUCATION<br />
Third Annual<br />
ALEXANDER, PAMELA<br />
BOWE, LORRAYNE<br />
BROWN, MICHAEL<br />
CARABALLO, SIXTO<br />
CHILDS, PATRICK<br />
COLEMAN, WILLIE<br />
DIAZ ECHAZABAL, SERGIO<br />
MAHLER, JULIE<br />
MAT<strong>THE</strong>W, RICHARD<br />
RODGERS, BRUCE<br />
ROE, TANNER<br />
TRANSPORTATION<br />
HIGH <strong>SCHOOL</strong> CURR & INSTRUCTION<br />
<strong>OSCEOLA</strong> HIGH <strong>SCHOOL</strong><br />
TECHNOLOGY SERVICES<br />
INFORMATION SERVICES<br />
POINCIANA HIGH <strong>SCHOOL</strong><br />
INFORMATION SERVICES<br />
NARCOOSSEE ELEMENTARY <strong>SCHOOL</strong><br />
POINCIANA HIGH <strong>SCHOOL</strong><br />
INFORMATION SERVICES<br />
TECHNOLOGY SERVICES<br />
Continuous Employment Status<br />
MEANS, NATHAN<br />
RYDER, EARLE<br />
THOMAS, CHARLETTE<br />
VICKERS, PATRICIA<br />
WRIGHT, ADRIENNE<br />
INFORMATION SERVICES<br />
TRANSPORTATION<br />
HIGH <strong>SCHOOL</strong> CURR & INSTRUCTION<br />
STUDENT SERVICES<br />
INFORMATION SERVICES<br />
17
CURRICULUM & INSTRUCTION<br />
CONSENT AGENDA<br />
18
<strong>THE</strong> <strong>SCHOOL</strong> <strong>DISTRICT</strong> <strong>OF</strong> <strong>OSCEOLA</strong> <strong>COUNTY</strong>. <strong>FLORIDA</strong><br />
SGHOOL BOARD AGENDA ITEM<br />
DATE: Jun 18,2013<br />
TO:<br />
<strong>SCHOOL</strong> BOARD iIEMBERS<br />
FROM: i,lELBA LUCIANO, SUPERINTENDENT<br />
C Presentation<br />
C lnformation<br />
(6 Consent<br />
C Regular<br />
SUBJECT/<br />
Approve the request of The City of Kissimmee d/b/a Kissimmee Charter Academy to amend the charter contract<br />
RECOMMENDATION: to increase the enrollment capacity trom725 to 773 students,<br />
FINANCIAL SOURGE:<br />
EXEGUTIVE SUMMARY:<br />
Staff recommends the request of The City of Kissimmee d/b/a Kissimmee Charter Academy to amend the<br />
charter conlract to increase the enrollment capacity trom725 to 773 students.<br />
0n January 18th, 2005 the School Board amended the Kissimmee Charter Academy charter contract to<br />
increase the enrollment capacity to 725 students, Kissimmee Charter Academy has been designated by the<br />
Florida Department of Education as a high-performing charter school,<br />
No additional facilities are required to accommodate the increase<br />
enrollment capacity,<br />
plsTRrcT Focus AREA(s):<br />
|v{ STUDENT ACHIEVEMENT: Grow and sbengthen instructional _<br />
CLllrlATE: Cultivate and suslain a safe and positive envionment<br />
^ practices b increase tie academic achievement ot all studenb | | whe€ shdents are engaged in their leaming and the rights 0f all<br />
individuals ac potected and respecled.<br />
prsTRrcT GoAL(s):<br />
l-l est*l* aottre otmtinru imFffit<br />
T-l Enus 0F edrcdh sryddn is difiormiiat€d fd 6dl lons |i6 $s<br />
LJ goalb redE tio dlisvffit gT ft[ eadl stdoit<br />
l-l<br />
fnrh,aonrf Or;C*6 wil bo basd upon fF aalyds of studmt dda.<br />
T-l<br />
Th3 Dirtil rillrod@ bo numb€r of stud€rG sing at h{el 1 q 2 il<br />
l.-J tF Stab Assmb in Rsdhg ad Wiltq.<br />
Restlrctre<br />
l---l<br />
tF qgaizafln E leador$ip at he Disti€.t Ofi6 b r6d@<br />
t-J admhisfali€ 6ri8 E Provilo diff{ sporvbifi of sdmb by sp€dnbodsnt<br />
n<br />
Establstt sysion ot rut{ilty b qse<br />
+proFiab maagomt of<br />
L-J |Bwc at al lffils b Fwil€ eficient & f$afy responsiblo prelico.<br />
l-l<br />
erlU<br />
"a-lty<br />
in r"adsGhp b fF tnre ot he Distict<br />
Tl<br />
lmphrndt a HR & Fof6q*wldffibpmt Esbm hat plaFs il flphasis m<br />
| | high lewb ol pdft.mm & a sysbm $k'| $pporb smplolE imFommt<br />
FINANCE/EFFICIENT 0PEMTIONS: Closely monitor and<br />
T-'l manage District finances and operations in order to sustain<br />
l-J gdycatioml program priorities o\/er the long brm and pmvide<br />
transparency to $e public.<br />
n<br />
lmFoE ho qualv, htegdty ad @ndsbncy of our @mmunicalions wih<br />
LJ allstaloholdds.<br />
l--l<br />
Establsh a dimab ot indMdualtusts$ine$ ild tus{ among all<br />
[-J s'latehoHffi in $e edrcalional@mmunity.<br />
l---l<br />
Enhil€ relatjondripE wi6 studenq paonts, employss, Bofld md<br />
LJ @mmunity br he mutual benofit of he Distid<br />
l-l<br />
Ensre strdmb ard 6taf hffi a safe leming environment<br />
l-l<br />
tmea tre gaOuatin rab at all high sdmb.<br />
Submitted by: Sonia<br />
Staff Recommended by: Michael<br />
f--'l<br />
L-J<br />
Director ofCharter<br />
& Choice<br />
Establsh Fadhs uhl$ is frm, fai ild dsist€ot in alld€alngs boh inbnaty<br />
ild exbnaltv.<br />
Assistant Superintendent for Middle School Curriculum &<br />
Student Achistsnent - Our#1 Priority<br />
An Equd Oppoftunv Agetqy<br />
FC-l 0G100S (Rev. 19 02.27.1 3)
<strong>THE</strong> <strong>SCHOOL</strong> <strong>DISTRICT</strong> <strong>OF</strong> <strong>OSCEOLA</strong> <strong>COUNTY</strong>. <strong>FLORIDA</strong><br />
<strong>SCHOOL</strong> BOARD AGENDA ITEM<br />
DATE: Jun 18,2013<br />
TO:<br />
<strong>SCHOOL</strong>BOARDMEMBERS<br />
FROM: MELBA LUCIANO. SUPERINTENDENT<br />
C Presentation<br />
C lnformation<br />
G Consent<br />
C Regular<br />
SUBJECT/<br />
Approve the request of Acclaim Academy Florida, Inc. d/b/a Acclaim Academy Charter School to amend the<br />
RECOMMENDATION: charler contract in regards to the gradeserved by the school.<br />
FINANCIAL SOURCE:<br />
EXECUTIVE SUMMARY:<br />
Staff recommends approval of the request from Acclaim Academy Florida, Inc. d/b/a Acclaim Academy Charter<br />
School, to amend the charter contract approved on February 21,2012, in the area of gradeserved.<br />
The contract states on Section lll. B, Grades Served, thathe school will serve students in grades 7-10 for the<br />
2012-2013 school year, increasing by one gradeach year until it serves grades 7-12for the school year<br />
2014-2015.<br />
The amendment request is to change Section lll. B. Grades Served, to allow Acclaim Academy Charter School<br />
to enroll sludents in Grades 7-12for lhe2013-2014 school year. This change will assist the school in meeting<br />
the needs of those students in grades 12 who are interested<br />
attending Acclaim Academy Charter School for<br />
this 2013-2014 school year.<br />
prsTRrcT Focus AREA(s):<br />
;gq STUDENT ACHIEVEMENT: Gmw and strengthen<br />
lAJ practices<br />
instructional _ CLlfi,lATE: Cultivate and sustain a safe and positive environment<br />
b indeas€ the eademic achievement of all studenb | - | where students are engaged in theh leaming and tle rights of atl<br />
individuals are potected and respected.<br />
prsTRrcT GoAL(s):<br />
l-l<br />
gstaOlstr a ottr" of dtinru<br />
impffimt<br />
l--.l<br />
Ens. fi6 odrcation syd6m i8 difioronliabd ix oadt loffi rih ho<br />
L-J goal b rodE tE adiflffit g+ ft. odt dJdent<br />
l-l tn*,rai*l a*i.l* wil bo basd upoil fio aatds of studdt data.<br />
l--l<br />
Tho Distil will rodE tp numb€. of st/ddb sir€<br />
L-l lho Slrte Asffib in RodiE od lt*iliry.<br />
l-l<br />
tuea<br />
tn g*uation rai6 at all high sduls<br />
Submitted by: Sonia<br />
at hvol 'l d 2 on<br />
l--l<br />
Restuctre ho qgilizalion E loader$ip ai he Dist*t Ofi€ b redF<br />
t-l admhistaliw @st! E Fdilo diwl $pqvidq of sdr@b by sporinbnddt<br />
T-l<br />
EdAtsh sysbil ol rut*ilty b nqe apFoFiab milagemt of<br />
L-J r8w€s at al leEls b Fdftlo oficietll A fiqly responliblo Felir.<br />
l-l<br />
Director ofCharter<br />
& Choice<br />
euiU ra*lty in f"ad€rshD bth. tut{s of tp Distic-t<br />
T--l<br />
lmpbmt a HR A Fof6kmd dwbpmtrt Estem hat plas il mphGis on<br />
t-J high hveb of p€rlornro E a q/stom wfiicn sppa'b mplolE imFmment<br />
Edablsh pradice whidl is frm, fai ad msis{ent in all dealngs bob internafiy<br />
T-l<br />
| | aa "rt",n"tv.<br />
Staff Recommended by: MichaelAllen, Assistant<br />
for Middle School Cuniculum &<br />
FINANCE/EFFICIENT OPERATI0NS: Closely monitorand<br />
J-] manage District finances and operations in order to sustain<br />
| | educational program prioriti€s over the long term and provide<br />
transparency to he public.<br />
T-l lmprow $o qualt, intogiv md @nsistenct of our @mmunications witr<br />
LJ allslakohold*.<br />
l--l<br />
Eslablstl a dimab ol individualfustltrfiino$ ild tu$ among all<br />
L-J slal€holdds in fio odrcalionalommunity.<br />
T--l<br />
Enhffi rolatq$ips wih sfridents, paents, employ@, Boad and<br />
LJ munity tq 60 mutual b€n€ft ot tro Dlsfict<br />
!<br />
En*re Srdents and staf hm a safu leming onvironmnt<br />
Studqt Achievqtent - Out #1 Ptiotity<br />
An Equal Oprytunity Agerrcy<br />
FC-10G1009 (Rev. 20 02.27.13)
<strong>THE</strong> <strong>SCHOOL</strong> <strong>DISTRICT</strong> <strong>OF</strong> <strong>OSCEOLA</strong> <strong>COUNTY</strong>, <strong>FLORIDA</strong><br />
<strong>SCHOOL</strong> BOARD AGENDA ITEM<br />
DATE: June 18,2013<br />
T0: <strong>SCHOOL</strong>BOARDMEMBERS<br />
FROM: MELBA LUCIANO, SUPERINTENDENT<br />
C Presentation<br />
C Information<br />
6 Consent<br />
C Regular<br />
SUBJECT/<br />
Earfy Leaming Coalition of Osceola Coun$, Inc. School Board Contract Fiscal yeat 2013-2014<br />
REGOMMENDATION:<br />
FINANCIAL SOURCE:<br />
Early Leaming Coalition<br />
EXECUTIVE SUMMARY:<br />
This service agreement is in its 1Oth year of existence between the Early Learning Coalition of Osceola County<br />
and The School Board of Osceola County, to deliver school readiness quality initiatives and support services to<br />
private providers (day-care providers) and their families in Osceola County as described in the agreement. The<br />
services in this conhact are delivered by two resource specialists who serve the private providers under the<br />
direction of the Prekindergarten Department.<br />
prsTRrcT FoGUS AREA(S):<br />
p4 STUDENT ACHIEVEMENT: Grow and strengthen instructional _<br />
CLIMATE: Cultivatg and sustain a safe and positive environment<br />
Ll Drmtices to increase lhe academic achievefipnt of all students | | where students are engaged in their leaming and the nghts of all<br />
individuals are Drotected and resoected.<br />
prsTRrcr GOAL(s):<br />
lX<br />
E$ablish a dlturc of continuous irpoveflrart<br />
T-'.l<br />
Ensue the educdion sysiem is diffrenliated br eeh leru<br />
LJ god b redm ttF ahie\drenl gO td e&h student<br />
f-l<br />
wih lh€<br />
tnsfuctood ttecisilns will be bed upon tln ildFis o,student data.<br />
T-l<br />
lhe Disfid will reduce the numbs d stdents sing at leEl I n 2 m<br />
| | tEStateAsseasfiEntsinReadingandWdting.<br />
l-l<br />
trcee<br />
tre graouetbn rab a[ dl high sdmls.<br />
Submitted by: Anna<br />
l--l<br />
U<br />
l-a<br />
l4l<br />
l-l<br />
Resfuctrrs Up qganizalion & lead€fslip at the oisti0:t Ofrce b rcduce<br />
adriniffijr€ cosls & provide dircct supenrision of $hods by superinbndent<br />
Establish sy$m of munletility to ensur€ 4prop.iab Magernent of<br />
resoum al dl lewls b provide efrcient & f$ally Epmsible pElico.<br />
Build c4-ity in badership for the firtuc of the Distict<br />
T-l<br />
lmpbnenl a HR & prolessiondeveloflnent sysem that places an enphasis on<br />
t I high lercls of perbmance E a syscm which suppo6 emplolee if,prowment<br />
F-l<br />
LJ<br />
Establish pr&{he f,fiich is fim, fair and mdstent in dl deCings boh inhmdly<br />
andextemallY.<br />
Coordinator of PreK & Extended<br />
Staff Recommended by: Lissette M. Brizendine, Assistant Superintendent for<br />
FINANCBEFFICIENT OPEMTIONS: Closely monitor and<br />
F-l<br />
manage District finances and operations in order to sustain<br />
| | educational program priorities over the long term and provide<br />
lransparency to the public.<br />
l--l<br />
LJ<br />
F-l<br />
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lmprow th€ qualrty, inbgrity and mnsislency of our communications rvith<br />
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Establish a dimab of indvidud tustrcrlhines and fust among all<br />
shkehdders in th€ €drcalional @mmunity.<br />
Enham relalionships wilh students, pdenb, employees. Boad and<br />
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Cuniculum and Instruction<br />
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21<br />
FG10G1009 (Rev, 03.20.13)
CONSENT AGENDA<br />
62
BUSINESS & FINANCE<br />
CONSENT AGENDA<br />
74
▪<br />
<strong>THE</strong> <strong>SCHOOL</strong> <strong>DISTRICT</strong> <strong>OF</strong> <strong>OSCEOLA</strong> <strong>COUNTY</strong>, <strong>FLORIDA</strong><br />
<strong>SCHOOL</strong> BOARD AGENDA ITEM<br />
DATE: Jun 18, 2013<br />
TO: <strong>SCHOOL</strong> BOARD MEMBERS<br />
FROM: MELBA LUCIANO, SUPERINTENDENT<br />
C Presentation<br />
C Information<br />
Consent<br />
C Regular<br />
SUBJECT/<br />
RECOMMENDATION:<br />
Approve Resolution No. 13-039 Authorizing Employee to Sign Checks and Other Withdrawals from the Internal<br />
Funds of Westside K-8<br />
FINANCIAL SOURCE:<br />
EXECUTIVE SUMMARY:<br />
Internal Funds<br />
A Resolution authorizing Dywayne Hinds, Principal; Karen Vislocky Assistant Principal; Brandon Easton,<br />
Assistant Principal; and Iris Rodriguez, Bookkeeper of Westside K-8 to sign checks and withdrawals from<br />
internal funds. Any checks or withdrawals require original signatures of two of the above-named designees, at<br />
least one of which must be an administrator. This resolution removes Zundra Aubrey as Principal and adds<br />
Dywayne Hinds as Principal. It also removes Clemie Jo Lamb as secretary. All other signatures remain the<br />
same.<br />
<strong>DISTRICT</strong> FOCUS AREA(S):<br />
ni STUDENT ACHIEVEMENT: Grow and strengthen instructional<br />
I-1 practices to increase the academic achievement of all students<br />
<strong>DISTRICT</strong> GOAL(S):<br />
❑<br />
CLIMATE: Cultivate and sustain a safe and positive environment<br />
where students are engaged in their learning and the rights of all<br />
individuals are protected and respected.<br />
FINANCE/EFFICIENT OPERATIONS: Closely monitor and<br />
manage District finances and operations in order to sustain<br />
educational program priorities over the long term and provide<br />
transparency to the public.<br />
❑<br />
Establish a culture of continuous improvement.<br />
1---1 Ensure the education system is differentiated for each learner with the<br />
❑ goal to reduce the achievement gap for each student,<br />
1=1 Instructional decisions will be based upon the analysis of student data.<br />
f--1 The District will reduce the number of students scoring at level I or 2 on<br />
1_1 the State Assessments in Reading and Writing.<br />
❑<br />
Increase the graduation rate at all high schools.<br />
Submitted by:<br />
Todd Seis, Chief Business & Finance Officer<br />
f-7 Restructure the organization & leadership at the District O ffice to reduce<br />
❑ administrative costs & provide direct supervision of schools by superintendent.<br />
Establish system of accountability to ensure appropriate management of<br />
resources at all levels to provide efficient & fiscally responsible practice.<br />
1=1 Build capacity in leadership for the future of the District<br />
1-1 Implement a HR & professional development system that places an emphasis on<br />
L_J high levels of performance & a system which supports employee improvement.<br />
Establish practice which is firm, fair and consistent in all dealings both internally<br />
❑ and externally.<br />
Staff Recommended by: Todd Seis, Chief Business & Finance Officer<br />
Improve the quality, integrity and consistency of our communications with<br />
L_J all stakeholders.<br />
Establish a climate of individual trustworthiness and trust among all<br />
stakeholders in the educational community.<br />
Enhance relationships with students, parents, employees, Board and<br />
❑❑ community for the mutual benefit of the District.<br />
[I1 Ensure students and staff have a safe learning environment.<br />
Student Achievement - Our #1 Priority<br />
An Equal Opportunity Agency FC-100-1009 (Rev. 03.20.13)
Information and<br />
Technology Services<br />
Consent AGENDA<br />
86
FACILITIES<br />
CONSENT AGENDA<br />
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School Support Services<br />
Consent AGENDA<br />
438
439
<strong>THE</strong> <strong>SCHOOL</strong> <strong>DISTRICT</strong> <strong>OF</strong><br />
<strong>OSCEOLA</strong> <strong>COUNTY</strong>, <strong>FLORIDA</strong><br />
ATHLETIC COACHING ADD-ON<br />
ENDORSEMENT PLAN<br />
Melba Luciano, Superintendent<br />
Dr. Lissette Brizendine, Assistant Superintendent<br />
of Elementary Curriculum and Instruction<br />
Michael Allen, Assistant Superintendent<br />
of Middle School Curriculum and Instruction<br />
Pam Tapley, Assistant Superintendent<br />
of Secondary Curriculum and Instruction<br />
Mark A. Munas, Assistant Superintendent for School Support Services<br />
Janice C. Franceschi, Director of Professional Development<br />
Ryan H. Adams, Coordinator of Athletics, JROTC & Drivers Ed<br />
June 2013<br />
1<br />
440
ATHLETIC COACHING ENDORSEMENT PLAN<br />
TABLE <strong>OF</strong> CONTENTS<br />
I. Program Title………………….…………….………………………………………………………………………….3<br />
II.<br />
III.<br />
IV.<br />
Introduction……………………………………………………………………………………………………………..3<br />
Program Objectives………………………………………………………………………………………………….4<br />
Program Content and Curriculum.…………………………………………………………………….........4<br />
V. Instructional Design and Delivery……………………………………………………………………………..7<br />
VI.<br />
VII.<br />
VIII.<br />
IX.<br />
Completion Requirements………………………………………………………………………………………22<br />
Program Evaluation…………………………………………………………………………………………….....23<br />
Management………………………………………………………………………………………………………….23<br />
School Board Approval………………………………………………………………………….………………..26<br />
X. Forms……………………………………………………………………………………………………………………..27<br />
2<br />
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I. Program Title<br />
School District of Osceola County<br />
Add-On Program: Athletic Coaching Endorsement Certification Coverage<br />
II.<br />
Introduction<br />
A. Educators have long seen the need for an Athletic Coaching Endorsement as a coverage<br />
on the Florida Educator’s Certificate, as well as to provide quality instruction to volunteer<br />
and non-teacher coaches. Teachers who wish to add the Athletic Coaching Endorsement<br />
to their Certificate must have at least three semester hours in three major areas: Sports<br />
Medicine, Coaching Theory, and Sports Specific. In addition, they must hold current<br />
Cardiopulmonary Resuscitation (CPR) certification from an agency approved by the<br />
Florida Department of Health. Teachers who are certified in Physical Education will have<br />
met these requirements in the course of earning their degree. Those teachers who are non<br />
FL DOE certified coaches and coaches hired after July 1, 2013 must successfully<br />
complete specific ASEP coursework and apply for the endorsement. Newly hired<br />
coaches have until June 30 of their second (2 nd ) year of employment to complete all<br />
requirements. Non FL DOE certified paid coaches have until June 30 th of their third (3 rd )<br />
year of coaching to complete required course work.<br />
In order to receive the endorsement, teachers will be required to verify by transcript or by<br />
district inservice records that they have met all of the requirements.<br />
The following program is designed to provide specific training to those teachers who are<br />
not certified in Physical Education and other noncertified personnel who wish to coach an<br />
athletic sport at the high school or middle school level. This training is intended to<br />
increase their knowledge of managing, teaching, coaching, and supervising students in<br />
athletic activities.<br />
B. Rationale<br />
Florida Statute 1012.55(2) mandates that any person who is employed and renders<br />
service as an athletic coach in any public school in any district of this state shall hold a<br />
valid temporary or professional certificate or an athletic coaching certificate. The athletic<br />
coaching certificate may be used for either part-time or full-time positions.<br />
Florida State Board Rule 6A-4.0282 “Specialization Requirements for the Endorsement<br />
in Athletic Coaching - Academic Class” requires that the individual receiving a<br />
certification Endorsement in Athletic Coaching meet the following requirements:<br />
1. Certification in another subject, and<br />
2. Nine (9) semester hours in athletic coaching to include the areas specified below:<br />
(a) Three (3) semester hours in care and prevention of athletic injuries, and the effects and<br />
dangers of drug use including performance enhancing drugs;<br />
(b) Three (3) semester hours in coaching theory;<br />
(c) A course in theory and practice of coaching a specific sport;<br />
3<br />
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3. A valid Cardiopulmonary Resuscitation Certificate issued by the American Heart<br />
Association, the American Red Cross, or an entity approved by the Florida Department of<br />
Health pursuant to their criteria Specific Authority 1001.02, 1012.55, 1012.56 FS. Law<br />
Implemented 1001.02, 1012.54, 1012.55, 1012.56 FS History – New 12-4-89, 10-26-2005<br />
III. Program Objectives<br />
The objective of this program is to develop and increase the competencies of those<br />
employees responsible for the physical and social development of district youth who are<br />
involved in athletic competitions.<br />
This program will provide inservice for all coaches in three major areas:<br />
1. Care and Prevention of Athletic Injuries (60 points)<br />
2. General Coaching Theory (60 points)<br />
3. Sport-Specific—Individual Sport (60 points)<br />
The specific competencies to be gained by program participants are identified in the inservice<br />
components provided in this plan.<br />
IV. Program Content and Curriculum<br />
Teachers who wish to add the coaching endorsement to the Florida Educator’s Certificate<br />
must earn a total of 180 inservice points (equivalent to nine semester hours of college credit)<br />
by successfully completing the prescribed set of inservice components included in this<br />
program:<br />
1. Care and Prevention of Athletic Injuries (60 points)<br />
2. General Coaching Theory (60 points)<br />
3. Sport-Specific—Individual Sport (60 points)<br />
In addition, program completers will obtain a valid Cardiopulmonary Resuscitation (CPR)<br />
certificate issued by the American Heart Association, the American Red Cross, or another<br />
entity approved by the Florida Department of Health pursuant to their criteria.<br />
