Alternative Certification Program (ACP)

The District Alternative Certification Program (ACP) is based on the Florida Alternative Certification Program and meets the State guidelines as an alternative option for non-education majors, who hold at least a bachelor's degree in a subject for which a professional certificate may be issued, the opportunity to be trained as an educator. After ACP completion, the candidate may seek a professional certificate.

Purpose and Design:

• To develop quality classroom instructors of newly hired teachers with subject area expertise, but who still need to complete professional education preparation for Professional certification. (i.e. – the person has a degree in mathematics but has not completed the professional preparation coursework)
• The ACP participant must be self-directed and capable of being productive within a flexible learning environment. The participant will be teaching while learning strategies and skills based on the Florida Educator Accomplished Practices. The Educator Accomplished Practices are based upon three (3) foundational principles. Those principles focus on high expectations, knowledge of subject matter, and the standards of the profession. Each effective educator applies the foundational principles through six (6) Educator Accomplished Practices:

   

  1. Instructional Design and Lesson Planning.
  2. The Learning Environment.
  3. Instructional Delivery and Facilitation.
  4. Assessment.
  5. Continuous Professional Improvement
  6. Professional Responsibility and Ethical Conduct.

   

• The ACP participant will not have any additional tasks to meet the requirements of PEC as a beginning teacher. Completion of the ACP will satisfy the PEC requirements. The expectation is that a candidate should complete all of ACP within two (2) years.

   

  Eligibility:

  • New teachers who have not taken any of the required professional preparation courses will be eligible for the District Alternative Certification Program.
  • The District Certification Specialist will identify potential candidates based on reviewing college transcripts and verifying eligibility. All of these teachers do have a choice of taking 20 hours of college coursework instead of completing ACP.

   

  Program Components:

• Survival Training Workshop: two (2) days of required preparation before the teacher assumes responsibility for the classroom. Topics include classroom and behavior management, Sunshine State Standards, the Common Core Standards, state and district assessments, lesson planning, multicultural education, instructional strategies, establishing a classroom conducive to learning and the legal and ethical expectations for teachers.
• Support Team: The role of the team is to coordinate and support the professional development of the teacher. Members of the team include the building level administrator (principal or assistant principal), a peer mentor teacher from the school, and an outside educator (a university or district professional). The peer mentor is to provide face-to-face feedback and assistance throughout the learning experience.
• Task & Assessment Binder: There are 4 portfolios in the ACP binder. Portfolio 1 Planning for Instruction & Assessment (1.1; 1.2; 1.3. 1.4; 1.5; 1.6) Portfolio 2 Interacting with Students Observations (2.1 ; 2.2; 2.3; 2.4; 2.5 ;2.6) Portfolio 3 Supporting a Positive Learning Environment (3.1; 3.2; 3.3; 3.4) Portfolio 4 Becoming a Professional (4.1; 4.2.; 4.3; 4.4; .4.5; 4.6; 4.7)
• Textbooks: - Educational Psychology Developing Learners by Jeanne Ormond - K-12. Classroom Teaching Classroom Teaching A Primer for New Professionals by Andrea Guillaume - Secondary School Teaching A Guide to Methods & Resources by Richard Kellough and Noreen Kellough. - A Resource Guide for Elementary School Teaching Planning for Competence by Patricia Roberts, Richard Kellough, and Kay Moore
• Mentoring Mondays: Regularly scheduled sessions will be offered and facilitated by the District ACP contact. Content will be based on the monthly task schedule to assist candidates in completing ACP.

Obtaining Professional Certification:

Beginning/Inexperienced Teachers and Experienced Teachers new to the District will meet the following requirements

1. The Professional Education Competence Program is required in Florida Statute 1012.56(8)(b): Instructional staff must demonstrate mastery of professional education competencies.
2. Documenting the demonstration of professional education competence will occur within the Marion County Instructional Evaluation System (MCIES).
3. A peer teacher will be recommended by the principal and assigned jointly by the principal and K-12 Academic Services.
4. MCIES Observations: District plan for first year (Category 1) Teachers or Experienced Teachers new to the District. The District plan includes Formal Observations, Informal Observations and Walkthroughs.
5. An Individual Professional Development Plan will be developed by the teacher based on reviewing the data collected through observation.
6. The P.E.C. Program Final Assessment Form will be completed, signed by the beginning teacher and the administrator. The completed original Final Assessment form should be sent to K-12 Academic Services.
7. The Beginning Teacher and Peer Teacher Interaction Logs will be completed, signed by the beginning teacher, peer teacher, and the administrator. The completed original interaction logs should be sent to K-12 Academic Services. NOTE: Only hours documented off-contract time will be considered for supplement compensation to the peer teacher.
8. The D.O.E. Professional Education Competence Verification Form will be sent to the Certification Specialist by the District Contact.
9. Test Results (per requirements determined by Employment Services for Certification).