Computer Science Education (K-12)

CPS
Uniform Core Curricula (UCC)
Uniform Core Curricula
EDF 4430
Measurement
EDE 4504
Learning Environments
RED 4333
Content Area Reading
MAE 4310
Math Practices
EXE 4070
ESE
TSL 4080
ESOL
EDG 4438
Early Field
EDG 4439
Final Field
Use of state-adopted content standards to guide curricula and instruction
Content literacy and mathematical practices
Strategies appropriate for the instruction of English language learners
Strategies appropriate for the instruction of students with disabilities
Strategies to differentiate instruction based on student needs
Strategies and practices to support evidence-based content aligned to state standards and grading practices
Strategies appropriate for the early identification of students in crisis and referral
Strategies to support the use of technology in education and distance learning
Strategies and practices to support effective, research-based assessment and grading practices aligned to state standards
A checkmark indicates the course addresses this UCC element as required for Florida teacher preparation programs. Scroll horizontally on smaller screens to view all columns.
FEAP Matrix
FEAP 1 Professional Responsibilities and Ethics
1.1 The educator adheres to Guidelines for student welfare adopted pursuant to Section 1001.42(8), F.S., including the requirement to refrain from discouraging or prohibiting parental notification of and involvement in critical decisions affecting a student's mental, emotional, or physical health or well-being, unless a reasonably prudent person would believe that disclosure would result in abuse, abandonment, or neglect as defined in Section 39.01, F.S.;
Know That
  • 1 Demonstrates understanding that strong partnerships with parents and families positively influence student behavior and academic outcomes.
  • 2 Demonstrates understanding that effective teaching contributes to long-term life outcomes for all students.
Coursework Evidence
EDF2005 — Foundations of Education · Family Engagement Plan
FEAP 1.1 Know That Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Demonstrates understanding that strong partnerships with parents and families positively influence student behavior and academic outcomes. Demonstrates comprehensive understanding and integrates family partnerships throughout the plan with clear evidence of impact on student outcomes. Demonstrates accurate understanding and appropriately incorporates family partnerships into the plan. Demonstrates partial understanding or limited application of family partnerships. Demonstrates little or no understanding of the role of family partnerships.
Demonstrates understanding that effective teaching contributes to long-term life outcomes for all students. Demonstrates comprehensive understanding and clearly connects teaching practices to long-term student success. Demonstrates accurate understanding and appropriate connections to long-term student outcomes. Demonstrates partial understanding with limited connections to long-term outcomes. Demonstrates little or no understanding of the relationship between teaching and long-term outcomes.
Learn How To
  • 1 Communicates openly, clearly, and honestly with families about matters affecting students' learning.
Clinical Evidence
Internship I · Parent Communication Log
FEAP 1.1 Learn How To Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Communicates openly, clearly, and honestly with families about matters affecting students' learning. Communication is consistently clear, professional, accurate, proactive, and fosters meaningful family engagement. Communication is clear, professional, accurate, and appropriate. Communication is inconsistent, incomplete, or lacks clarity. Communication is unclear, inappropriate, inaccurate, or absent.
1.2 The educator adheres to The rights of students and parents enumerated in Sections 1002.20, 1014.04, 1003.42(3)(a), F.S.;
Know That
  • 5 Demonstrates understanding that an educator's foremost professional responsibility is supporting student growth and safety through sound judgment, ethical practice, and focus on virtuous behavior.
Coursework Evidence
EDF2005 — Foundations of Education · Student Rights Case Study
FEAP 1.2 Know That Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Demonstrates understanding that an educator's foremost professional responsibility is supporting student growth and safety through sound judgment, ethical practice, and focus on virtuous behavior. Demonstrates comprehensive understanding and consistently applies ethical reasoning focused on student growth and safety. Demonstrates accurate understanding and appropriate application of ethical principles. Demonstrates partial understanding or inconsistent application of ethical principles. Demonstrates little understanding or inappropriate application of ethical responsibilities.
Learn How To
  • 2 Prioritizes student safety and well-being in instructional, disciplinary, and support-related decisions.