A. Competencies<br />
The add-on endorsement will address the following competencies, which were published<br />
by Panhandle Area Educational Consortium (PAEC ) Instructional Services (1999).<br />
These competencies were compared and determined to be consistent with the National<br />
Standards for Athletic Coaches.<br />
• Knowledge of Human Growth and Development<br />
1. Recognize the physical, cognitive, social and emotional development of student athletes<br />
including normative differences in chronological age groups, maturation, readiness to<br />
learn, train, and compete.<br />
2. Identify learning and competitive experiences appropriate for student athletes at various<br />
stages of growth development.<br />
3. Define individualized, age appropriate, non-injurious training methods for student athletes.<br />
• Knowledge of Instruction as it Relates to Athletic Coaching<br />
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4. Select appropriate instructional strategies for athletic coaching.<br />
5. Outline the development of athletic program philosophy, including goals and objectives.<br />
6. Recognize the importance of pre-assessment in establishing instructional level.<br />
7. Distinguish characteristics of coaching an activity or sport.<br />
8. List feedback methods used in athletic coaching.<br />
9. Define methods used to evaluate student athletes and program effectiveness.<br />
10. Analyze and utilize evaluative data when redesigning programs.<br />
11. Identify available and suitable professional resources for coaching.<br />
• Knowledge of Biomechanical Foundations<br />
12. Define normal human anatomical features and abnormal deviations.<br />
13. Identify biomechanical principles and concepts appropriate to athletic coaching.<br />
14. Apply appropriate physics principles in the acquisition of basic movement skills.<br />
• Knowledge of Sport Injuries<br />
15. Detect athletic injuries.<br />
16. Select the appropriate athletic injury treatment modalities.<br />
17. Identify appropriate first aid emergency planning and care procedures including:<br />
cardiopulmonary resuscitation, the unconscious athlete, suspected head, neck, and<br />
spine injuries, and other life-threatening circumstances.<br />
18. Select appropriate techniques for rehabilitation and reconditioning.<br />
19. Identify the basic skills involved in athletic injury counseling.<br />
20. Recognize safe playing conditions in order to facilitate injury prevention and enhance athletic<br />
performance including:<br />
selection of appropriate athletic uniforms, use of protective equipment, sanitary<br />
maintenance of uniforms and equipment, use of facilities, and avoidance of extreme<br />
weather conditions (e.g., heat, humidity, cold, lightning, etc.).<br />
21. Identify appropriate athletic injury reporting systems.<br />
22. Identify appropriate health-related policies and procedures for student athletes including:<br />
Parental medical consent, referral procedures, and medical examinations.<br />
23. Explain the importance and responsibility of the athletic trainer and on-call physician.<br />
• Knowledge of Human Psychology<br />
24. Recognize the psychological aspects of athletic coaching.<br />
25. Identify instructional and humanistic coaching methods which assist student athletes in<br />
developing appropriate self-perceptions.<br />
26. Identify instructional and humanistic coaching methods which enhance appropriate and<br />
constructive peer interactions.<br />
27. Demonstrate by example the ability to recognize and take appropriate action relative to<br />
problems among student athletes including: deficit academic performance, inappropriate<br />
behaviors occurring inside and outside the athletic context, substance abuse, depression,<br />
burnout, child abuse, and suicidal tendencies.<br />
28. Define coaching motivational techniques including: awareness of performance enhancement<br />
techniques, visualization, stress reduction/relaxation, and attention focus.<br />
29. Identify appropriate techniques for use in monitoring personal emotional self-control in<br />
athletic coaching situations.<br />
• Knowledge of Physiological Principles<br />
30. Identify basic training principles (e.g. overload, progression, and specificity).<br />
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31. Identify the variables by which overload can be modified.<br />
32. Evaluate and interpret the results of pre-physical fitness and motor assessments.<br />
33. Using evaluative data, apply principles of training to formulate individual and group<br />
conditioning programs.<br />
34. Explain body composition factors related to athletic performance potential including:<br />
body weight as it affects performance and the percentage of body fat related to<br />
conditioning.<br />
35. Identify environmental conditions and their effects on personal health, safety, and learning<br />
(e.g., temperature, humidity, lightning, etc.).<br />
• Knowledge of Substance Use and Abuse<br />
36. Identify the negative effects of drugs on personal health and athletic performance.<br />
37. Identify legal consequences of drug-taking behavior.<br />
38. Identify symptoms of substance abuse.<br />
39. Identify referral techniques for student athletes with substance abuse problems.<br />
• Knowledge of Nutrition Principles<br />
40. Explain the relationship between nutritional needs and athletic training.<br />
41. Evaluate the adequacy of diets in meeting the nutritional needs of student athletes.<br />
42. Recognize fallacies and dangers underlying selected dietary plans and supplements.<br />
43. Explain the relationship between food intake, body weight, physical activity, and health.<br />
44. Determine the relationship of hydration and dehydration to physical performance.<br />
• Knowledge of Legal Aspects Related to Athletic Coaching<br />
45. Recognize tort liability in athletics including: knowledge of adequate instruction and proper<br />
supervision.<br />
46. Identify constitutional rights of student athletes:<br />
with reference to discrimination(s), appropriate disciplinary techniques, and<br />
eliminating athletes from the team.<br />
47. Identify the minimum insurance coverage areas necessary for an athletic program.<br />
48. Identify state procedures and regulations governing athletic participation.<br />
49. Identify legal precedents and actions in athletic coaching involving assault and battery, sexual<br />
misconduct, and sexual harassment.<br />
• Knowledge of Public Relations Principles<br />
50. Identify the elements of communication.<br />
51. Recognize the importance of feedback to reduce distortion of the intended message.<br />
52. Explain the importance of targeting a specific audience to promote an athletic program.<br />
53. Identify methods to assess expectations of the school community, community at large, and<br />
media.<br />
• Knowledge of Sport Management<br />
54. Outline theoretical principles and strategies for successful athletic coaching.<br />
55. Identify managerial principles in the use of equipment, facilities, and deployment of<br />
personnel.<br />
56. Outline athletic budget development and control procedures.<br />
57. Define personnel and program evaluation techniques used in athletic coaching.<br />
58. Distinguish between ethical and unethical coaching behavior.<br />
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V.Instructional Design and Delivery<br />
The SDOC Coaching Endorsement Program will be provided through an inservice program<br />
of three online and/or face-to-face inservice training components worth 60 inservice points<br />
each. The face to face and on-line portion of the curriculum is provided through The<br />
American Sport Education Program (ASEP). After registering for the curriculum through<br />
ASEP, prospective coaches receive all the materials by mail, complete the courses and take<br />
an on-line test. The School District of Osceola County has access to and reviews the progress<br />
of each participant. If an offering becomes unavailable for any reason, an equivalent online<br />
or face-to-face course of instruction, fully approved by the Florida Department of Education,<br />
will be substituted.<br />
The curriculum consists of an on-line study guide (which directs participants through a series<br />
of interactive learning experiences to help with understanding and use of the course content)<br />
as well as a variety of supplemental student resource materials including PDF downloads,<br />
printed texts, and CD-ROMs. As participants progress through the course, they will be<br />
prompted to read sections of the text or view clips from the course CD-ROM before<br />
completing course units. They will receive instant feedback on the answers they provide<br />
throughout the course.<br />
The on-line curriculum is designed to place the student in simulated game and practice situations<br />
and to give a meaningful opportunity to interact with the subject matter in a way that facilitates<br />
learning.<br />
Course Descriptions<br />
Coaching Theory<br />
The text, Successful Coaching, Fourth Edition and two CD-ROMs of video clips give<br />
learners an engaging, interactive experience. Geared toward serious coaches (those<br />
who coach athletes age 14 and older) the course is designed to challenge coaches to<br />
define who they are as coaches (philosophy, objectives, and style); enhance<br />
communication and motivational skills; become more effective teachers and trainers;<br />
and improve team, relationship, risk, and self-management skills. Coaching<br />
Principles covers the fundamentals of being a successful coach.<br />
Care and Prevention of Athletic Injuries<br />
Risk management is an important concern in today’s athletic environment. What<br />
coaches don’t know about injury prevention, evaluation, and treatment could have<br />
serious implications for athletes, organizations, schools, and/or districts. The text,<br />
Sport First Aid, Fourth Edition, and the CD-ROM of video clips combine to give<br />
learners an engaging, interactive experience. The course provides coaches with clear<br />
instruction on proper first aid administration based on the latest health care research<br />
and best practices.<br />
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Sport-Specific<br />
There are numerous sport specific courses offered in conjunction with ASEP on-line.<br />
They include baseball, basketball, cheerleading, football, golf, soccer, softball,<br />
strength and conditioning, swimming, tennis, track and field, volleyball, and<br />
wrestling. The on-line curriculum draws content from textbooks and CD-ROMs. The<br />
courses are designed to help coaches learn how to teach technical and tactical skills<br />
and are suitable for high school coaches, serious club coaches, undergraduate<br />
students, and advanced coaches at the youth level.<br />
Face to face courses will be identical to or very similar to the instructional experiences<br />
provided online.<br />
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A. Instructional Strands<br />
Instructional Strand:<br />
General<br />
Coaching Theory<br />
Legal aspects<br />
Human growth and<br />
development<br />
Psycho-social development<br />
Bio-physiological foundations<br />
Sports management<br />
Instruction<br />
Instructional Strand:<br />
Theory and Practice of<br />
Coaching a Specific Sport<br />
Liability<br />
FHSAA / State policies<br />
Characteristics of student<br />
athletes<br />
Stress management<br />
Communication<br />
Skill progression<br />
Training programs<br />
Coaching philosophy<br />
Teaching sport skills<br />
Time management<br />
Managing parents<br />
Athletic organization<br />
Practice / Seasonal planning<br />
Budget<br />
Public relations<br />
Student rights<br />
Test liability<br />
Growth development<br />
Evaluation of program<br />
Instructional Strand:<br />
Care and Prevention of<br />
Athletic Injuries<br />
Nutrition<br />
Injury detection<br />
Injury treatment<br />
Rehabilitation and<br />
reconditioning<br />
Injury counseling<br />
Injury prevention<br />
General first aid<br />
Emergency planning<br />
CPR<br />
Inservice training<br />
Substance abuse<br />
Health-related policies<br />
Mental health<br />
AIDS<br />
Communicable diseases<br />
Sports medicine<br />
Effects and dangers of drug<br />
use<br />
Effects and dangers of<br />
performance-enhancing drugs<br />
B. Training Components<br />
1011421 Care and Prevention of Athletic Injuries—Face to Face and / or online courses are<br />
offered<br />
2011527 Coaching Theory—Face-to-face and / or online courses are offered<br />
2011526 Sport Specific—Face-to-face and / or online courses are offered<br />
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COMPONENT NUMBER: 1011421<br />
<strong>OF</strong>FICE <strong>OF</strong> PR<strong>OF</strong>ESSIONAL DEVELOPMENT<br />
MASTER INSERVICE PLAN COMPONENT<br />
COMPONENT TITLE:<br />
Care and Prevention of Athletic Injuries (Sports<br />
Medicine)<br />
DATA ELEMENTS: Primary Purpose (PP) A<br />
Delivery Method (DM)<br />
A/B<br />
Evaluation<br />
F<br />
Follow-up Method (FM) O<br />
MAXIMUM POINT VALUE: 60<br />
SCOPE:<br />
All Personnel<br />
GENERAL OBJECTIVES:<br />
To acquire the knowledge and skills that will enable participants to prevent, detect, and<br />
treat athletic injury, support rehabilitation, and provide appropriate reconditioning and<br />
counseling for the student athlete.<br />
SPECIFIC OBJECTIVES:<br />
1. Demonstrate thorough knowledge of athletic nutrition.<br />
2. Demonstrate the ability to advise athletes concerning nutrition.<br />
3. Demonstrate the skills needed to recognize athletic injuries.<br />
4. Demonstrate the ability to select appropriate athletic injury treatment and modalities.<br />
5. Identify appropriate first aid emergency planning and care procedures for cardiopulmonary<br />
resuscitation and related activities.<br />
6. Identify appropriate first aid emergency planning and care procedures for treatment and care<br />
of unconscious athletes.<br />
7. Identify appropriate first aid emergency planning and care for other life-threatening<br />
circumstances.<br />
8. Demonstrate the ability to choose and employ acceptable rehabilitation and reconditioning<br />
techniques.<br />
9. Demonstrate an understanding of athletic injury counseling methodology.<br />
10. Demonstrate knowledge of playing conditions and athletic facilities that will facilitate injury<br />
prevention and enhance athletic performance.<br />
11. Demonstrate ability to select athletic uniforms and protective equipment that will facilitate<br />
injury prevention and enhance athletic performance.<br />
12. Demonstrate ability to maintain athletic facilities, uniforms, and equipment in appropriate sanitary<br />
condition.<br />
13. Identify accepted methods for conduct of inservice training.<br />
14. Demonstrate an understanding of athletic injury reporting systems.<br />
15. Identify major characteristics of illegal substance use problems.<br />
16. Identify the effects and dangers of illegal drug use, including performance enhancing drugs.<br />
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17. Demonstrate understanding of appropriate referral process for athletes who show signs of illegal<br />
drug use.<br />
18. Demonstrate knowledge of appropriate policies and procedures regarding parental medical<br />
consent.<br />
19. Demonstrate ability to establish appropriate policies and guidelines regarding the health of athletes.<br />
20. Demonstrate knowledge of appropriate referral procedures.<br />
21. Demonstrate ability to establish appropriate policies and guidelines regarding medical<br />
examinations.<br />
22. Demonstrate knowledge of the role and importance of the athletic trainer.<br />
23. Demonstrate knowledge of the role and importance of the on-call physician.<br />
24. Exhibit a basic understanding of anatomy and physiology as related to sports medicine<br />
25. Demonstrate understanding of the importance of lifelong knowledge of sports medicine.<br />
SPECIFIC ACTIVITIES:<br />
Component activities shall consist of methods, techniques, and recommended operational<br />
procedures by certified trainers and physicians by lectures, online delivery, demonstrations,<br />
and individual/group applications. Activities will include, but not be limited to, the following:<br />
1. The component will provide for individualized and/or small group directed activity.<br />
2. Participants will attend and take part in district or school-based workshops or online courses.<br />
3. Participants will take part in instructional activities that will include a combination of lecture,<br />
demonstration, role-playing and simulations, observations, discussion, review of appropriate media<br />
and materials, and brief quizzes.<br />
4. Participants will complete other activities designed by the instructor to provide an<br />
opportunity to demonstrate required competencies.<br />
FOLLOW-UP:<br />
1. Participant oral reflections<br />
2. Participant written reflections<br />
3. Participant portfolio<br />
4. Participant product<br />
5. Direct observation<br />
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EVALUATION:<br />
To the satisfaction of the instructor, each participant will:<br />
1. Submit an acceptable narrative, product, or oral report as required by the instructor.<br />
2. Demonstrate successful implementation of ideas, activities or recommendations as observed by<br />
the instructor or a designated supervisor.<br />
3. Complete pre- and post-tests on the elements and principles of sports medicine.<br />
4. Pass the post-test with 80% accuracy and demonstrate increased competency on 80% of the<br />
specific objectives of the component.<br />
5. Complete any other assessment procedure required by the instructor.<br />
6. Complete an evaluation of the effectiveness of both the component and the instructor.<br />
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COMPONENT NUMBER: 2011527<br />
<strong>OF</strong>FICE <strong>OF</strong> PR<strong>OF</strong>ESSIONAL DEVELOPMENT<br />
MASTER INSERVICE PLAN COMPONENT<br />
COMPONENT TITLE:<br />
Coaching Theory<br />
DATA ELEMENTS: Primary Purpose (PP) A<br />
Delivery Method (DM)<br />
A/B<br />
Evaluation<br />
F<br />
Follow-Up Method (FM) O<br />
MAXIMUM POINT VALUE: 60<br />
SCOPE:<br />
All Personnel<br />
GENERAL OBJECTIVE:<br />
To acquire additional knowledge, methods, and skill application that will improve coaching<br />
effectiveness.<br />
SPECIFIC OBJECTIVES:<br />
1. Demonstrate proficiency in understanding of the legal aspects of tort liability in athletics.<br />
2. Demonstrate knowledge of the legal requirements for adequate care.<br />
3. Demonstrate understanding of the legal requirements for proper supervision.<br />
4. Understanding of the constitutional rights of student athletes in terms of ethnic or other<br />
discrimination.<br />
5. Understanding of the legal aspects of disciplinary techniques.<br />
6. Understanding of legal decision-making strategy in eliminating athletes from a team.<br />
7. Identify minimum necessary athletic insurance coverage(s).<br />
8. Recognize and adhere to appropriate state and local policy and procedure regulations governing<br />
athletic participation.<br />
9. Understand contractual law as applied to athletic coaching.<br />
10. Be cognizant of appropriate coach/athlete interpersonal relations.<br />
11. Be aware of legal precedents and actions in athletic coaching regarding sexual misconduct.<br />
12. Be aware of legal precedents and actions in athletic coaching regarding sexual harassment.<br />
13. Be aware of legal precedents and actions in athletic coaching regarding assault/battery.<br />
14. Demonstrate an understanding of the characteristics of student athletes regarding normative<br />
differences in chronological age.<br />
15. Demonstrate an understanding of the characteristics of student athletes regarding maturational<br />
differences.<br />
16. Demonstrate an understanding of the characteristics of student athletes regarding readiness to<br />
learn.<br />
17. Demonstrate an understanding of the characteristics of student athletes regarding readiness to<br />
train.<br />
18. Demonstrate an understanding of the characteristics of student athletes regarding readiness to<br />
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compete.<br />
19. Distinguish the experiences appropriate for student athletes at various stages of growth and<br />
development.<br />
20. Determine individualized, age-appropriate, non-injurious training methods for student athletes.<br />
21. Understand the psychological aspects of athletic coaching.<br />
22. Identify instructional and humanistic coaching skills which assist student athletes to develop<br />
appropriate self-perceptions.<br />
23. Identify instructional and humanistic coaching skills which enhance appropriate and constructive<br />
peer interactions.<br />
24. Demonstrate the ability to recognize and take appropriate action in the event of problems among<br />
student athletes related to deficits in academic performance.<br />
25. Demonstrate the ability to recognize and take appropriate action in the event of problems among<br />
student athletes related to inappropriate behaviors/appropriate corrective measures.<br />
26. Demonstrate the ability to recognize and take appropriate action in the event of problems among<br />
student athletes related to inability to get along with others.<br />
27. Demonstrate the ability to recognize and take appropriate action in the event of problems among<br />
student athletes related to inappropriate behaviors occurring outside the athletic context.<br />
28. Demonstrate the ability to recognize and take appropriate action in the event of problems among<br />
student athletes related to substance abuse.<br />
29. Demonstrate the ability to recognize and take appropriate action in the event of problems among<br />
student athletes related to depression.<br />
30. Demonstrate the ability to recognize and take appropriate action in the event of problems among<br />
student athletes related to burnout.<br />
31. Demonstrate the ability to recognize and take appropriate action in the event of problems among<br />
student athletes related to child abuse.<br />
