more about the tsap

Background: The TSAP was originally designed as a face-to-face assessment center process for participants in district-based alternative teacher certification programs in Florida. The purpose of the TSAP was to identify the competency and skill areas in which a participant had existing knowledge in order to focus the professional development activities of the alternative certification program on gaps. The alternative certification programs for which the TSAP was designed were one-year programs undertaken during a year of teaching on a temporary certificate; therefore, targeting areas of highest need was seen as prudent use of time during an intensive year of activity and learning.

Standards Framework: The framework used for determining competencies was built upon the Florida Educator Accomplished Practices. This framework was developed by the Florida Department of Education after extensive research on definitions and models of competency used by other states as well as national professional organizations. Consultation with educators in other states confirmed that the Accomplished Practices were consistent with identified competencies in other states’ models and were a comprehensive foundation for a teaching skills assessment to be offered nationwide. The Accomplished Practices for the pre-professional or beginning teacher level are:

1. Assessment: The pre-professional teacher collects and used data gathered from a variety of sources. These sources will include both traditional and alternate assessment strategies. Furthermore, the teacher can identify and match the students’ instructional plans with their cognitive, social, linguistic, cultural, emotional and physical needs.
2. Communication: The pre-professional teacher recognizes the need for effective communication in the classroom and is in the process of acquiring techniques which he/she will use in the classroom.
3. Continuous Improvement: The pre-professional teacher realizes that he/she is in the initial stages of a life-long learning process and that self-reflection is one of the key components of that process. While his/her concentration is, of necessity, inward and personal, the role of colleagues and school-based improvement activities increases as time passes. The teacher’s continued professional improvement is characterized by self-reflection, working with immediate colleagues and teammates, and meeting the goals of a personal professional development plan.
4. Critical Thinking: The pre-professional teacher is acquiring performance assessment techniques and strategies that measure higher order thinking skills in students and is building a repertoire of realistic projects and problem solving activities designed to assist all students in demonstrating their ability to think creatively.
5. Diversity: The pre-professional teacher established a comfortable environment which accepts and fosters diversity. The teacher must demonstrate knowledge and awareness of varied cultures and linguistic backgrounds. The teacher creates a climate of openness, inquiry, and support by practicing strategies such as acceptance, tolerance, resolution, and mediation.
6. Ethics: The pre-professional teacher adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida.
7. Human Development and Learning: Drawing upon well established human development/learning theories and concepts and a variety of information about students, the pre-professional teacher plans instructional activities.
8. Knowledge of Subject: The pre-professional teacher has a basic understanding of the subject field and is beginning to understand that the subject is linked to other disciplines and can be applied to real-world integrated settings. The teacher’s repertoire of teaching skills includes a variety of means to assist student acquisition of new knowledge and skills using that knowledge.
9. Learning Environment: The pre-professional teacher understands the importance of setting up effective learning environments and has techniques and strategies to use to do so, including some that provide opportunities for student input into the processes. The teacher understands that she/he will need a variety of techniques and is working to increase his/her knowledge and skills.
10. Planning: Recognizing the importance of setting high expectations for all students, the pre-professional teacher works with other professionals to design learning experiences that meet students’ needs and interests. The teacher candidate continually seeks advice/information from appropriate resources (including feedback), interprets the information, and modifies her/his plans appropriately. Planned instruction incorporates a creative environment and utilizes varied and motivational strategies and multiple resources for providing comprehensible instruction for all students. Upon reflection, the teacher continuously refines outcome assessment and learning experiences.
11. Role of the Teacher: The pre-professional teacher communicates and works cooperatively with families and colleagues to improve the educational experiences at the school.
12. Technology: The pre-professional teacher uses technology available at the school site which is appropriate to the learner. She/he provides students with opportunities to actively use technology and facilitates access to use the electronic resources. The teacher also uses technology to manage, evaluate, and improve instruction.

Specific behavioral indicators are defined for each Accomplished Practice and were used to develop the TSAP online assessment instruments.

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