32. Demonstrate the ability to recognize and take appropriate action in the event of problems among<br />
student athletes related to suicidal tendencies.<br />
33. Demonstrate proficiency in the use of appropriate motivational techniques for student athletes.<br />
34. Demonstrate awareness of visualization as a performance enhancement technique.<br />
35. Demonstration of awareness of stress reduction and relaxation as a performance enhancement<br />
technique.<br />
36. Demonstration of awareness of attention focus as a performance enhancement technique.<br />
37. Identify appropriate techniques for use in monitoring personal emotional self-control in all athletic<br />
coaching situations.<br />
38. Determine personal physical and emotional status of well-being as an athletic coach.<br />
39. Demonstrate understanding of effective interpersonal communication with athletes, parents, other<br />
coaches, administrators, other members of the school community, the media, and the public at<br />
large.<br />
40. Identify suitable and available professional resources for athletic counseling.<br />
41. Demonstrate current knowledge of normal human anatomical features and abnormal deviations.<br />
42. Identify knowledge of biomechanical principles appropriate to athletic coaching<br />
43. Demonstrate understanding of the principles of physics that form the basis of skills acquisition.<br />
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44. Demonstrate knowledge of biomechanical concepts as applied in athletic coaching.<br />
45. Demonstrate understanding of exercise physiology as it relates to athletic coaching.<br />
46. Demonstrate understanding of training programs for sport and the ability to implement appropriate<br />
programs.<br />
47. Demonstrate knowledge of the effects of such environmental conditions as temperature, humidity,<br />
lighting, etc. and their effects on training and learning.<br />
48. Demonstrate understanding of body composition factors related to athletic performance.<br />
49. Demonstrate understanding of body weight as related to athletic performance.<br />
50. Demonstrate understanding of percentage of body fat as related to athletic conditioning.<br />
51. Demonstrate knowledge of theoretical principles and strategies for successful athletic coaching.<br />
52. Demonstrate an understanding of managerial skills in the use of equipment, facilities, and the<br />
deployment of personnel.<br />
53. Demonstrate the ability to manage a budget.<br />
54. Demonstrate knowledge of program evaluation.<br />
55. Demonstrate knowledge of personnel evaluation.<br />
56. Demonstrate ethical behaviors and decision-making in personal relations with others.<br />
57. Demonstrate knowledge of sound instructional strategies in coaching.<br />
58. Demonstrate ability to formulate an appropriate program philosophy, goals, and objectives.<br />
59. Demonstrate the ability to plan content, develop procedures, and use instructional resources<br />
appropriately.<br />
60. Demonstrate the ability to coach an athletic activity successfully.<br />
61. Demonstrate the ability to evaluate and re-evaluate students.<br />
62. Demonstrate the ability to evaluate program effectiveness.<br />
63. Demonstrate the ability to give and receive constructive feedback.<br />
64. Demonstrate the ability to redesign programs as appropriate.<br />
SPECIFIC ACTIVITIES:<br />
1. The component will provide for individualized and/or small group directed activity.<br />
2. Participants will attend and take part in district or school-based workshops or online courses.<br />
3. Participants will take part in instructional activities that will include a combination of lecture,<br />
demonstration, role-playing and simulations, observations, discussion, review of appropriate media<br />
and materials, and brief quizzes.<br />
4. Participants will complete other activities designed by the instructor to provide an opportunity to<br />
demonstrate required competencies.<br />
FOLLOW-UP:<br />
1. Participant oral reflection.<br />
2. Participant written reflections.<br />
3. Participant portfolio.<br />
4. Participant product.<br />
5. Direct observation<br />
EVALUATION:<br />
To the satisfaction of the instructor, each participant will:<br />
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1. Submit an acceptable narrative, product, or oral report as required by the instructor.<br />
2. Demonstrate successful implementation of ideas, activities or recommendations as<br />
observed by the instructor or a designated supervisor.<br />
3. Complete pre- and post-tests on the elements and principles of coaching theory.<br />
4. Pass the post-test with 80% accuracy and demonstrate increased competency on 80% of the<br />
specific objectives of the component.<br />
5. Complete any other assessment procedure required by the instructor.<br />
6. Complete an evaluation of the effectiveness of both the component and the instructor.<br />
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<strong>OF</strong>FICE <strong>OF</strong> PR<strong>OF</strong>ESSIONAL DEVELOPMENT<br />
MASTER INSERVICE PLAN COMPONENT<br />
COMPONENT NUMBER: 2011526<br />
COMPONENT TITLE:<br />
Coaching a Specific Sport<br />
DATA ELEMENTS: Primary Purpose (PP) A<br />
Delivery Method (DM)<br />
A/B<br />
Evaluation<br />
F<br />
Follow-Up Method (FM) O<br />
MAXIMUM POINT VALUE: 60<br />
SCOPE:<br />
All Personnel<br />
GENERAL OBJECTIVE:<br />
The objective of this component is to enable participants to acquire additional knowledge,<br />
methods, trends, and skill application in the coaching of a selected interscholastic sport.<br />
SPECIFIC OBJECTIVES:<br />
1. Identify the importance of a selected interscholastic sport as a lifelong activity.<br />
2. State the importance of a selected interscholastic sport as a part of our culture.<br />
3. Identify the rules and terminology used in a selected interscholastic sport.<br />
4. Identify the strategies of team and/or individual play in a selected interscholastic sport.<br />
5. Identify the strategies of individual position play in a selected interscholastic sport.<br />
6. Exhibit knowledge of safety practices necessary to participate in a selected interscholastic sport.<br />
7. State the physical fitness value derived from participation in selected interscholastic sports.<br />
8. Identify the skills necessary to participate in selected interscholastic sports.<br />
9. State the social skills derived from participation in selected interscholastic sports.<br />
10. Identify positive sportsmanship techniques in participating in selected interscholastic sports.<br />
11. Identify new methods and techniques for more effective coaching in selected interscholastic sports.<br />
12. Identify innovative methods of organizing and administering a selected interscholastic sport.<br />
13. Identify national, state, local policy revisions that will affect the administering of a selected<br />
interscholastic sport.<br />
14. Exhibit a basic understanding and knowledge of sport medicine as it pertains to selected<br />
interscholastic sports.<br />
15. Exhibit a basic understanding in the recognition, treatment, and evaluation of athletic injuries in<br />
selected interscholastic sports.<br />
SPECIFIC ACTIVITIES:<br />
1. The component will provide for individualized and/or small group directed activity.<br />
2. Participants will attend and take part in district or school-based workshops or online courses.<br />
3. Participants will take part in instructional activities that will include a combination of lecture,<br />
demonstration, role-playing and simulations, observations, discussion and review of appropriate<br />
media and material.<br />
4. Participants will complete other activities designed by the instructor to provide an<br />
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opportunity to demonstrate required competencies.<br />
FOLLOWUP:<br />
1. Participant oral reflections<br />
2. Participant written reflections<br />
3. Participant portfolio<br />
4. Participant product<br />
5. Direct observations<br />
EVALUATION:<br />
To the satisfaction of the instructor, each participant will:<br />
1. Submit an acceptable narrative, product, or oral report as required by the instructor.<br />
2. Demonstrate successful implementation of ideas, activities or recommendations as<br />
observed by the instructor or a designated supervisor.<br />
3. Complete pre- and post-tests on the elements and principles of coaching a specific sport.<br />
4. Pass the post-test with 80% accuracy and demonstrate increased competency on 80% of the<br />
specific objectives of the component.<br />
5. Complete any other assessment procedure required by the instructor.<br />
6. Complete an evaluation of the effectiveness of both the component and the instructor.<br />
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C. Matrix<br />
Component Name<br />
Care and Prevention<br />
of Athletic Injuries<br />
(Component<br />
#1011421)<br />
Specific<br />
Objective<br />
Number<br />
Competency Number<br />
Method of Competency<br />
Demonstration<br />
1 40, 41, 42, 43, 44 Portfolio Assignment<br />
2 40, 41, 42, 43, 44<br />
Portfolio Assignment &<br />
First Aid Certification<br />
3 155<br />
Portfolio Assignment &<br />
CPR & First Aid<br />
Certification<br />
4 16<br />
Portfolio Assignment &<br />
CPR & First Aid<br />
Certification<br />
5 17 Portfolio Assignment<br />
6 17 Portfolio Assignment<br />
7 17 Portfolio Assignment<br />
8 18 Portfolio Assignment<br />
9 19 Portfolio Assignment<br />
10 20 Portfolio Assignment<br />
11 20 Portfolio Assignment<br />
12 20 Portfolio Assignment<br />
13 11 Portfolio Assignment<br />
14 21 Portfolio Assignment<br />
15 36, 37, 38, 39 Portfolio Assignment<br />
16 36, 37, 38, 39 Portfolio Assignment<br />
17 36, 37, 38, 39 Portfolio Assignment<br />
18 22, 23 Portfolio Assignment<br />
19 22, 23 Portfolio Assignment<br />
20 22, 23 Portfolio Assignment<br />
21 22, 23 Portfolio Assignment<br />
22 22, 23 Portfolio Assignment<br />
23 22, 23 Portfolio Assignment<br />
24 12, 13, 14 Portfolio Assignment<br />
25 11 Portfolio Assignment<br />
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Component Name<br />
Coaching Theory<br />
(Component<br />
#2011527)<br />
Specific<br />
Objective<br />
Number<br />
Competency Number<br />
Method of Competency<br />
Demonstration<br />
1 45 Portfolio Assignment<br />
2 45 Portfolio Assignment<br />
3 45 Portfolio Assignment<br />
4 46 Portfolio Assignment<br />
5 46 Portfolio Assignment<br />
6 46 Portfolio Assignment<br />
7 47 Portfolio Assignment<br />
8 48 Portfolio Assignment<br />
9 48 Portfolio Assignment<br />
10 7, 29, 58 Portfolio Assignment<br />
11 49 Portfolio Assignment<br />
12 49 Portfolio Assignment<br />
13 49 Portfolio Assignment<br />
14 1 Portfolio Assignment<br />
15 1 Portfolio Assignment<br />
16 1 Portfolio Assignment<br />
17 1 Portfolio Assignment<br />
18 1 Portfolio Assignment<br />
19 2 Portfolio Assignment<br />
20 3 Portfolio Assignment<br />
21 24, 25, 26, 27 Portfolio Assignment<br />
22 24, 25, 26, 27 Portfolio Assignment<br />
23 24, 25, 26, 27 Portfolio Assignment<br />
24 24, 25, 26, 27 Portfolio Assignment<br />
25 24, 25, 26, 27 Portfolio Assignment<br />
26 24, 25, 26, 27 Portfolio Assignment<br />
27 24, 25, 26, 27 Portfolio Assignment<br />
28 24, 25, 26, 27 Portfolio Assignment<br />
29 24, 25, 26, 27 Portfolio Assignment<br />
30 24, 25, 26, 27 Portfolio Assignment<br />
31 24, 25, 26, 27 Portfolio Assignment<br />
32 24, 25, 26, 27 Portfolio Assignment<br />
33<br />
28, 29, 24, 50, 51, 52,<br />
53, 11<br />
Portfolio Assignment<br />
34<br />
28, 29, 24, 50, 51, 52,<br />
53, 11<br />
Portfolio Assignment<br />
35<br />
28, 29, 24, 50, 51, 52,<br />
53, 11<br />
Portfolio Assignment<br />
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Coaching Theory<br />
(Component<br />
#2011527)<br />
[continued]<br />
36<br />
28, 29, 24, 50, 51, 52,<br />
53, 11<br />
Portfolio Assignment<br />
37<br />
28, 29, 24, 50, 51, 52,<br />
53, 11<br />
Portfolio Assignment<br />
38<br />
28, 29, 24, 50, 51, 52,<br />
53, 11<br />
Portfolio Assignment<br />
39<br />
28, 29, 24, 50, 51, 52,<br />
53, 11<br />
Portfolio Assignment<br />
40<br />
28, 29, 24, 50, 51, 52,<br />
53, 11<br />
Portfolio Assignment<br />
41 12 Portfolio Assignment<br />
42 13, 14 Portfolio Assignment<br />
43 13, 14 Portfolio Assignment<br />
44 13, 14 Portfolio Assignment<br />
45 30, 31, 32, 33, 34, 35 Portfolio Assignment<br />
46 30, 31, 32, 33, 34, 35 Portfolio Assignment<br />
47 30, 31, 32, 33, 34, 35 Portfolio Assignment<br />
48 34 Portfolio Assignment<br />
49 34 Portfolio Assignment<br />
50 34 Portfolio Assignment<br />
51 54 Portfolio Assignment<br />
52 55 Portfolio Assignment<br />
53 56 Portfolio Assignment<br />
54 57 Portfolio Assignment<br />
55 57 Portfolio Assignment<br />
56 58 Portfolio Assignment<br />
57 4, 5, 6, 7, 8, 9, 10 Portfolio Assignment<br />
58 4, 5, 6, 7, 8, 9, 10 Portfolio Assignment<br />
59 4, 5, 6, 7, 8, 9, 10 Portfolio Assignment<br />
60 4, 5, 6, 7, 8, 9, 10 Portfolio Assignment<br />
61 4, 5, 6, 7, 8, 9, 10 Portfolio Assignment<br />
62 4, 5, 6, 7, 8, 9, 10 Portfolio Assignment<br />
63 4, 5, 6, 7, 8, 9, 10 Portfolio Assignment<br />
64 4, 5, 6, 7, 8, 9, 10 Portfolio Assignment<br />
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Component Name<br />
Sport Specific<br />
(Component<br />
#2011526)<br />
Specific<br />
Objective<br />
Number<br />
Competency Number<br />
Method of Competency<br />
Demonstration<br />
1 2 Portfolio Assignment<br />
2 5 Portfolio Assignment<br />
3 4 Portfolio Assignment<br />
4 4 Portfolio Assignment<br />
5 4 Portfolio Assignment<br />
6 3, 20 Portfolio Assignment<br />
7 3, 9 Portfolio Assignment<br />
8 6, 14 Portfolio Assignment<br />
9 1, 25, 26, 27, 29 Portfolio Assignment<br />
10 1, 24, 25, 26, 29 Portfolio Assignment<br />
11 4, 10, 11 Portfolio Assignment<br />
12 54, 55, 57 Portfolio Assignment<br />
13 11, 47, 48 Portfolio Assignment<br />
14<br />
12, 15, 16, 17, 18, 19,<br />
20, 21, 22, 23<br />
Portfolio Assignment<br />
15<br />
12, 15, 16, 17, 18, 19,<br />
20, 21, 23<br />
Portfolio Assignment &<br />
CPR & First Aid<br />
Certification<br />
C. Instructors<br />
Instructors will be coaches employed within the district or in other educational<br />
institutions, or current coaches who possess their Athletic Coaching Endorsement. A<br />
minimum of three years’ experience as an athletic coach is required and all instructors<br />
must have successfully completed the course, being taught, with a passing score of 90%<br />
or better.<br />
VI.<br />
Completion Requirements<br />
Successful completion of 180 inservice points, consistent with the program requirements<br />
section of this document (II.B.), as indicated by district inservice records, and a valid CPR<br />
certificate issued by the American Heart Association, the American Red Cross, or an entity<br />
approved by the Florida Department of Health, shall constitute program completion. The<br />
Director of Professional Development will verify the participant’s inservice credit applicable<br />
for the addition of the Athletic Coaching Endorsement to his/her Florida Educator’s<br />
Certificate.<br />
The individual seeking the addition of the Athletic Coaching Endorsement to a Florida<br />
Educator’s Certificate shall confer with the District’s Office of Certification regarding the<br />
formal application process to the Florida Department of Education.<br />
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VII.<br />
Program Evaluation<br />
This program is designed (Per S.S 1012.55 (2)a ) to provide those employees non certified in<br />
Education, or hired to coach after July 1, 2013 and assigned to coach an athletic sport with<br />
specific training, to increase their knowledge of managing, teaching, coaching, and<br />
supervising students in athletic activities. The evaluation process will include participant<br />
performance, component effectiveness, and program effectiveness in order to inform<br />
program decisions.<br />
A. Participant Evaluation<br />
1. Participants must demonstrate an 80% mastery level of component-specific<br />
competencies on a component post-test or other appropriate assessment instrument.<br />
2. Required activities consistent with the component description must be completed and<br />
must meet the standards of the instructor.<br />
3. A capstone project will be designed by the instructor to elicit demonstration of skills<br />
and competencies gained in the component.<br />
B. Component Evaluation<br />
Participants and instructors will assess the degree to which course activities enabled<br />
participants to demonstrate mastery of specific component competencies.<br />
C. Program Evaluation<br />
At least 90% of program participants will successfully demonstrate skills and<br />
competencies as specified in the program. Participants, instructors, and Professional<br />
Development personnel will evaluate components and the program in terms of<br />
knowledge gained, usefulness, materials used, and effects on coaches, student athletes,<br />
and athletic coaching environments.<br />
Instructors will be evaluated through a combination of participant completion of a staff<br />
development evaluation form or other end-of-course survey and course observation by<br />
Professional Development personnel.<br />
VIII.<br />
Management<br />
A. Director of Professional Development<br />
The Director of Professional Development will serve as coordinator of all inservice<br />
endorsement programs and will work with the Program Coordinator for Athletics in the<br />
District to coordinate program implementation.<br />
B. Master Inservice Plan<br />
The Coaching Endorsement components will be included in the Master Inservice plan<br />
and can be used to renew teaching certificates as well as to add coverage to a certificate,<br />
provided that current rules governing renewal of certificates are followed.<br />
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C. Records<br />
Participants: The District will maintain inservice records that indicate successful<br />
completion, dates of participation, component numbers, transfer credit and all other<br />
necessary data for each participant. Component: For each component offered, the<br />
District will maintain a file that contains performance and other evaluative data, dates of<br />
inservice activities, participant data, and other necessary information.<br />
D. Candidate Application and Admission<br />
Candidates for admission into the School District of Osceola County Athletic Coaching<br />
Endorsement program must meet the following three requirements:<br />
1. Must be employed as a teacher and/or as an athletic coach in the School District of<br />
Osceola County.<br />
2. Instructional personnel must possess a current Florida Professional Educator’s<br />
Certificate in at least one academic subject area.<br />
3. Must be recommended by a School Principal and / or Athletic Director.<br />
4. Must pass a background check and attend training in Child Abuse and Professional<br />
Ethics.<br />
Qualified candidates for the Athletic Coaching Endorsement Program will indicate<br />
their interest and will be admitted to the program by registering for one of the<br />
components described in this document.<br />
E. Advisement<br />
Each applicant will receive information pertaining to the Coaching Endorsement Add-on<br />
Program and the requirements for obtaining the endorsement. The Professional<br />
Development office will keep inservice records up to date. The Director of Professional<br />
Development will analyze official university transcripts and inservice participation<br />
transfer records to determine credit for prior work.<br />
F. Attendance<br />
Attendance will be monitored in accordance with District inservice procedures.<br />
Participants must attend classes as scheduled unless the instructor approves an absence.<br />
Any excused absence will be satisfied according to procedures specified by the instructor.<br />
Participants in online classes must meet all participation requirements specified by the<br />
facilitator.<br />
Inservice points will be awarded based on full completion of requirements. No credit will<br />
be awarded for partial completion.<br />
G. Transfer and Utilization of Credit (college or inservice)<br />
Successfully completed college coursework may be transferred into this endorsement<br />
program. Courses to be transferred must each be equivalent to a minimum of 60 inservice<br />
points (3 semester hours) and must match the content provided in the components listed<br />
in the inservice components included in this document. A grade of “C” or greater is<br />
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equired for transfer. Candidates for the Coaching Endorsement program must complete<br />
an Inservice Credit Request to transfer university courses to the endorsement program.<br />
The Director of Professional Development will review all Inservice Credit Requests for<br />
transfer and approve or disapprove them. The candidate’s inservice record will reflect<br />
transferred points.<br />
Inservice points earned in Coaching Components under an approved Master Inservice<br />
Plan in another Florida District may be transferred into this program. Inservice courses to<br />
be transferred must each be equivalent to a minimum of 60 inservice points and must<br />
match the content provided in the components described in this document. An<br />
appropriate member of the District staff from which inservice points are being transferred<br />
must verify successful completion. Candidates who wish to transfer inservice points from<br />
another Florida District must contact the District in which the coaching credit was earned<br />
and request a transfer to the School District of Osceola County with verification of the<br />
coaching component content and other necessary data. The Director of Professional<br />
Development will review all requests for transfer and determine appropriate credit.<br />
H. Certificate of Completion<br />
Candidates for the coaching endorsement must complete all requirements and submit<br />
evidence thereof along with their current Professional Educator’s Certificate and a<br />
written request to the Professional Development office. If the application involves<br />
transferring college course credit, an official college transcript showing a grade<br />
equivalent of at least a “C” must be forwarded to the Professional Development office.<br />
The Director of Professional Development will review and act on each request for<br />
transfer of credit.<br />
Successful completion of 180 inservice points, consistent with the program requirements<br />
section of this document (II.B.), as documented by District inservice records, and a valid<br />
CPR certificate issued by the American Heart Association, the American Red Cross, or<br />
an entity approved by the Florida Department of Health, shall constitute program<br />
completion. The Director of Professional Development will verify the participant’s credit<br />
and completion of the Coaching Endorsement Program, which will enable the participant<br />
to add the Coaching Endorsement to his/her Florida Educator’s Certificate.<br />
IX.<br />
School Board Approval<br />
Attached following this page.<br />
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Certificate of Acceptance<br />
by<br />
The School District of Osceola County<br />
of the<br />
Athletic Coaching Endorsement<br />
Request for Renewal<br />
June 2013<br />
Melba Luciano, Superintendent<br />
Date<br />
Jay Wheeler, Chairperson<br />
Date<br />
26<br />
465
27<br />
466
The School District of Osceola County, Florida<br />
TRANSFER <strong>OF</strong> COLLEGE CREDIT COACHING<br />
1. Name _____________________________________________________________________________<br />
2. School ____________________________________________________________________________<br />
3. Social Security Number ______________________________________________________________<br />
4. State Department of Education Number________________<br />
The attached college transcripts are submitted as part of the coaching endorsement program.<br />
These courses meet the requirements of the following component(s) in the approved Osceola<br />
County for Coaching Endorsement Program.<br />
Component/Title<br />
College Course Title<br />
1. _________________________________ __________________________________<br />
2. _________________________________ __________________________________<br />
3. _________________________________ __________________________________<br />
4. _________________________________ __________________________________<br />
5. _________________________________ __________________________________<br />
6. _________________________________ __________________________________<br />
_________________________________<br />
Athletic Supervisor<br />
_________________________________<br />
Director of Professional Development<br />
_________________________________<br />
Participant's Signature<br />
__________________________________<br />
Date<br />
__________________________________<br />
Date<br />
__________________________________<br />
Date<br />
______________________________________________________________________________________<br />
FOR USE BY PR<strong>OF</strong>ESSIONAL DEVELOPMENT <strong>OF</strong>FICE<br />
_________No. Points Approved ___________ No. Points Not Approved<br />
Comments: _________________________________________________________________________<br />
____________________________________________________________________________<br />
Date______________________________<br />
Director or Designee_______________________<br />
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NAME: __________________________________ ID # __________________________<br />
<strong>SCHOOL</strong>: ________________________________ EMAIL ________________________<br />
Please check all that apply;<br />
A<br />
B<br />
C<br />
D<br />
__________ I am planning to add Athletic Coaching to my current Florida teaching certificate. I<br />
understand that I will need to complete the three courses covering the topics prescribed by the State Board<br />
of Education Rule 6A-4.0282. I also understand that I must earn the full 60 points available for each<br />
completion.<br />
__________ I do not currently hold a valid teaching certificate and am interested in coaching a school<br />
team. I understand that I may complete these three courses and apply for a renewable certificate for parttime<br />
athletic coaching as provided in State Board of Education Rule 6A-4.0292. This certificate process<br />
does not fall under the add-on or endorsement rule but does follow the process for applying for a regular<br />
part-time certificate.<br />
__________ I hold certification in Athletic Coaching or Physical Education on a current valid certificate<br />
and wish to complete on or more of the Coaching Endorsement courses to earn in-service points for<br />
certificate renewal.<br />
__________ I have obtained approval from the Director of Professional Development in my district to<br />
enroll in this course as verified by his / her signature below.<br />
__________________________________________________________<br />
Signature of Registrant<br />
__________________________________________________________<br />
Coaching Position at School<br />
_______________________________________<br />
Date<br />
_______________________________________<br />
DOE Cert # (If Applicable)<br />
__________________________________________________________<br />
Signature of Principal and or Athletic Director<br />
__________________________________________________________<br />
Signature – Coordinator of Athletics, JROTC and Drivers Education<br />
__________________________________________________________<br />
Signature - District Director of Professional Development<br />
_______________________________________<br />
Date<br />
_______________________________________<br />
Date<br />
_______________________________________<br />
Date<br />
• Please note:<br />
• Applicants must return completed form to Coordinator of Athletics, JROTC and Drivers Education.<br />
29<br />
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469
<strong>SCHOOL</strong> <strong>DISTRICT</strong> <strong>OF</strong> <strong>OSCEOLA</strong> <strong>COUNTY</strong>,<br />
<strong>FLORIDA</strong><br />
GIFTED ADD-ON ENDORSEMENT<br />
PLAN FOR K-12<br />
Melba Luciano, Superintendent<br />
Dr. Lissette Brizendine, Assistant Superintendent<br />
of Elementary Curriculum and Instruction<br />
Michael Allen, Assistant Superintendent<br />
of Middle School Curriculum and Instruction<br />
Pam Tapley, Assistant Superintendent<br />
of Secondary Curriculum and Instruction<br />
Mark A. Munas, Assistant Superintendent for School Support Services<br />
Janice C. Franceschi, Director of Professional Development<br />
Tracey Merritt, District Curriculum Specialist- Gifted<br />
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SYNOPSIS<br />
Florida Statutes, 1012.575 f.s., provides that a district school board may design alternative<br />
teacher preparation programs to enable persons already certified to add an additional coverage to<br />
their certificate. The District Alternative Program for Add-on Certification: Gifted Endorsement<br />
was developed to meet the program area specialization requirements for gifted. It incorporates<br />
the following five training modules under the name Gifted Add-On Endorsement Program:<br />
• Nature and Needs for the Gifted<br />
• Curriculum Development for the Gifted<br />
• Guidance and Counseling for the Gifted<br />
• Education of Special Populations of Gifted Students<br />
• Theory and Development of Creativity<br />
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TABLE <strong>OF</strong> CONTENTS<br />
I. PROGRAM TITLE 4<br />
II. PROGRAM RATIONALE AND PURPOSE 4<br />
III. PROGRAM CONTENT/CURRICULUM 4<br />
IV.<br />
INSTRUCTIONAL DESIGN AND DELIVERY<br />
11<br />
V. COMPLETION REQUIREMENTS 26<br />
VI. PROGRAM EVALUATION 27<br />
VII. PROGRAM MANAGEMENT 27<br />
VIII. CANDIDATE APPLICATION AND ADMISSION 28<br />
IX. ADVISEMENT 28<br />
X. ATTENDANCE 28<br />
XI. TRANSFER AND UTILIZATION <strong>OF</strong> CREDIT 28<br />
XII. CERTIFICATION <strong>OF</strong> COMPLETION 29<br />
XIII. APPENDIX 30<br />
GIFTED CERTIFICATION ENDORSEMENT ADD-ON CERTIFICA-<br />
TION PROGRAM VERIFICATIN <strong>OF</strong> CREDIT FORM<br />
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The School District of Osceola County, FL<br />
K-12 Gifted Endorsement Add-on Plan<br />
I. Program Title:<br />
The School District of Osceola County, FL Add-on Program for K-12 Gifted<br />
Endorsement<br />
II.<br />
Program Rationale and Purpose:<br />
The District Alternative Program for Add-on Certification: Gifted Endorsement was<br />
developed to meet the instructional needs of students with fully endorsed teachers of<br />
the gifted, to prepare a pool of fully endorsed teachers of the gifted who can be placed<br />
as the need arises for additional staff, provide relevant training to teachers of the gifted<br />
wishing to update their skills, knowledge, and competencies, and to provide<br />
instructional staff with an alternative means of acquiring certification endorsement in<br />
gifted education.<br />
III.<br />
Program Content/Curriculum:<br />
A. Competencies<br />
Nature and Needs of Students Who Are Gifted<br />
Curriculum Development for Students Who Are Gifted<br />
Guidance and Counseling for the Gifted<br />
Education of Special Populations of Gifted Students<br />
Theory and Development of Creativity<br />
B. Specialization/Professional Studies:<br />
The Gifted Endorsement is intended solely for teachers who currently hold or are eligible<br />
for a valid Florida Professional Educator’s Certificate based on a Bachelor’s or higher<br />
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degree. Professional studies competencies necessary for the professional development<br />
of all staff are included with listed competencies and are an integral part of the<br />
required body of knowledge. Included in the approved competencies are indicators<br />
requiring pedagogical, theoretical, and practicum studies, as included in Florida’s<br />
Professional Development Protocol Standards- Third Cycle, supported by the Florida<br />
Department of Education Bureau of Educator Recruitment and Professional<br />
Development and listed below:<br />
1. EDUCATOR LEVEL<br />
1.1. Planning<br />
1.1.1. Individual Needs Assessment: The educator identifies individual<br />
professional learning goals with primary emphasis on student learning needs by<br />
reviewing certification needs, classroom-level disaggregated student achievement<br />
and behavioral data related to content area skills, school initiatives, the School<br />
Improvement Plan, and school and team goals.<br />
1.1.2. Administrator Review: The educator meets with a school administrator to<br />
review the IPDP and identify additional individual professional learning needs<br />
based on performance appraisal data and priorities for students, grade levels,<br />
content areas, or the whole school.<br />
1.1.3. Individual Professional Development Plan: The educator’s Individual<br />
Professional Development Plan (IPDP) specifies the professional learning needs<br />
related to identified student achievement goals for those students to which the<br />
educator is assigned; aligned with the educator’s level of development; and<br />
contains: a) clearly defined professional learning goals that specify measurable<br />
improvement in student achievement; b) changes in the educator’s practices<br />
resulting from professional learning; and c) an evaluation plan that determines the<br />
effectiveness of the professional learning.<br />
1.2. Learning<br />
1.2.1. Learning Communities: The educator participates in collaborative<br />
learning communities whose members use a cycle of continuous improvement to<br />
achieve goals that align with individual, school, and district goals for student<br />
achievement.<br />
1.2.2. Content Focused: Professional learning focuses primarily on developing<br />
content knowledge and content-specific research- and/or evidence-based<br />
instructional strategies and interventions in the content areas specified in<br />
s.1012.98 F.S. and aligned with district and state initiatives.<br />
1.2.3. Learning Strategies: Professional learning uses strategies aligned with the<br />
intended goals and objectives; applies knowledge of human learning and change;<br />
and includes modeling of research- and/or evidence-based instruction, practice,<br />
and classroom-based feedback.<br />
1.2.4. Sustained Professional Learning: Professional learning is sufficiently<br />
sustained and rigorous to ensure learning for participants that leads to highfidelity<br />
classroom implementation for student achievement.<br />
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1.2.5. Use of Technology: Technology, including distance learning, supports and<br />
enhances professional learning as appropriate and the application and assessment<br />
of that learning as appropriate.<br />
1.2.6. Time Resources: Sufficient time within the work day is available and used<br />
for professional development.<br />
1.2.7. Coordinated Records: Educators have easy access to up-to-date records<br />
of their professional learning.<br />
1.3. Implementing<br />
1.3.1. Implementation of Learning: The educator applies newly acquired<br />
professional knowledge, skills, dispositions, and behaviors to improve his or her<br />
practice.<br />
1.3.2. Coaching and Mentoring: Skillful coaches, mentors, or others provide<br />
sufficient classroom- and school-focused support and assistance to the educator to<br />
ensure high-fidelity implementation of professional learning.<br />
1.3.3. Web-based Resources and Assistance: The district provides educators<br />
with web-based resources and assistance to support implementation of<br />
professional learning.<br />
1.4. Evaluating<br />
1.4.1. Implementing the Plan: The educator and a school administrator conduct<br />
an evaluation of the degree of fidelity with which the IPDP was implemented.<br />
1.4.2. Changes in Educator Practice: The educator evaluates the impact of all<br />
professional learning on his or her practice through reflection, assessment,<br />
collaborative protocols for examining educator practice and work samples, peer<br />
visits, and/or professional portfolios.<br />
1.4.3. Changes in Students: The educator determines the degree to which his or<br />
her professional learning contributed to student performance gains as measured by<br />
classroom assessment data.<br />
1.4.4. Evaluation Methods: The educator uses summative and formative data<br />
from state or national standardized student achievement measures, when<br />
available, or other measures of student learning and behavior such as district<br />
achievement tests, progress monitoring, educator-constructed tests, action<br />
research results, discipline referrals, and/or portfolios of student work to assess<br />
the impact of professional learning.<br />
1.4.5. Use of Results: The educator uses the results of the IPDP evaluation as<br />
part of a continuous improvement process to develop the following year’s IPDP,<br />
and to revise professional learning goals based on student performance results and<br />
documented teaching practice.<br />
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2. <strong>SCHOOL</strong> LEVEL<br />
2.1. Planning<br />
2.1.1. School Needs Assessment: At least annually the school identifies<br />
professional learning needs through a classroom-by-classroom analysis of<br />
disaggregated student achievement data by content and skill areas, subgroups<br />
needing special assistance, and other school data.<br />
2.1.2. Reviewing Professional Development Plans: The school administrator<br />
meets with individual educators to review the IPDP and identify additional<br />
individual professional learning needs based on performance appraisal data and<br />
priorities for students, grade levels, school, content areas, or the whole school.<br />
2.1.3. Reviewing Annual Performance Appraisal Data: The school<br />
administrator uses information from annual performance appraisals of educators<br />
to identify professional learning needs for individuals, teams, or whole-school<br />
faculty.<br />
2.1.4. Generating a School-wide Professional Development Plan: As part of<br />
the School Improvement Plan and in collaboration with the district’s Professional<br />
Development System, the school administrator and School Advisory Council<br />
generate a school-wide Professional Development Plan that includes researchand/or<br />
evidence-based professional development aligned to identified classroomlevel<br />
needs for student achievement, responds to educators’ level of development,<br />
and specifies how the plan will be evaluated.<br />
2.1.5. Individual Leadership Development Plan: School administrators create<br />
and implement Individual Leadership Development Plans that are based on school<br />
and classroom disaggregated student achievement and behavior data and the<br />
needs of student groups not making AYP, and contain clearly defined professional<br />
learning goals that specify measurable improvement in student performance,<br />
improvements in teacher effectiveness, changes in administrator practices<br />
resulting from professional learning, and an evaluation plan that determines the<br />
effectiveness of the Individual Leadership Development Plan.<br />
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2.2. Learning<br />
2.2.1. Learning Communities: School-based professional learning occurs in<br />
collaborative teams of adults whose goals are aligned with the team members’<br />
IPDPs and the school and district goals for student achievement.<br />
2.2.2. Content Focused: Professional learning focuses primarily on developing<br />
content knowledge and content-specific research- and/or evidence-based<br />
instructional strategies and interventions in the content areas specified in<br />
s.1012.98 F.S. and aligned with district and state initiatives.<br />
2.2.3. Learning Strategies: Professional learning uses strategies aligned with the<br />
intended goals and objectives; applies knowledge of human learning and change;<br />
and includes modeling of research- and/or evidence-based instruction, practice,<br />
and classroom-based feedback.<br />
2.2.4. Sustained Professional Learning: Professional learning is sufficiently<br />
sustained and rigorous to ensure learning for participants that leads to highfidelity<br />
classroom implementation for student achievement.<br />
2.2.5. Use of Technology: Technology, including distance learning, supports and<br />
enhances professional learning as appropriate and the application and assessment<br />
of that learning as appropriate.<br />
2.2.6. Time Resources: Sufficient time within the work day is available and used<br />
for professional development.<br />
2.2.7. Coordinated Records. School administrators regularly generate and<br />
review reports on faculty participation in professional learning.<br />
2.3. Implementing<br />
2.3.1. Implementation of Learning: The school provides follow-up support to<br />
facilitate implementation of professional learning in the workplace.<br />
2.3.2. Coaching and Mentoring: The school provides mentoring and/or<br />
coaching for all educators to ensure high-fidelity classroom implementation of<br />
professional learning, with the assistance continuing as needed until educators<br />
implement the learning with comfort and accuracy.<br />
2.3.3. Web-based Resources and Assistance: The school supports the<br />
implementation of professional learning through school and district web-based<br />
resources and facilitates educator awareness of and access to district web-based<br />
resources.<br />
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2.4. Evaluating<br />
2.4.1. Implementing the Plan: At least annually the school conducts an<br />
evaluation of the degree of fidelity with which the school’s Professional<br />
Development Plan is implemented.<br />
2.4.2. Changes in Educator Practice: The school conducts an evaluation of<br />
the Professional Development Plan to assess its impact on educator practices at<br />
the classroom and/or school level.<br />
2.4.3. Changes in Students: The school conducts an evaluation of the<br />
Professional Development Plan to assess its impact on student performance.<br />
2.4.4. Evaluation Measures: Schools use summative and formative data from<br />
state or national standardized student achievement measures, when available, or<br />
other measures of student learning and behavior such as district achievement tests,<br />
progress monitoring, educator-constructed tests, action research results, discipline<br />
referrals, and/or portfolios of student work to assess the impact of professional<br />
learning.<br />
2.4.5. Use of Results: School administrators and the School Advisory Council<br />
review school-level evaluation data as part of the needs assessment process for the<br />
subsequent school year’s professional development planning in order to eliminate<br />
ineffective programs and strategies and to expand effective ones.<br />
3. <strong>DISTRICT</strong> LEVEL<br />
3.1. Planning<br />
3.1.1. District Needs Assessment: At least annually the district identifies<br />
professional learning needs through a school-by-school analysis of disaggregated<br />
student achievement by content area and skills, behavioral data, and other district<br />
data.<br />
3.1.2. Generating a District-wide Professional Development System: Based<br />
on identified professional learning needs, the district generates a district-wide<br />
Professional Development System that is research- and/or evidence-based,<br />
specifies how the plan will be evaluated, and aligns with the Florida Protocol<br />
Standards, identified student and educator learning needs, educators’ level of<br />
development, School Improvement Plans, Comprehensive K-12 Reading Plans,<br />
Title I Plan, annual performance appraisal data, discipline data, school<br />
environment surveys, assessments of parental satisfaction, other performance<br />
indicators, and the district strategic plan.<br />
3.1.3. Research/Evidence Basis: The district’s professional learning is based on<br />
research- and/or evidence-based instructional and intervention strategies proven<br />
to increase student achievement.<br />
3.1.4. Content Standards for Student Outcomes: The district’s professional<br />
learning supports implementing state-adopted content standards for student<br />
outcomes.<br />
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3.1.5. Integration of Initiatives: Professional learning supports educators in<br />
integrating and using federal, state, and district initiatives in content, instruction,<br />
and intervention strategies to increase student achievement.<br />
3.1.6. Leadership Development: The district plans, implements, and<br />
continuously improves a state-approved, competency-based system of<br />
professional learning that develops, maintains, and improves the leadership<br />
competencies and skills of employees as instructional leaders.<br />
3.1.7. Non-instructional Staff: The district plans, delivers, supports, and<br />
evaluates professional learning for non-instructional staff to enhance job<br />
performance according to the Florida Protocol Standards.<br />
3.1.8. Professional Learning Facilitators: The district’s system of professional<br />
learning includes dissemination of the Florida Protocol System to all staff who<br />
plan and facilitate professional learning.<br />
3.2. Learning<br />
3.2.1. Learning Communities: The district supports and encourages<br />
professional learning in collaborative teams of educators.<br />
3.2.2. Content Focused: Professional learning focuses primarily on developing<br />
content knowledge and content-specific research- and/or evidence-based<br />
instructional strategies and interventions in the content areas specified in<br />
s.1012.98 F.S. and aligned with district and state initiatives.<br />
3.2.3. Learning Strategies: Professional learning uses strategies aligned with the<br />
intended goals and objectives; applies knowledge of human learning and change;<br />
and includes modeling of research- and/or evidence-based instruction, practice,<br />
and classroom-based feedback.<br />
3.2.4. Sustained Professional Learning: Professional learning is sufficiently<br />
sustained and rigorous to ensure learning for participants that leads to highfidelity<br />
classroom implementation for student achievement.<br />
3.2.5. Use of Technology: Technology, including distance learning, supports and<br />
enhances professional learning as appropriate and the application and assessment<br />
of that learning as appropriate.<br />
3.2.6. Time Resources: Sufficient time within the work day is available and used<br />
for professional development.<br />
3.2.7. Coordinated Records: The district maintains up-to-date, easily accessible<br />
records on all professional learning that provide data for certification and<br />
inservice points for all staff.<br />
3.2.8. District Support: The district recognizes and supports professional<br />
learning as a key strategy for improving teaching quality and student learning.<br />
3.2.9. Learning Organization: The district fosters and develops the maximum<br />
potential of all employees through professional learning.<br />
3.3. Implementing<br />
3.3.1. Implementation of Learning: The district provides a follow-up support<br />
system to facilitate implementation of professional learning in the workplace.<br />
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3.3.2. Coaching and Mentoring: The district provides mentoring and/or<br />
coaching for all educators to ensure high-fidelity classroom implementation of<br />
professional learning, with the assistance continuing as needed until educators<br />
implement the learning with comfort and accuracy.<br />
3.3.3. Web-based Resources and Assistance: The district supports the<br />
implementation of professional learning through district and school web-based<br />
resources and facilitates educator awareness of and access to district web-based<br />
resources.<br />
3.4. Evaluating<br />
3.4.1. Implementing the System: The district conducts an ongoing formal<br />
evaluation of the degree of fidelity with which the district’s Professional<br />
Development System is implemented.<br />
3.4.2. Implementation of Learning: The district evaluates at least 10% of the<br />
district-level professional learning to assess the level of high-fidelity<br />
implementation in the work place.<br />
3.4.3. Changes in Students: The district assesses the impact of professional<br />
learning on student performance.<br />
3.4.4. Evaluation Measures: The district uses summative and formative data<br />
from state or national standardized student achievement measures, when available,<br />
or other measures of student learning and behavior such as district achievement<br />
tests, progress monitoring, educator-constructed tests, action research results,<br />
discipline referrals, and/or portfolios of student work to assess the impact of<br />
professional learning.<br />
3.4.5. Use of Results: The district reviews district- and school-level evaluation<br />
data as part of the needs assessment process for the subsequent school year’s<br />
professional development planning in order to eliminate ineffective programs and<br />
strategies and to expand effective ones.<br />
3.4.6. Fiscal Resources: The district documents that sufficient fiscal resources are<br />
used to support professional learning that aligns with school and district goals.<br />
3.4.7. Student Gains: The district demonstrates an overall increase in student<br />
achievement as measured by the Florida Department of Education’s district<br />
accountability system.<br />
C. Nationally Recognized Guidelines<br />
The National Association for Gifted Children (NAGC) provides a framework of<br />
minimum standards that school districts may follow in developing their gifted<br />
programs. Standards are provided in the areas of: Program Design, Program<br />
Administration and Management, Socio-Emotional Guidance and Counseling,<br />
Student Identification, Curriculum and Instruction, Professional Development and<br />
Standards, and Program Evaluation.<br />
IV.<br />
Instructional Design and Delivery:<br />
A. Instructional Strands: There are five instructional strands included in the District<br />
Alternative Program for Add-On Certification: Gifted Endorsement. These strands<br />
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have been developed to ensure that teachers meet the competencies required for<br />
teaching in Florida’s gifted programs, and to support quality training on a statewide<br />
basis.<br />
Component Inservice<br />
Component Title<br />
Number Points<br />
1100873 60 Nature and Needs of Students Who Are Gifted<br />
1103872 60 Curriculum Development for Students Who Are Gifted<br />
2100874 60 Guidance and Counseling for the Gifted<br />
2100876 60 Education of Special Populations of Gifted Students<br />
1100875 60 Theory and Development of Creativity<br />
Total: 300<br />
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B. Training Components<br />
COMPONENT NUMBER: 1100873<br />
COMPONENT TITLE:<br />
Nature and Needs of Students Who Are Gifted<br />
DATA ELEMENTS: Primary Purpose (PP) A/C<br />
Delivery Method (DM) A/C/C/E/I<br />
Evaluation<br />
A/B/C/D/E/F<br />
Follow-up Method M/N/O/P/R/S<br />
MAXIMUM POINT VALUE: 60 Points<br />
SCOPE:<br />
Certified Personnel<br />
General Objective: Demonstrate knowledge of skills in the identification of the nature<br />
and needs of gifted students to include student characteristics, cognitive, social and<br />
emotional needs, history, and current research, and identification and placement.<br />
Specific Objectives:<br />
1. Identify and describe cognitive and affective behaviors, which lead to referrals to<br />
screening and testing for giftedness.<br />
2. Identify characteristics of giftedness and discuss the needs and problems<br />
associated with these characteristics.<br />
3. Identify the role that creative thinking/process/products play in the identification of<br />
giftedness.<br />
4. Demonstrate awareness of how factors such as family dynamics, culture,<br />
integration of self and education influence the development of giftedness.<br />
5. Develop an awareness of existence of special populations.<br />
6. Demonstrate knowledge of normal and advanced (typical and atypical) child<br />
development.<br />
7. Illustrate the relationship between high academic achievement and giftedness.<br />
8. Demonstrate understanding of the difference between potential vs. performance as it<br />
relates to giftedness.<br />
9. Compare and contrast the theories of intelligence that pertain to gifted education.<br />
10. Identify the incidence of identified gifted students at the local, state, and national<br />
levels. Discuss how the prevalence of gifted students varies based on various<br />
definitions of giftedness in terms of culture, socioeconomic level, location, and other<br />
factors.<br />
11. Identify emerging national and state trends in the identification of students who<br />
may be gifted.<br />
12. Describe traditional/alternative assessment instruments/techniques used to screen<br />
and identify students who are gifted. Discuss the advantages and disadvantages of<br />
these instruments/techniques.<br />
13. Explain the referral and identification process in your district. Consider the roles of<br />
students, parents, and school personnel.<br />
14. Define the criteria for gifted eligibility and placement.<br />
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15. Discuss the advantages and disadvantages of labeling gifted students.<br />
16. Discuss the relationship between gifted programming and identification criteria.<br />
17. Describe how gifted services differ from general education services with regard to<br />
curriculum, instruction, assessment, conceptual orientation, grouping, and<br />
environment.<br />
18. Describe different types of service delivery models for gifted programs.<br />
19. Discuss the relationship of the level of need to placement in a continuum of<br />
services.<br />
20. Describe how gifted education is organized at the state and local levels.<br />
21. Identify the social and emotional needs of gifted students and discuss their<br />
implications in determining services.<br />
22. Discuss the positive and negative perceptions of various stakeholders regarding<br />
gifted education and compare to the perspectives presented in the federal report,<br />
“National Excellence: A Case for Developing America’s Talent”.<br />
23. Describe the characteristics of an effective teacher of gifted students.<br />
24. Demonstrate knowledge of the changing nature of state and national definitions of<br />
gifted.<br />
25. Identify the laws that directly impact gifted students and programs in Florida,<br />
including the relationship between ESE and gifted programs.<br />
26. Demonstrate understanding of major historical and contemporary trends that<br />
influence gifted education.<br />
27. Identify and interpret current research findings and recommendations that impact<br />
gifted education, e.g. NAGC Program Standards.<br />
http://www.nagc.org/webprek12.htm<br />
28. Exhibit and understanding of the procedural safeguards for students who are<br />
gifted.<br />
29. Discuss the role of the parent, teacher, and student in the advocacy process.<br />
30. Discuss the need for and benefits of parent involvement in the delivery of gifted<br />
program services.<br />
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COMPONENT NUMBER: 1103872<br />
COMPONENT TITLE:<br />
Curriculum Development for Students Who<br />
Are Gifted<br />
DATA ELEMENTS: Primary Purpose (PP) A/C<br />
Delivery Method (DM) A/C/C/E/I<br />
Evaluation<br />
A/B/C/D/E/F<br />
Follow-up Method M/N/O/P/R/S<br />
MAXIMUM POINT VALUE: 60 Points<br />
SCOPE:<br />
Certified Personnel<br />
General Objective: To demonstrate knowledge and skills in curriculum and instructional<br />
strategies for teaching students who are gifted to include modification of curriculum<br />
content, instructional process, student’s products, and learning environment.<br />
Specific Objectives:<br />
1. Justify the need to differentiate or adapt instruction to respond to the needs of the<br />
gifted learner.<br />
2. Demonstrate understanding of the terminology used in the development of<br />
curriculum for the gifted.<br />
3. Demonstrate knowledge of the role of current state standards of the general<br />
education curriculum and the implications for the education of gifted students.<br />
4. Demonstrate knowledge of the principals of differentiation for gifted learners.<br />
5. Demonstrate the ability to evaluate models for teaching gifted curriculum.<br />
6. Develop an understanding of the issues of equity and excellence as they relate to<br />
gifted.<br />
7. Demonstrate knowledge of effective instructional strategies and the role of the<br />
teacher in implementation of the strategies.<br />
8. Demonstrate the ability to identify gifted curriculum and appropriate instructional<br />
strategies.<br />
9. Demonstrate the ability to develop a unit of instruction aligning curricular<br />
components, including objectives, introduction, teaching strategies, learning<br />
activities, products, resources, and assessments, to meet the cognitive and<br />
affective needs of the gifted.<br />
10. Demonstrate the ability to match instructional strategies and materials to<br />
individual needs of learners.<br />
11. Demonstrate awareness and knowledge of appropriate resources and materials for<br />
developing curriculum and facilitating learning for students who are gifted.<br />
12. Demonstrate knowledge of a continuum of services to support the needs and<br />
interests of gifted students.<br />
13. Demonstrate the ability to identify student outcomes, evaluate student progress,<br />
and develop an appropriate educational plan (EP).<br />
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14. Demonstrate the ability to communicate effectively and work in partnerships with<br />
students, families, and school personnel in the interests of gifted students.<br />
15. Demonstrate skills for incorporating educational technology into the learning<br />
experiences.<br />
16. Demonstrate the ability to select and write appropriate student outcomes.<br />
17. Demonstrate use of a data-based evaluation system for monitoring student<br />
progress and for program evaluation.<br />
18. Demonstrate the ability to communicate results of students’ progress and program<br />
effectiveness to students, parents, and school officials.<br />
19. Demonstrate the ability to organize the learning space to offer individual, smallgroup<br />
and large-group contexts for learning.<br />
20. Demonstrate the ability to effectively manage the classroom.<br />
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COMPONENT NUMBER: 2100874<br />
COMPONENT TITLE: Guidance and Counseling for the Gifted<br />
DATA ELEMENTS: Primary Purpose (PP) A/C<br />
Delivery Method (DM) A/C/C/E/I<br />
Evaluation<br />
A/B/C/D/E/F<br />
Follow-up Method M/N/O/P/R/S<br />
MAXIMUM POINT VALUE: 60 Points<br />
SCOPE:<br />
Certified Personnel<br />
General Objective: Demonstrate knowledge and skills in guidance and counseling of<br />
students who are gifted to include motivation, self-image, intra and interpersonal skills,<br />
career options, emotional and social needs, and communication strategies for teacher.<br />
Specific Objectives:<br />
1. Identify common attitudes, biases, and preconceived expectations held about gifted<br />
children by teachers, parents, age-related peers, and throughout American Society.<br />
2. Identify multiple ways attitudes and myths affect the everyday lives of gifted children,<br />
and impact educational services available to them.<br />
3. Identify at least five current definitions of giftedness. Note the impact each definition<br />
has in school, home, and society at large.<br />
4. Attain a developmental understanding of gifted individuals across the life span from<br />
infancy to adulthood incorporating a holistic perspective.<br />
5. Describe how the interaction between the environment and innate capabilities affects<br />
productivity throughout life.<br />
6. Understand the inner experience of children who are gifted.<br />
7. Become familiar with Dabrowski’s Theory of Positive Disintegration and the<br />
importance of Developmental Potential and over-excitabilities.<br />
8. Become cognizant of personality variables that affect the social and emotional wellbeing<br />
of gifted children.<br />
9. Understand strengths and vulnerabilities of a gifted individual that originates from<br />
within the self.<br />
10. Understand vulnerabilities that are due to another’s reaction to giftedness.<br />
11. Understand vulnerabilities that are due to a specific circumstance.<br />
12. Realize that, by definition, a person who has an I.Q. four or more standard deviations<br />
above the norm will have greater difficulty finding peers and will be misunderstood<br />
by others.<br />
13. Recognize that a person with an I.Q. four or more standard deviations above the norm<br />
is as holistically different from the norm as a person with an I.Q. four or more<br />
standard deviations below the norm is holistically different from the norm.<br />
14. Understand that any grouping of traits for profoundly gifted individuals is merely for<br />
convenience of presentation.<br />
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15. Describe the different social and emotional needs of gifted students from special<br />
populations. Include gender, ethnicity and culture, socio-economic status, twice<br />
exceptional, and under-achieving students.<br />
16. Realize the need for additional or different assessment tools to identify special<br />
population students.<br />
17. Learn how to recognize, understand, and support gifted children with multiple<br />
differences.<br />
18. Identify risk factors and resiliency as related to students who are gifted.<br />
19. Enumerate what you can do as a teacher to help students at risk.<br />
20. List symptoms in children and adults of addiction and physical or sexual abuse.<br />
21. Read Templeton National Report on Acceleration: A nation deceived: How schools<br />
hold back America’s brightest students.<br />
22. Understand two categories of acceleration—grade based and subject based and list 18<br />
acceleration options.<br />
23. Recognize home-schooling as a positive option for some gifted students and families.<br />
24. Be aware of myths, fears, and expectations of teachers and administrators that hold<br />
back students and the research that responds to these concerns.<br />
25. Understand the need for supportive services for gifted individuals due to the<br />
complexity and sensitivity of their nature.<br />
26. Recognize that a counselor, therapist or psychologist must be amply educated in the<br />
gifted field so not to misdiagnose common characteristics of gifted individuals as<br />
pathology.<br />
27. Realize counseling provides empathy and partnership in times of need.<br />
28. Identify activities and resources to assist K-12 students who are gifted in planning for<br />
further education, career, or life choices.<br />
29. Recognize that guidance and career counseling support gifted individuals in decisionmaking<br />
for positive life choices.<br />
30. Help students develop social skills and inspire leadership.<br />
31. Support gifted children’s experience of global interconnectedness and personal<br />
responsibility to take action.<br />
32. Realize that a primary need in life is to belong.<br />
33. Help gifted children to understand that their profound sensitivity and empathy can be<br />
channeled to help humankind.<br />
34. Recognize that perceptivity, empathy, ethics, values, integrity, and leadership are<br />
related.<br />
35. Acquire and refine the knowledge and skills needed to advocate for gifted learners.<br />
36. Identify how parent, teacher, and educational advocates can positively affect gifted<br />
services and programming.<br />
37. Identify advocacy issues, needs, resources, educational laws, skills, and strategies.<br />
38. Support the necessity of self-advocacy by gifted students.<br />
39. Understand that gifted children naturally have unique needs that parents are<br />
challenged to address daily.<br />
40. Recognize that parents of gifted children need guidance and support to respond<br />
suitably to additional needs and demands.<br />
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41. Realize that parents of gifted children may experience isolation from other parents<br />
due to others’ lack of understanding; societal expectation and myths; jealousy;<br />
competition,; and lack of acceptance that gifted children have special needs.<br />
42. Understand the significance of a quote from Mr. Rogers: “The best thing parents can<br />
do for their children is listen to them.”<br />
43. Understand distinguishing characteristics of emotional giftedness.<br />
44. Become aware of characteristics of spiritual giftedness displayed in children.<br />
45. Realize a person can be emotionally or spiritually gifted and not intellectually gifted,<br />
or intellectually gifted and not emotionally or spiritually gifted.<br />
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COMPONENT NUMBER: 2100876<br />
COMPONENT TITLE:<br />
Education of Special Populations of<br />
Gifted Students<br />
DATA ELEMENTS: Primary Purpose (PP) A/C<br />
Delivery Method (DM) A/C/C/E/I<br />
Evaluation<br />
A/B/C/D/E/F<br />
Follow-up Method M/N/O/P/R/S<br />
MAXIMUM POINT VALUE: 60 Points<br />
SCOPE:<br />
Certified Personnel<br />
General Objective: Demonstrate knowledge and skills in educating special populations for<br />
gifted students, including student characteristics and programmatic adaptations of<br />
students who are minorities, underachievers, students who are gifted and disabled,<br />
experientially disadvantaged and highly gifted.<br />
Specific Objectives:<br />
1. Examine the nature of giftedness in relation to multicultural principles and<br />
underserved populations.<br />
2. Acquire knowledge of diversity focus of national standards in gifted education.<br />
3. Justify the need to modify and differentiate the curriculum in terms of the needs of<br />
these special populations.<br />
4. Examine personal cultural competencies.<br />
5. Within the broad spectrum of giftedness in the general population, identify sub-groups<br />
and underserved populations.<br />
6. Understand the learning needs and challenges of diverse types of gifted students.<br />
7. Identify the unique needs of gifted girls, culturally diverse, rural, disabled,<br />
underachieving, highly gifted, young students, and disadvantaged gifted.<br />
8. Examine challenges of finding gifted students from underserved populations.<br />
9. Justify the need to modify and differentiate the curriculum in terms of the needs of<br />
these special populations.<br />
10. Demonstrate knowledge of Plan B State Board of Education Rules, 6A-6.03019,<br />
Special Instructional Programs for Students Who are Gifted.<br />
11. Demonstrate knowledge of alternate assessments and non-traditional screening and<br />
evaluation appropriate for use with students from special populations.<br />
12. Match appropriate screening and identification procedures with the needs of the<br />
special populations.<br />
13. Understand the impact of global diversity issues in education of gifted students from<br />
diverse ethnic perspectives.<br />
14. Examine the rights and perspectives of diverse ethnic religions of gifted students and<br />
first amendment issues.<br />
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15. Identify the characteristics of specific ethnic groups of gifted students.<br />
16. Develop an awareness of and demonstrate teaching strategies for addressing the<br />
needs of specific ethnic groups.<br />
17. Understand the characteristics and needs of linguistic minority gifted students.<br />
18. Appreciate and incorporate the cultural and linguistic perspectives of gifted students<br />
who are bilingual or multilingual into curriculum.<br />
19. Examine policies and procedures for working with gifted LEP (Limited English<br />
Proficient) or ELL (English Language Learners) students.<br />
20. Examine ways to identify high potential linguistic minority students.<br />
21. Identify strategies to effectively work with linguistically diverse gifted students and<br />
those who are classified as LEP or as ELL students.<br />
22. Examine the impact of cultural, ethical, and educational norms and expectations on<br />
underachievement in gifted students.<br />
23. Understand the individual characteristics, attitudes, and circumstances that can affect<br />
the achievement of the gifted student from diverse populations.<br />
24. Explore ways to identify gifted students from special populations who are<br />
unsuccessful in school, examine the characteristics and needs of these students,<br />
and identify strategies to assist these students.<br />
25. Clarify and define diverse types of twice-exceptional gifted students.<br />
26. Demonstrate knowledge, characteristics, and needs of students who are both gifted<br />
and hearing impaired/deaf, visually impaired/blind, and orthopedically disabled.<br />
27. Identify the reasons that gifted students with disabilities are underrepresented in<br />
gifted programs.<br />
28. Discuss strategies and programming needs for gifted students who are twiceexceptional.<br />
29. Identify and describe ADD and ADHD and identify the differences and<br />
similaritiesbetween ADD/ADHD and giftedness.<br />
30. Identify Asperger’s syndrome, its occurrence in gifted students, and examine the<br />
characteristics and needs of these students.<br />
31. Discuss classroom strategies for creating a classroom supportive of gifted students<br />
with behavioral/emotional disorders.<br />
32. Define the different types of gifted learning disabled students and describe<br />
procedures for identifying a gifted learning disabled student.<br />
33. Understand program designs and identify and plan instructional strategies for<br />
teachers of gifted learning disabled students.<br />
34. Identify and describe low socio-economic status populations that are underserved.<br />
35. Examine the nature of giftedness as masked by socioeconomic and educational<br />
disadvantages.<br />
36. Identify inhibiting socioeconomic factors that have prevented services for low<br />
income gifted children who have had inadequate learning opportunities.<br />
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37. Identify key research on identification of disadvantaged gifted students from<br />
underserved populations.<br />
38. Examine alternative, contextual or process oriented forms of assessment as<br />
promising ways to identify low income gifted students.<br />
39. Examine methods and strategies that challenge the unique needs of<br />
disadvantagedgifted children.<br />
40. Research promising programs and services for poor gifted children that would<br />
accommodate their unique needs for skill-development, exposure to relevant<br />
experiences, mentoring opportunities, and access to resources in the community.<br />
41. Identify and describe the impact of non-traditional experiences, values, and cultural<br />
expectations on the development and educational experiences of gifted students.<br />
42. Identify the unique characteristics and needs of, identify strategies for stimulating<br />
personal growth of, and identify community support systems for gifted students<br />
from diverse family structures.<br />
43. Examine concepts of age-appropriate development in relation to concepts of<br />
giftedness.<br />
44. Understand the needs and characteristics of very young gifted students.<br />
45. Examine ways to identify very young gifted students in early childhood<br />
education and support their educational and personal needs.<br />
46. Understand the needs and characteristics of highly gifted students.<br />
47. Identify problems and challenges and present options for developing skills in<br />
highly gifted students.<br />
48. Examine exemplary practices and programs for meeting the needs of the highly<br />
gifted student.<br />
49. Examine gender stereotyping and prejudice that impacts gifted girls, boys; and<br />
lesbian, gay, bisexual, transgender students.<br />
50. Examine the impact of culture and ethnicity on gender expectations for gifted<br />
students from minority groups.<br />
51. Demonstrate knowledge of how gender issues can affect achievement and<br />
aspirations of gifted students and explore the contribution of mentorship to their<br />
education.<br />
52. Identify and describe criteria of effective programs.<br />
53. Examine theories of giftedness in the socio-cultural perspective in relation to goals<br />
for gifted programs.<br />
54. Identify instructional methods that accommodate the needs of special populations.<br />
55. Identify key research on programs for special populations.<br />
56. Communicate and consult with school personnel to evaluate effectiveness of<br />
programs in local schools/districts.<br />
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COMPONENT NUMBER: 1100875<br />
COMPONENT TITLE:<br />
Theory and Development of Creativity<br />
DATA ELEMENTS: Primary Purpose (PP) A/C<br />
Delivery Method (DM) A/C/C/E/I<br />
Evaluation<br />
A/B/C/D/E/F<br />
Follow-up Method M/N/O/P/R/S<br />
MAXIMUM POINT VALUE: 60 Points<br />
SCOPE:<br />
Certified Personnel<br />
General Objective: Demonstrate knowledge and skills in theory and development of<br />
creativity to include elements of creativity such as fluency, flexibility, originality, and<br />
elaboration.<br />
Specific Objectives:<br />
1. Identify the role that creativity plays in personal development.<br />
2. Describe the impact of creativity on personal growth and self-actualization.<br />
3. Identify the elements of creativity.<br />
4. State several definitions of creativity and compare and contrast these definitions.<br />
5. Identify contemporary and historical examples of people who have demonstrated<br />
creativity in various domains and cultural settings.<br />
6. Identify myths and misunderstandings associated with creativity.<br />
7. State several definitions of creativity and compare and contrast these definitions.<br />
8. Identify specific personal, socio-cultural and educational experiences and<br />
opportunities that facilitate/inhibit the development of creativity.<br />
9. Examine and analyze the dynamics of individual creativity and collaborative<br />
creativity.<br />
10. Demonstrate an understanding of the elements of creative thinking (e.g., fluency,<br />
flexibility, originality, and elaboration).<br />
11. Identify critical points in the development of human creativity from early childhood<br />
through adulthood.<br />
12. Identify controversies concerning the nature of creativity to understand why a<br />
universally accepted definition of creativity has not been attained.<br />
13. Identify cognitive and personal characteristics associated with creativity across<br />
cultures and throughout time.<br />
14. Recognize how culture, economics, environment, and time impact the expression of<br />
creativity.<br />
15. Understand the role of assessment in determining creativity and the use of tests and<br />
inventories.<br />
16. Describe, compare, and evaluate different instruments for measuring creativity.<br />
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17. Identify ways to establish a classroom environment that fosters the development and<br />
expression of creativity.<br />
18. Consider role of emotion, physical aspects, exploration/discovery, experimentation,<br />
unpredictability, and ambiguity in creativity.<br />
19. Analyze the creative learning environment from 3 perspectives: personal, sociocultural,<br />
and educational.<br />
20. Describe the importance, implications, and benefits of creative thinking for students<br />
in today’s schools and society.<br />
21. Examine organizational and managerial structures and practices that facilitate/inhibit<br />
the development and expression of creativity.<br />
22. Discuss the nature of innovation and the process of change relative to creative<br />
outcomes.<br />
23. Identify examples of how creative thinking can be used to address problems in<br />
society.<br />
24. Identify tools for generating ideas and focusing thought with overview of relevant<br />
programs.<br />
25. Identify programs or curricula that can serve as initiatives for fostering creativity<br />
(Odyssey of the Mind, Future Problem Solving, Invent America, Artifacts Box,<br />
mentoring, SCAMPER).<br />
26. Demonstrate an understanding of the process of invention and identify the steps of<br />
moving from an idea through the patent process.<br />
27. Using the identified characteristics of the creative individual, plan appropriate<br />
teaching strategies and groupings that support the development and expression of<br />
abilities.<br />
28. Explore and analyze the ethical issues surrounding creativity.<br />
29. Discuss the value of creativity in an era of educational accountability.<br />
30. Examine the role of self-assessment, including portfolio development, in the<br />
evaluation of creative processes and products.<br />
31. Describe characteristics and appropriate criteria used to assess creative outcomes and<br />
products.<br />
32. Develop plans to integrate creativity within and across the content areas focusing on<br />
process and product.<br />
33. Design and implement a personal plan for establishing a classroom environment to<br />
nurture and develop creativity.<br />
34. Create pathways/opportunities for developing individual student creativity<br />
(mentorship, community resources, contests, clubs, special lessons/classes, dual<br />
enrollment, distance learning).<br />
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C. Matrix<br />
Competency<br />
Number<br />
Component<br />
Number<br />
Specific Objective<br />
Number<br />
1 1100873 1 12 23<br />
2 13 24<br />
3 14 25<br />
4 15 26<br />
5 16 27<br />
6 17 28<br />
7 18 29<br />
8 19 30<br />
9 20<br />
10 21<br />
11 22<br />
Method of Competency Demonstration<br />
The participants will demonstrate mastery at or above an<br />
80% level for Competency 1 through multiple activities<br />
which may include:<br />
• Post-test (1-30)<br />
• Informal Group Assessment (1, 2, 6, 7, 8, 9, 10,<br />
11, 12, 24, 25, 26, 27)<br />
• Discussion (3, 4, 5, 13, 14, 15, 16, 17, 18, 19,<br />
20, 21, 22)<br />
• Case Study (21, 23, 29, 30)<br />
2 1103872 1 11<br />
2 12<br />
3 13<br />
4 14<br />
5 15<br />
6 16<br />
7 17<br />
8 18<br />
9 19<br />
10 20<br />
3 2100874 1 7<br />
2 8<br />
3 9<br />
4 10<br />
5 11<br />
6 12<br />
13<br />
The participants will demonstrate mastery at or above an<br />
80% level for Competency 2 through multiple activities<br />
which may include:<br />
• Post-test (1, 5, 6, 8, 12, 14)<br />
• Informal Group Assessment (2, 9, 15, 17)<br />
• Discussion (7, 10, 18, 19, 20)<br />
• Product (3, 16)<br />
• Lesson Plans (4, 11, 13)<br />
The participants will demonstrate mastery at or above an<br />
80% level for Competency 3 through multiple activities<br />
which may include:<br />
• Post-test (1-13)<br />
• Informal Group Assessment (3, 5, 8, 9, 13)<br />
• Discussion (2, 4, 6, 7)<br />
• Case Study (10, 11, 12)<br />
4 2100876<br />
The participants will demonstrate mastery at or above an<br />
1 through 56 80% level for Competency 4 through multiple activities<br />
which may include:<br />
• Post-test (1-56)<br />
• Informal Group Assessment (1, 6, 8, 15, 18, 19,<br />
21, 26, 27, 29, 36, 37, 41, 42, 45,<br />
• Discussion (2, 4, 5, 7, 9, 10, 11, 13, 14, 16, 17,<br />
20, 22, 24, 25, 28, 30, 31, 32, 34, 35, 38, 39, 40,<br />
43, 44, 46, 47, 48, 49, 50, 51, 55, 56)<br />
• Product (3, 12, 23, 33, 52, 53, 54)<br />
5 1100875 1 through 32 The participants will demonstrate mastery at or above an<br />
80% level for Competency 5 through multiple activities<br />
which may include:<br />
• Post-test (1 - 32)<br />
• Informal Group Assessment (4, 5, 8, 9, 11, 16,<br />
17, 18, 19, 20, 21, 25, 26, 30)<br />
• Discussion (1, 2, 12, 13, 22, 23, 24, 28, 29, 31)<br />
• Product (3, 10, 27, 32)<br />
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D. Instructors<br />
Instructors/facilitators are gifted endorsed teachers employed or contracted by the<br />
School District of Osceola County, persons contracted by an institution of higher<br />
education, and/or highly qualified staff members or other instructors approved by the<br />
district. An instructor must have completed the five required courses for the gifted<br />
endorsement, should have a minimum of three years successful experience as a gifted<br />
instructor, must have successful experience as a district trainer, and must have a<br />
recommendation from his or her principal.<br />
V. Completion Requirements<br />
A. Program Completion<br />
Satisfactory completion of individual components for add-on certification purposes<br />
may be demonstrated through the following:<br />
• Instructor’s verification of successful demonstration of all applicable<br />
competencies and products within the component<br />
• Verification of successful demonstration of all applicable competencies within<br />
the component by means of approved Master Inservice Plan from another<br />
district where the component is part of an approved Gifted Endorsement<br />
Program<br />
• Official transcript from a college or university documenting successful<br />
completion of a course where the catalog description establishes a reasonable<br />
equivalence to the District Component.<br />
B. Competency Demonstration<br />
Participants attempting to add the Gifted Endorsement to their Florida Educator’s<br />
Certificates must earn a minimum of 300 Inservice points by successfully completing<br />
the prescribed set of Inservice components including the demonstration of all<br />
competencies required for the endorsement or through documented equivalent means.<br />
In general, competency demonstration will be done through projects, products, tests,<br />
classroom demonstrations, and/or portfolios; however, procedures for evaluation of<br />
competency achievement within components will vary depending on the nature of the<br />
competency. These variations are outlined in the Competency Demonstration Matrix.<br />
Although conventional written tests may be used for assessing knowledge and<br />
understanding of concepts, participants are expected to build a portfolio and maintain<br />
a learning log throughout the training program. Inservice training credits for those<br />
completing the add-on program will be awarded on the basis of a candidate’s<br />
successful completion of the components’ direct instruction and follow-up activities.<br />
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C. Competency Verification<br />
Verification of competencies other than through the procedures stated above is not an<br />
option for the gifted endorsement program. Certificates will be issued to successful<br />
completers as a record of competency completion.<br />
VI. Program Evaluation<br />
The program will be evaluated by using participant assessment, training component<br />
assessment, and program assessment techniques.<br />
A. Evaluation Plan<br />
• Individual participants will be evaluated on the basis of competency acquisition as<br />
verified by the instructor in accordance with the approved competency<br />
demonstration methods and criteria. (In accordance with district Inservice<br />
requirements, any participant who wishes to receive Inservice points must<br />
demonstrate increased competency on at least 80% of the specific objectives<br />
using pre- and post-tests or other valid measures).<br />
B. Annual Review<br />
• Each training component will be evaluated by participants utilizing district staff<br />
development program procedures.<br />
• The program will be assessed by participants, instructors, staff development<br />
personnel, district exceptional student education administrative and supervisory<br />
staff to determine program effectiveness, program efficiency in terms of<br />
management, operation, delivery, and cost effectiveness.<br />
VII. Program Management<br />
Overall management of this alternative endorsement program is the responsibility<br />
of the assigned district staff development add-on program coordinator or designee.<br />
This individual will have responsibility for the provision of training within the<br />
District Master Inservice Plan framework, and for program oversight to ensure<br />
compliance with state standards for operation of add-on endorsement programs.<br />
This responsibility will be carried out in coordination with appropriate district<br />
certification personnel, as well as exceptional education administrative and supervisory<br />
personnel, and program instructors.<br />
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VIII. Candidate Application/Admission<br />
IX. Advisement<br />
• Admission to the alternative program for the purpose of add-on endorsement is<br />
limited to individuals who hold a valid Florida Temporary or Professional<br />
Educator’s Certificate, issued on the basis of a bachelor’s or higher degree, in an<br />
academic area.<br />
• Priority consideration for admission to the program will be given to individuals<br />
currently teaching and assigned out-of-field in the area of Gifted Education.<br />
Other admission of teachers seeking renewal of certification or professional<br />
development or of individuals not currently teaching will be granted at the<br />
discretion of the district on a space-available basis.<br />
Continuing advisement will be provided by the appropriate district office<br />
personnel on matters related to certification add-on offerings, training<br />
requirements, and progress toward completion of the Gifted Endorsement<br />
Program.<br />
X. Attendance<br />
Attendance of 90% is mandatory. Up to 10% of class meetings may be missed if<br />
excused absence class hours are satisfied through a schedule approved by the<br />
instructor.<br />
XI.<br />
Transfer and Utilization of Credit (college or Inservice)<br />
Equivalent or higher content level college credit from a regionally accredited<br />
institution of higher education may be used to satisfy component requirements.<br />
College course(s) are converted to Inservice points with each semester credit hour<br />
equivalent to 20 inservice points. An official college transcript must be requested<br />
by the participant and forwarded to the office of Human Resources and a copy sent<br />
to the Directors of ESE and Student Services and the Director of Professional<br />
Development.<br />
Inservice credit earned in other school districts may be applied to the gifted<br />
endorsement program provided that (1) the component is of equivalent or higher<br />
content level, and (2) the component was earned as part of an approved Add-on<br />
Certification Program for Gifted Education. Participants must request an official<br />
Inservice Transfer Record be sent from the previous employer to Professional<br />
Development.<br />
28<br />
497
XII. Certification of Completion<br />
Upon completion of all program requirements, each participant will work with the<br />
District Add-On Program Coordinator to verify completion of all requirements for<br />
adding the gifted endorsement to a certificate (See Appendix A).<br />
29<br />
498
APPENDIX A<br />
GIFTED EDUCATION, K-12 ADD-ON ENDORSEMENT<br />
PR<strong>OF</strong>ESSIONAL DEVELOPMENT VERIFICATION<br />
Teacher Name<br />
Facility<br />
ID Number<br />
Facility Number<br />
Verification of Inservice Courses:<br />
Course Name<br />
Completion Date<br />
1. Nature and Needs of the Gifted<br />
2. Guidance and Counseling of Gifted Students<br />
3. Curriculum Development for the Gifted<br />
4. Theory and Development of Creativity<br />
5. Education of Special Populations of Gifted Students<br />
College Course Name University Completion Date<br />
Official Sealed Transcripts for ALL College Courses must be sent to Human Resources<br />
The above named teacher has met all of the requirements under the State approved add-on<br />
endorsement for Gifted Education K-12<br />
Director of Professional Development<br />
Date<br />
30<br />
499
ITEMS REMOVED FROM TABLE AND<br />
FROM <strong>THE</strong> CONSENT AGENDA<br />
FOR SPECIAL CONSIDERATION<br />
Consent AGENDA<br />
500
INFORMATION AGENDA ITEMS<br />
NO BOARD ACTION REQUIRED<br />
501
502
503
CURRICULUM & INSTRUCTION<br />
REGULAR AGENDA ITEMS<br />
504
505
506
507
508
ADMINISTRATION/<br />
STUDENT SERVICES<br />
REGULAR AGENDA ITEMS<br />
509
510
511
512
513
514
515
516
517
518
519
520
521
522
523
524
525
526
527
528
529
530
531
532
533
534
535
536
537
538
539
540
541
542
543
544
545
546
547
548
549
550
551
552
553
554
555
556
557
558
559
560
561
562
563
564
565
566
567
568
569
570
571
572
573
574
575
576
577
578
579
580
581
582
583
584
585
586
587
588
589
590
591
592
593
594
595
596
597
598
599
600
601
602
603
604
605
606
607
608
609
610
611
612
613
614
615
616
617
618
619
620
621
622
623
624
625
HUMAN RESOURCES<br />
REGULAR AGENDA ITEMS<br />
626
<strong>THE</strong> <strong>SCHOOL</strong> <strong>DISTRICT</strong> <strong>OF</strong> <strong>OSCEOLA</strong> <strong>COUNTY</strong>, <strong>FLORIDA</strong><br />
<strong>SCHOOL</strong> BOARD AGENDA ITEM<br />
DATE:<br />
Ö«²» ïèô îðïí<br />
Presentation<br />
Consent<br />
TO:<br />
FROM:<br />
<strong>SCHOOL</strong> BOARD MEMBERS<br />
MELBA LUCIANO, SUPERINTENDENT<br />
Information<br />
Regular<br />
SUBJECT/<br />
RECOMMENDATION:<br />
Approval of Job Description - Public Information Officer<br />
FINANCIAL SOURCE:<br />
EXECUTIVE SUMMARY:<br />
Request for approval of the job description Public Information Officer.<br />
This position provides for the development and implementation of a comprehensive district-wide community/<br />
public relations program to include the internal and external customers of the school district, as well as<br />
responsible for the overall management of community involvement in the schools, including school volunteer<br />
and business partnerships.<br />
Salary Range: $83,513 to $113,993<br />
<strong>DISTRICT</strong> FOCUS AREA(S):<br />
STUDENT ACHIEVEMENT: Grow and strengthen instructional<br />
practices to increase the academic achievement of all students<br />
<strong>DISTRICT</strong> GOAL(S):<br />
CLIMATE: Cultivate and sustain a safe and positive environment<br />
where students are engaged in their learning and the rights of all<br />
individuals are protected and respected.<br />
FINANCE/EFFICIENT OPERATIONS: Closely monitor and<br />
manage District finances and operations in order to sustain<br />
educational program priorities over the long term and provide<br />
transparency to the public.<br />
Establish a culture of continuous improvement.<br />
Ensure the education system is differentiated for each learner with the<br />
goal to reduce the achievement gap for each student.<br />
Instructional decisions will be based upon the analysis of student data.<br />
The District will reduce the number of students scoring at level 1 or 2 on<br />
the State Assessments in Reading and Writing.<br />
Increase the graduation rate at all high schools.<br />
Submitted by:<br />
Staff Recommended by:<br />
Restructure the organization & leadership at the District Office to reduce<br />
administrative costs & provide direct supervision of schools by superintendent.<br />
Establish system of accountability to ensure appropriate management of<br />
resources at all levels to provide efficient & fiscally responsible practice.<br />
Build capacity in leadership for the future of the District.<br />
Implement a HR & professional development system that places an emphasis on<br />
high levels of performance & a system which supports employee improvement.<br />
Establish practice which is firm, fair and consistent in all dealings both internally<br />
and externally.<br />
Tammy L. Cope-Otterson, Chief Human Resources Officer<br />
Tammy L. Cope-Otterson, Chief Human Resources Officer<br />
Improve the quality, integrity and consistency of our communications with<br />
all stakeholders.<br />
Establish a climate of individual trustworthiness and trust among all<br />
stakeholders in the educational community.<br />
Enhance relationships with students, parents, employees, Board and<br />
community for the mutual benefit of the District.<br />
Ensure students and staff have a safe learning environment.<br />
Student Achievement - Our #1 Priority<br />
An Equal Opportunity Agency FC-100-1009 (Rev. 02.13.13)<br />
627
<strong>OSCEOLA</strong> <strong>COUNTY</strong> <strong>DISTRICT</strong><br />
JOB DESCRIPTION<br />
Position Title: Public Information Officer<br />
Board Approved:<br />
Position Level:<br />
Administrative Salary Schedule/<br />
Executive Director-12 months<br />
FLSA Status: Exempt<br />
Reports to: Superintendent<br />
GENERAL DESCRIPTION<br />
This position provides for the development and implementation of a comprehensive district-wide<br />
community/public relations program to include the internal and external customers of the school district, as well<br />
as responsible for the overall management of community involvement in the schools, including school volunteer<br />
and business partnerships.<br />
KEY RESPONSIBILITIES<br />
To plan, direct, and coordinate the district’s communications activities designed to inform the public and<br />
employees about what is happening in the schools and district.<br />
To establish a consistent brand and image strategy for the Osceola School District; supporting and expanding the<br />
brand throughout available channels to promote the district’s interests and ensure public awareness of the success<br />
and needs of the district.<br />
To partner with senior district administrators, principals, and department heads in developing, implementing,<br />
evaluating strategic communications, public relations, and marketing plans in support of the district’s mission and<br />
goals.<br />
To effectively establish robust, multi-dimensional public relations and communications programs throughout the<br />
district focusing on internal, external, media, and community stakeholders.<br />
To manage and direct all media responses and inquiries.<br />
To generate awareness and support across stakeholder communities for the district’s mission, strategic<br />
improvement plan, and evolving educational issues.<br />
To serve as the spokesperson for the Osceola County School District through all appropriate channels, including<br />
community outreach initiatives, broadcast and print media, the internet, and social networks.<br />
To create and oversee district special events.<br />
To write and edit speeches, scripts, articles, reports, presentations, proclamations, resolutions, and correspondence<br />
for Superintendent, School Board Members, and senior staff.<br />
To creating high-quality printed publications using excellent writing, editing, and proofreading skills.<br />
To producing eye-catching video programming to showcase district successes and information.<br />
To survey the community and district employees to solicit opinions, suggestions, and recommendations that may<br />
impact the policies and operations of the district.<br />
To collaborate with the Education Foundation – Osceola, as well as community businesses and organizations<br />
through the Partners in Education Program, on numerous projects in support of education.<br />
To oversee the OASIS School Volunteer Department.<br />
To obtain community sponsorships to expand public relations activities beyond allocated department funds.<br />
To assist schools and departments with customized public relations needs and efforts.<br />
To develop public statements and key messages on strategic issues for the Superintendent and School Board<br />
members.<br />
To coordinate public information and media relations during emergency management situations.<br />
To initiate the use of broadcast, internet, intranet, and other mass media and communications channels to support<br />
consistent information, messaging, consensus building, and community understanding of issues related to the<br />
school district’s challenges and success.<br />
To fulfill all public records requests made to the district in a timely and good faith manner.<br />
To perform other duties as assigned by the Supervisor.<br />
628
PERFORMANCE RESPONSIBILITIES:<br />
CLASS SPECIFICATION<br />
Position Title: Public Information Officer Reports to :<br />
Superintendent<br />
Position Level: Administrative<br />
Salary Schedule/Executive<br />
Director<br />
Formal Education:<br />
Work Experience:<br />
Impact of Actions:<br />
Complexity:<br />
Decision Making:<br />
Communications:<br />
Managerial Skills:<br />
Planning:<br />
Job-Related<br />
Knowledge and Skills:<br />
Working Conditions/<br />
Physical Effort:<br />
KEY JOB REQUIREMENTS<br />
Master's degree in Public Relations, English, Mass Communications or related field<br />
with extensive work experience in community/public relations.<br />
Minimum of five (5) years work experience. Experience in education is desirable.<br />
Makes decisions and final recommendations, which routinely affect the activities of an<br />
entire facility or school. Position duties may include responsibility for developing<br />
strategic plans for one or more facilities or schools.<br />
Analytic: Work is non-standardized and widely varied requiring the interpretation and<br />
application of a substantial variety of procedures, policies, and/or precedents used in<br />
combination. Frequently, the application of multiple technical activities is employed;<br />
therefore, analytical ability and inductive thinking are required. Problem solving<br />
involves identification and analysis of diverse issues.<br />
Analytic: Supervision is present to establish broad objectives relative to basic position<br />
duties or departmental responsibilities. Independent judgment is required to set<br />
objectives, coordinate activities within a department or to complete a project. Actions<br />
taken may be based on similar situation encountered in the past.<br />
Requires regular contacts to discuss issues of moderate importance and to respond to<br />
inquiries. Also requires continuing contacts with officials at higher levels on matters<br />
requiring cooperation, explanation and persuasion or with the public involving the<br />
enforcement of regulations, policies and procedures.<br />
Responsible for making recommendations within one department in the areas of<br />
compensation, staff selection, disciplinary action, complaints, employee performance,<br />
appraisal, and similar supervisory duties. Plans, assigns and evaluates the work of<br />
subordinates for effective operations and results of the unit.<br />
Four to Twelve Months: Plan events that will occur during the year, and have some<br />
effect on the department's annual expenditures, and or revenues.<br />
Advanced Professional Skills: The professional theory and practice of the level above,<br />
but applied at the advanced level of a "seasoned" professional. Requires extensive<br />
knowledge of their professional discipline and a working knowledge of related fields.<br />
Understands information in several unrelated professional disciplines.<br />
Work requires only minor physical exertion and/or physical strain. Work environment<br />
involves only infrequent exposure to disagreeable elements.<br />
The above statements are intended to describe the general nature and level of work being performed by employees<br />
assigned to this classification. They are not intended to be construed as an exhaustive list of all responsibilities and<br />
duties required of those in this classification.<br />
629
<strong>THE</strong> <strong>SCHOOL</strong> <strong>DISTRICT</strong> <strong>OF</strong> <strong>OSCEOLA</strong> <strong>COUNTY</strong>, <strong>FLORIDA</strong><br />
<strong>SCHOOL</strong> BOARD AGENDA ITEM<br />
DATE:<br />
Ö«²» ïèô îðïí<br />
Presentation<br />
Consent<br />
TO:<br />
FROM:<br />
<strong>SCHOOL</strong> BOARD MEMBERS<br />
MELBA LUCIANO, SUPERINTENDENT<br />
Information<br />
Regular<br />
SUBJECT/<br />
RECOMMENDATION:<br />
Approval of Job Description - Executive Director of Charter Schools and Educational Choices<br />
FINANCIAL SOURCE:<br />
EXECUTIVE SUMMARY:<br />
Request for approval of the job description Executive Director of Charter Schools and Educational Choices.<br />
This position is responsible for the management and procedural aspects of Charter Schools and Educational<br />
Choices Programs along with Osceola Virtual School. The position serves as the District Liaison for Community<br />
Assistance in implementing Charter Schools and Educational Choices.<br />
Salary Range: $83,513 to $113,993<br />
<strong>DISTRICT</strong> FOCUS AREA(S):<br />
STUDENT ACHIEVEMENT: Grow and strengthen instructional<br />
practices to increase the academic achievement of all students<br />
<strong>DISTRICT</strong> GOAL(S):<br />
CLIMATE: Cultivate and sustain a safe and positive environment<br />
where students are engaged in their learning and the rights of all<br />
individuals are protected and respected.<br />
FINANCE/EFFICIENT OPERATIONS: Closely monitor and<br />
manage District finances and operations in order to sustain<br />
educational program priorities over the long term and provide<br />
transparency to the public.<br />
Establish a culture of continuous improvement.<br />
Ensure the education system is differentiated for each learner with the<br />
goal to reduce the achievement gap for each student.<br />
Instructional decisions will be based upon the analysis of student data.<br />
The District will reduce the number of students scoring at level 1 or 2 on<br />
the State Assessments in Reading and Writing.<br />
Increase the graduation rate at all high schools.<br />
Submitted by:<br />
Staff Recommended by:<br />
Restructure the organization & leadership at the District Office to reduce<br />
administrative costs & provide direct supervision of schools by superintendent.<br />
Establish system of accountability to ensure appropriate management of<br />
resources at all levels to provide efficient & fiscally responsible practice.<br />
Build capacity in leadership for the future of the District.<br />
Implement a HR & professional development system that places an emphasis on<br />
high levels of performance & a system which supports employee improvement.<br />
Establish practice which is firm, fair and consistent in all dealings both internally<br />
and externally.<br />
Michael Allen, Assistant Superintendent for Middle School Curriculum & Instruction<br />
Tammy L. Cope-Otterson, Chief Human Resources Officer<br />
Improve the quality, integrity and consistency of our communications with<br />
all stakeholders.<br />
Establish a climate of individual trustworthiness and trust among all<br />
stakeholders in the educational community.<br />
Enhance relationships with students, parents, employees, Board and<br />
community for the mutual benefit of the District.<br />
Ensure students and staff have a safe learning environment.<br />
Student Achievement - Our #1 Priority<br />
An Equal Opportunity Agency FC-100-1009 (Rev. 02.13.13)<br />
630
<strong>OSCEOLA</strong> <strong>COUNTY</strong> <strong>DISTRICT</strong><br />
JOB DESCRIPTION<br />
Position Title: Executive Director of Charter Schools and<br />
Educational Choices<br />
Position Level:<br />
FLSA Status: Exempt<br />
Administrative Salary Schedule/<br />
12 months<br />
Board Approved:<br />
Reports to: Assistant<br />
Superintendent for Middle School<br />
Curriculum<br />
GENERAL DESCRIPTION<br />
Responsible for the management and procedural aspects of Charter Schools and Educational Choices Programs<br />
and Osceola Virtual School. Serves as the District Liaison for Community Assistance in implementing Charter<br />
Schools and Educational Choices.<br />
KEY RESPONSIBILITIES<br />
To develop plans for overall implementation and operations of the Charter Schools and Educational Choices<br />
and Osceola Virtual School.<br />
To disseminate information about Charter Schools and Educational Choices and Osceola Virtual School to<br />
parents and interested citizens.<br />
To serve as liaison to all planning and advisory committees as related to Charter Schools and Educational<br />
Choices.<br />
To coordinate appropriate staff who will disseminate materials, collect materials, input student assignments,<br />
and provide information to parents regarding student status.<br />
To maintain the "Technical Assistance and Service Guide for Charter Schools and Educational Choices"<br />
document for the District.<br />
To assist in the preparation of all required District and State reports.<br />
To assist in the projecting and reporting of all Charter Schools and Educational Choices and Osceola Virtual<br />
School.<br />
To monitor compliance with established guidelines for all Charter Schools and Educational Choices and<br />
Osceola Virtual School.<br />
To promote, elicit and enhance the level of community involvement in the areas pertaining to the assistance<br />
and understanding of Charter Schools and Educational Choices and Osceola Virtual School.<br />
To provide leadership and technical assistance to administrators, teachers and interested citizens regarding<br />
the Charter Schools and Educational Choices programs and Osceola Virtual School.<br />
To serve as the district representative for all charter school applications.<br />
To act as a liaison to School Board work sessions for the presentation of guidelines and changes which arise<br />
out of parental concerns.<br />
To act as the Superintendent and Board's representative in the resolution and response to parental concerns<br />
involving Educational Choices or Charter Schools.<br />
To instruct Charter and Educational Choices school administrators regarding recruitment efforts.<br />
To remain current and knowledgeable of all annual legislative updates and report their impact to the District.<br />
To supervise assigned personnel, conduct annual performance appraisals and make recommendations for<br />
appropriate employment action.<br />
To perform other duties as assigned by the Supervisor.<br />
631
Position Title: Executive Director of Charter<br />
and Educational Choices<br />
CLASS SPECIFICATION<br />
Reports to :<br />
Assistant Superintendent for<br />
Middle School Curriculum<br />
Position Level:<br />
Administrative Salary<br />
Schedule<br />
Formal Education:<br />
Work Experience:<br />
Impact of Actions:<br />
Complexity:<br />
Decision Making:<br />
Communications:<br />
Managerial Skills:<br />
Planning:<br />
Job-Related<br />
Knowledge and Skills:<br />
Working Conditions/<br />
Physical Effort:<br />
KEY JOB REQUIREMENTS<br />
Master's Degree in Educational Leadership and Administration/Supervision required.<br />
Minimum of three years prior administrative experience. Considerable knowledge<br />
of School Board Administrative Policies and Procedures.<br />
Makes decisions and final recommendations, which routinely affect the activities of<br />
an entire facility or school. Position duties may include responsibility for<br />
developing strategic plans for one or more facilities or schools.<br />
Work is non-standardized and widely varied requiring the interpretation and<br />
application of a substantial variety of procedures, policies, and/or precedents used in<br />
combination. Frequently, the application of multiple technical activities is employed;<br />
therefore, analytical ability and inductive thinking are required. Problem solving<br />
involves identification and analysis of diverse issues.<br />
Supervision is present to establish broad objectives relative to basic position duties<br />
or departmental responsibilities. Independent judgment is required to set objectives,<br />
coordinate activities within a department or to complete a project. Actions taken<br />
may be based on similar situation encountered in the past.<br />
Requires regular contacts to discuss issues of moderate importance and to respond<br />
to inquiries. Also requires continuing contacts with officials at higher levels on<br />
matters requiring cooperation, explanation and persuasion or with the public<br />
involving the enforcement of regulations, policies and procedures.<br />
Responsible for making recommendations within one department in the areas of<br />
compensation, staff selection, disciplinary action, complaints, employee<br />
performance, appraisal, and similar supervisory duties. Plans assigns and evaluates<br />
the work of subordinates for effective operations and results of the unit.<br />
Four to Twelve Months: Plan events that will occur during the year, and have some<br />
effect on the department's annual expenditures and/or revenues.<br />
Advanced Professional Skills: The professional theory and practice of the level above,<br />
but applied at the advanced level of a “seasoned” professional. Requires extensive<br />
knowledge of their professional disciplines and a working knowledge of related fields.<br />
Understands information in several unrelated professional disciplines.<br />
Work requires only minor physical exertion and/or physical strain. Work<br />
environment involves only infrequent exposure to disagreeable elements.<br />
The above statements are intended to describe the general nature and level of work being performed by employees<br />
assigned to this classification. They are not intended to be construed as an exhaustive list of all responsibilities and<br />
duties required of those in this classification.<br />
632
<strong>THE</strong> <strong>SCHOOL</strong> <strong>DISTRICT</strong> <strong>OF</strong> <strong>OSCEOLA</strong> <strong>COUNTY</strong>, <strong>FLORIDA</strong><br />
<strong>SCHOOL</strong> BOARD AGENDA ITEM<br />
DATE:<br />
Ö«²» ïèô îðïí<br />
Presentation<br />
Consent<br />
TO:<br />
FROM:<br />
<strong>SCHOOL</strong> BOARD MEMBERS<br />
MELBA LUCIANO, SUPERINTENDENT<br />
Information<br />
Regular<br />
SUBJECT/<br />
RECOMMENDATION:<br />
Approval of Job Description - Director of Government and Labor Relations<br />
FINANCIAL SOURCE:<br />
EXECUTIVE SUMMARY:<br />
Request for approval of the job description Director of Government and Labor Relations.<br />
This position provides leadership for the District in governmental and labor relations serves as the District’s chief<br />
negotiator for instructional and assigned professional support staff union(s), serves as the District’s liaison to<br />
local and state governments for legislative efforts related to public schools, and coordinates the District’s policy<br />
making efforts.<br />
Salary Range: $81,379 to $110,980<br />
<strong>DISTRICT</strong> FOCUS AREA(S):<br />
STUDENT ACHIEVEMENT: Grow and strengthen instructional<br />
practices to increase the academic achievement of all students<br />
<strong>DISTRICT</strong> GOAL(S):<br />
CLIMATE: Cultivate and sustain a safe and positive environment<br />
where students are engaged in their learning and the rights of all<br />
individuals are protected and respected.<br />
FINANCE/EFFICIENT OPERATIONS: Closely monitor and<br />
manage District finances and operations in order to sustain<br />
educational program priorities over the long term and provide<br />
transparency to the public.<br />
Establish a culture of continuous improvement.<br />
Ensure the education system is differentiated for each learner with the<br />
goal to reduce the achievement gap for each student.<br />
Instructional decisions will be based upon the analysis of student data.<br />
The District will reduce the number of students scoring at level 1 or 2 on<br />
the State Assessments in Reading and Writing.<br />
Increase the graduation rate at all high schools.<br />
Submitted by:<br />
Staff Recommended by:<br />
Restructure the organization & leadership at the District Office to reduce<br />
administrative costs & provide direct supervision of schools by superintendent.<br />
Establish system of accountability to ensure appropriate management of<br />
resources at all levels to provide efficient & fiscally responsible practice.<br />
Build capacity in leadership for the future of the District.<br />
Implement a HR & professional development system that places an emphasis on<br />
high levels of performance & a system which supports employee improvement.<br />
Establish practice which is firm, fair and consistent in all dealings both internally<br />
and externally.<br />
Tammy L. Cope-Otterson, Chief Human Resources Officer<br />
Tammy L. Cope-Otterson, Chief Human Resources Officer<br />
Improve the quality, integrity and consistency of our communications with<br />
all stakeholders.<br />
Establish a climate of individual trustworthiness and trust among all<br />
stakeholders in the educational community.<br />
Enhance relationships with students, parents, employees, Board and<br />
community for the mutual benefit of the District.<br />
Ensure students and staff have a safe learning environment.<br />
Student Achievement - Our #1 Priority<br />
An Equal Opportunity Agency FC-100-1009 (Rev. 02.13.13)<br />
633
<strong>OSCEOLA</strong> <strong>COUNTY</strong> <strong>DISTRICT</strong><br />
JOB DESCRIPTION<br />
Position Title: Director of Government and Labor Relations<br />
Board Approved:<br />
Position Level:<br />
Administrative Salary Schedule/<br />
12 months<br />
FLSA Status: Exempt<br />
Reports to: Chief Human Resources<br />
Officer<br />
GENERAL DESCRIPTION<br />
This position provides leadership for the District in governmental and labor relations serves as the District’s<br />
chief negotiator for instructional and assigned professional support staff union(s), serves as the District’s<br />
liaison to local and state governments for legislative efforts related to public schools, and coordinates the<br />
District’s policy making efforts.<br />
KEY RESPONSIBILITIES<br />
Serve as the District’s chief educational negotiator for instructional and assigned professional support staff<br />
union(s).<br />
Plan, organize, and direct contract negotiations with respective bargaining units<br />
Identify with appropriate staff the District’s goals for each bargaining unit; and to manage labor relations in a<br />
manner that is consistent with the District’s goals and that complies with the negotiated contracts.<br />
Determine the District's issues for negotiation by tracking concerns and suggestions for collaborative<br />
bargaining proposals.<br />
Assist the Superintendent in developing and implementing procedures for collaborative bargaining.<br />
Assist the Superintendent in developing and implementing procedures to inform the School Board and District<br />
administrators, supervisors, and employees concerning the status of contract negotiations.<br />
Coordinate the preparation of the negotiated contracts with the representatives for each bargaining unit and<br />
to ensure that the negotiated contracts are published and available to all employees via the appropriate and<br />
available media.<br />
Interpret language in the negotiated contracts for District administrators, supervisors, and employees in order<br />
to assist in its appropriate application for practical everyday use in labor relations.<br />
Monitor the District’s policies and procedures for compliance with state and federal laws related to labor<br />
relations, Public Employees Relations Commission rulings, and the negotiated contracts.<br />
Administer the negotiated contracts and represent the District in mediation and arbitration processes as<br />
needed.<br />
Coordinate the contract grievance procedure adopted by the School Board, and assist the Superintendent, or<br />
designee, in cases appealed to the District level.<br />
Provide interpretations to District staff and representatives of employee organizations those policies, rules,<br />
and procedures related to collective bargaining as well as maintain current knowledge of state and federal<br />
legislation that affects labor relations in public schools.<br />
Serve as the District’s liaison with Department of Education officials and other state agencies that pertain to<br />
labor relations, Florida School Boards Association, Florida Association of District School Superintendents, and<br />
Florida Educational Negotiators, etc.<br />
Assist in the development and implementation of the District’s employee evaluation/ improvement systems<br />
and performance pay plans and related contract negotiations.<br />
Assist in the development of employee improvement plans as needed and to monitor compliance with state<br />
statutes, state rules, School Board rules, and negotiated contracts on evaluation/ improvement issues.<br />
Identify with appropriate staff the District’s goals for government relations; and to manage government<br />
relations consistent with the District’s goals.<br />
634
Provide legislative updates on current and proposed legislation to the Superintendent, School Board,<br />
administrators, and school/parent groups.<br />
Assist the Superintendent and School Board in the drafting of state legislation proposed by the District for<br />
presentation to the State Legislature as needed.<br />
Assist with the District’s lobbying efforts during the legislative session as needed.<br />
Work collaboratively with District staff in order to assess the potential impact of current and proposed<br />
legislation.<br />
Assist the Superintendent’s community outreach efforts with presentations to local and state governments<br />
and community groups as needed.<br />
Coordinate District policymaking and the School Board Rules development process, and to ensure that the<br />
School Board Rules are published and available to the public via the appropriate and available media.<br />
Serve as the primary contact for District administrators and supervisors with representatives of employee<br />
organizations on questions concerning the interpretation and implementation of School Board policies.<br />
Assist District administrators and supervisors in matters of a legal or technical nature relating to the<br />
interpretation of statutes, charters, ordinances, regulations, School Board policies, and negotiated contracts.<br />
To perform other duties as assigned by the Supervisor.<br />
635
Position Title:<br />
Director of Government and Labor Relations<br />
CLASS SPECIFICATION<br />
Reports to :<br />
Chief Human Resources Officer<br />
Position Level:<br />
Administrative Salary<br />
Schedule<br />
Formal Education:<br />
Work Experience:<br />
Impact of Actions:<br />
Complexity:<br />
Decision Making:<br />
Communications:<br />
Managerial Skills:<br />
Planning:<br />
Job-Related<br />
Knowledge and Skills:<br />
Working Conditions/<br />
Physical Effort:<br />
KEY JOB REQUIREMENTS<br />
Master’s Degree required in Educational Administration and Supervision, Educational<br />
Leadership or a related field.<br />
Minimum of 5 years of successful teaching or administrative experience. Experience in<br />
research and data analysis, program accountability, government relations, negotiation/<br />
labor relations is desirable. Experience as a workshop trainer/facilitator preferred.<br />
Makes decisions and final recommendations which routinely affect the activities of an<br />
entire department, as well as for the District.<br />
Highly Complex: Work is broad in scope covering one or more complicated areas.<br />
Policy, procedure, or precedent is typically created by this position. A high degree of<br />
analytic ability and inductive thinking is required to devise new, non-standard<br />
approaches to highly intricate, technically complex problems.<br />
Highly Complex: Supervision is available to review established departmental, facility,<br />
or school-wide objectives. Independent judgment is required to recommend<br />
departmental, facility, or school-wide objectives, evaluate new approaches to problemsolving,<br />
and assess changing facts or conditions.<br />
Requires regular contact with internal and external persons of importance and<br />
influence involving considerable tact, discretion, and persuasion in gaining the<br />
cooperation of others. Requires the handling of delicate relationships and complex<br />
situations.<br />
Responsible for making recommendations both within and external to the department<br />
in areas of compensation, staff selection, disciplinary action, staff performance<br />
appraisal, and similar supervisory duties. Plans, assigns, and evaluates the work of<br />
subordinates for effective operation of the unit.<br />
Four to Twelve Months: Plan events that will occur during the year, and have some<br />
effect on the department's annual expenditures and/or revenues.<br />
Advanced Professional Skills: The professional theory and practice of the level above,<br />
but applied at the advanced level of a “seasoned” professional. Requires extensive<br />
knowledge of their professional disciplines and a working knowledge of related fields.<br />
Understands information in several unrelated professional disciplines.<br />
Work requires only minor physical exertion and/or physical strain. Work<br />
environment involves only infrequent exposure to disagreeable elements.<br />
The above statements are intended to describe the general nature and level of work being performed by employees<br />
assigned to this classification. They are not intended to be construed as an exhaustive list of all responsibilities and<br />
duties required of those in this classification.<br />
636
<strong>THE</strong> <strong>SCHOOL</strong> <strong>DISTRICT</strong> <strong>OF</strong> <strong>OSCEOLA</strong> <strong>COUNTY</strong>, <strong>FLORIDA</strong><br />
<strong>SCHOOL</strong> BOARD AGENDA ITEM<br />
DATE:<br />
Ö«²» ïèô îðïí<br />
Presentation<br />
Consent<br />
TO:<br />
FROM:<br />
<strong>SCHOOL</strong> BOARD MEMBERS<br />
MELBA LUCIANO, SUPERINTENDENT<br />
Information<br />
Regular<br />
SUBJECT/<br />
RECOMMENDATION:<br />
Approval of Job Description - Principal of Adult Learning Center Osceola and Alternative Education<br />
FINANCIAL SOURCE:<br />
EXECUTIVE SUMMARY:<br />
Request for approval of the job description Principal of Adult Learning Center Osceola and Alternative<br />
Education.<br />
This position provides leadership in planning, developing, implementing and evaluating the district's Community<br />
Education/Adult Programs and the Dropout Prevention and Dropout Retrieval Programs.<br />
Salary Range: $81,379 to $110,980<br />
<strong>DISTRICT</strong> FOCUS AREA(S):<br />
STUDENT ACHIEVEMENT: Grow and strengthen instructional<br />
practices to increase the academic achievement of all students<br />
<strong>DISTRICT</strong> GOAL(S):<br />
CLIMATE: Cultivate and sustain a safe and positive environment<br />
where students are engaged in their learning and the rights of all<br />
individuals are protected and respected.<br />
FINANCE/EFFICIENT OPERATIONS: Closely monitor and<br />
manage District finances and operations in order to sustain<br />
educational program priorities over the long term and provide<br />
transparency to the public.<br />
Establish a culture of continuous improvement.<br />
Ensure the education system is differentiated for each learner with the<br />
goal to reduce the achievement gap for each student.<br />
Instructional decisions will be based upon the analysis of student data.<br />
The District will reduce the number of students scoring at level 1 or 2 on<br />
the State Assessments in Reading and Writing.<br />
Increase the graduation rate at all high schools.<br />
Submitted by:<br />
Staff Recommended by:<br />
Restructure the organization & leadership at the District Office to reduce<br />
administrative costs & provide direct supervision of schools by superintendent.<br />
Establish system of accountability to ensure appropriate management of<br />
resources at all levels to provide efficient & fiscally responsible practice.<br />
Build capacity in leadership for the future of the District.<br />
Implement a HR & professional development system that places an emphasis on<br />
high levels of performance & a system which supports employee improvement.<br />
Establish practice which is firm, fair and consistent in all dealings both internally<br />
and externally.<br />
Pamela A. Tapley, Assistant Superintendent for Secondary & K/8 Curriculum & Instruction<br />
Tammy L. Cope-Otterson, Chief Human Resources Officer<br />
Improve the quality, integrity and consistency of our communications with<br />
all stakeholders.<br />
Establish a climate of individual trustworthiness and trust among all<br />
stakeholders in the educational community.<br />
Enhance relationships with students, parents, employees, Board and<br />
community for the mutual benefit of the District.<br />
Ensure students and staff have a safe learning environment.<br />
Student Achievement - Our #1 Priority<br />
An Equal Opportunity Agency FC-100-1009 (Rev. 02.13.13)<br />
637
<strong>OSCEOLA</strong> <strong>COUNTY</strong> <strong>DISTRICT</strong><br />
JOB DESCRIPTION<br />
Position Title: Principal of Adult Learning Center Osceola and<br />
Alternative Education<br />
Position Level: Administrative FLSA Status: Exempt<br />
Salary Schedule ‐ Elementary or<br />
Middle School Principal / Director<br />
Board Approved:<br />
Reports to: Executive Director of<br />
Secondary and Post Secondary<br />
Education<br />
GENERAL DESCRIPTION<br />
To provide leadership in planning, developing, implementing and evaluating the Community Education/Adult<br />
Programs and the district’s Dropout Prevention and Dropout Retrieval Programs.<br />
KEY RESPONSIBILITIES<br />
Organize needed classes in the general Adult/Community Education Program as evidenced by original and<br />
sustained enrollments, needs assessment surveys or public requests.<br />
Organize, coordinate and serve on pertinent advisory committees.<br />
Develop and administer School Board Rules in compliance with State and Federal regulations.<br />
Provide curricular course offerings in conformance with state laws regarding Adult Education requirements.<br />
Provide and monitor testing and proper placement of students into the Adult Basic Education, Pre-GED, and<br />
GED Prep Training Program.<br />
Secure the necessary teachers and provide for their pre- and inservice training, to staff Adult and Community<br />
Education classes, and to verify status, certification, and payroll process of teachers.<br />
Facilitate and monitor the coordination and articulation of the Adult Learning Center with other instructional<br />
programs.<br />
Assist in the evaluation and selection of textbooks and instructional materials to be recommended for<br />
adoption in assigned areas of responsibility.<br />
Supervise the planning and implementation of relevant dropout prevention and retrieval programs.<br />
Provide support and services to the schools in dealing with potential school leavers and recommend<br />
appropriate Alternative Education Programs.<br />
Develop and publish the District's Dropout Prevention Plan for District and State approval.<br />
Supervise the registration and placement process for all Dropout Prevention and Retrieval Programs.<br />
Monitor the District's dropout prevention and retrieval eligibility lists in an effort to keep them current and<br />
meet state reporting requirements.<br />
Facilitate and assist in the development of the Dropout Prevention and Retrieval Curriculum.<br />
Prepare all required District and State reports associated with Alternative Programs.<br />
Develop all of the necessary registration, referral and monitoring forms, in order to meet all of the state<br />
requirements.<br />
Make recommendations regarding staff development activities for Alternative Programs personnel.<br />
Oversee all of the District's Alternative Education Centers.<br />
To serve as liaison between all of the schools and the Alternative Education Programs in areas of placement,<br />
monitoring and evaluation of students.<br />
To be responsible for administering all of the necessary disciplinary procedures, with the students enrolled in<br />
Alternative Education Programs with the District's Code of Student Conduct.<br />
Assist in the projecting and reporting of all Alternative Education F.T.E.<br />
Prepare and administer respective operational and internal account budgets.<br />
Oversee and provide appropriate educational services in detention facilities within the county.<br />
638
Promote, elicit and enhance the level of community involvement in the areas pertaining to assistance and<br />
understanding of At-Risk Students.<br />
Approve payroll/contract information for all assigned personnel.<br />
Prepare required reports and maintain appropriate records.<br />
Supervise assigned personnel, conduct annual performance appraisals, and make recommendations for<br />
appropriate employment action.<br />
Perform other duties as assigned by Supervisor.<br />
639
Position Title: Principal of Adult Learning<br />
Center Osceola and Alternative Education<br />
CLASS SPECIFICATION<br />
Reports to : Executive<br />
Director of Secondary and<br />
Post Secondary Education<br />
Position Level: Administrative<br />
Salary Schedule ‐ Elementary or<br />
Middle School Principal/Director<br />
Formal Education:<br />
Work Experience:<br />
Impact of Actions:<br />
Complexity:<br />
Decision Making:<br />
Communications:<br />
Managerial Skills:<br />
Planning:<br />
Job-Related<br />
Knowledge and Skills:<br />
Working Conditions/<br />
Physical Effort:<br />
KEY JOB REQUIREMENTS<br />
Master’s Degree in Educational Leadership and Administration/Supervision, and<br />
Principal certification.<br />
Minimum of three years teaching experience and/or Educational Administration, a<br />
minimum of three years as an Assistant Principal, CRT, PRT, Dean, Principal, or as an<br />
Administrator.<br />
Makes decisions and final recommendations, which routinely affect the activities of<br />
an entire facility or school. Position duties may include responsibility for developing<br />
strategic plans for one or more facilities or schools.<br />
Work is non-standardized and widely varied requiring the interpretation and<br />
application of a substantial variety of procedures, policies, and/or precedents used in<br />
combination. Frequently, the application of multiple technical activities is employed;<br />
therefore, analytical ability and inductive thinking are required. Problem solving<br />
involves identification and analysis of diverse issues.<br />
Supervision is present to establish broad objectives relative to basic position duties<br />
or departmental responsibilities. Independent judgment is required to set objectives,<br />
coordinate activities within a department or to complete a project. Actions taken<br />
may be based on similar situation encountered in the past.<br />
Requires regular contacts to discuss issues of moderate importance and to respond<br />
to inquiries. Also requires continuing contacts with officials at higher levels on<br />
matters requiring cooperation, explanation and persuasion or with the public involving<br />
the enforcement of regulations, policies and procedures.<br />
Responsible for making recommendations within one department in the areas of<br />
compensation, staff selection, disciplinary action, complaints, staff performance<br />
appraisal, and similar supervisory duties. Plans, assigns and evaluates the work of<br />
subordinates for effective operation and results of the unit.<br />
Four to Twelve Months: Plan events that will occur during the year, and have some<br />
effect on the department's annual expenditures and/or revenues.<br />
Advanced Professional Skills: The professional theory and practice of the level above,<br />
but applied at the advanced level of a “seasoned” professional. Requires extensive<br />
knowledge of their professional disciplines and a working knowledge of related fields.<br />
Understands information in several unrelated professional disciplines.<br />
Work requires only minor physical exertion and/or physical strain. Work<br />
environment involves only infrequent exposure to disagreeable elements.<br />
The above statements are intended to describe the general nature and level of work being performed by employees<br />
assigned to this classification. They are not intended to be construed as an exhaustive list of all responsibilities and<br />
duties required of those in this classification.<br />
640
BUSINESS & FINANCE<br />
REGULAR AGENDA ITEMS<br />
641
642
643
644
645
646
647
648
649
650
651
652
653
654
Information and<br />
Technology Services<br />
Regular Agenda<br />
655
FACILITIES<br />
REGULAR AGENDA ITEMS<br />
656
657
658
659
660
661
662
663
664
665
666
667
668
669
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671
672
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746
747
748
749
750
751
752
753
754
755
756
757
<strong>SCHOOL</strong> SUPPORT SERVICES<br />
REGULAR AGENDA ITEMS<br />
758
SUPERINTENDENT’S<br />
RECOMMENDATION<br />
REGULAR AGENDA ITEMS<br />
759
760
761
ATTORNEY’S REPORT/LEGAL<br />
ISSUES<br />
762
Superintendent’s Update<br />
763
Old Business<br />
764
New Business<br />
765
Board Member<br />
Comments and<br />
Committee Reports<br />
766
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