Clinical Evidence
Internship II · Ethical Decision-Making Reflection
FEAP 1.2 Learn How To Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Prioritizes student safety and well-being in instructional, disciplinary, and support-related decisions. Reflection demonstrates exceptional consideration of student safety and well-being with well-supported decision-making. Reflection demonstrates appropriate consideration of student safety and well-being in decision-making. Reflection demonstrates inconsistent consideration of student safety and well-being. Reflection demonstrates limited or inappropriate consideration of student safety and well-being.
1.3 The educator adheres to The Principles of Professional Conduct of the Education Profession of Florida, pursuant to Rule 6A10.081, F.A.C.; and
Know That
  • 3 Demonstrates understanding that educators play a direct role in shaping student engagement and behavior.
  • 4 Demonstrates understanding that educators serve as influential public servants whose actions affect students' character, attitudes, and behaviors.
Coursework Evidence
EDG4444 — Instructional Design and Classroom Management · Ethics Worksheet
FEAP 1.3 Know That Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Demonstrates understanding that educators play a direct role in shaping student engagement and behavior. Demonstrates comprehensive understanding and insightful application to professional practice. Demonstrates accurate understanding and appropriate application to professional practice. Demonstrates partial understanding or limited application. Demonstrates little understanding of the educator's influence on engagement and behavior.
Demonstrates understanding that educators serve as influential public servants whose actions affect students' character, attitudes, and behaviors. Demonstrates comprehensive understanding and consistently connects professional conduct to student development. Demonstrates accurate understanding and appropriate connections to professional conduct. Demonstrates partial understanding or limited connections. Demonstrates little understanding of the educator's influence on students.
Learn How To
  • 4 Demonstrates professional conduct that strengthens public confidence in the education profession.
Clinical Evidence
Internship II · Professional Dispositions Assessment
FEAP 1.3 Learn How To Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Demonstrates professional conduct that strengthens public confidence in the education profession. Consistently models exemplary professional conduct and serves as a positive representative of the profession. Demonstrates professional conduct consistent with educator expectations and standards. Demonstrates inconsistent professional conduct requiring support or guidance. Demonstrates professional conduct inconsistent with educator expectations and standards.
1.4 The educator adheres to Laws, policies, and professional norms through the timely completion and application of certification and professional learning requirements.
Know That
  • 6 Demonstrates understanding of how principles of the Phoenix Declaration guide daily professional actions and decision-making.
Coursework Evidence
EDG4934 — Final Internship Seminar · Final Professional Development Plan
FEAP 1.4 Know That Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Demonstrates understanding of how principles of the Phoenix Declaration guide daily professional actions and decision-making. Demonstrates comprehensive understanding and thoughtfully integrates the principles into professional decision-making. Demonstrates accurate understanding and appropriate integration of the principles into professional practice. Demonstrates partial understanding or limited integration into professional practice. Demonstrates little understanding of the principles or their application.
Learn How To
  • 3 Maintains compliance with applicable laws, policies, and professional expectations governing educational practice.
Clinical Evidence
Final Internship · Professional Growth Reflection
FEAP 1.4 Learn How To Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Maintains compliance with applicable laws, policies, and professional expectations governing educational practice. Reflection demonstrates exemplary understanding and consistent application of professional requirements and responsibilities. Reflection demonstrates understanding and appropriate application of professional requirements and responsibilities. Reflection demonstrates partial understanding or inconsistent application of professional requirements. Reflection demonstrates limited understanding or failure to apply professional requirements appropriately.
FEAP 2 Professional Learning, Content Knowledge, and Pedagogy
2.1 Engages in relevant professional learning to continuously improve content knowledge and instruction grounded in the cognitive science of learning.
Know That
  • 1 Ongoing professional learning is essential to educator effectiveness and student achievement.
  • 2 Deep content knowledge enables educators to deliver effective instruction.
Coursework Evidence
No course assigned
FEAP 2.1 Know That Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Ongoing professional learning is essential to educator effectiveness and student achievement.
Deep content knowledge enables educators to deliver effective instruction.
Learn How To
  • 5 Collaborate with colleagues and content experts to strengthen instructional practice and professional learning.
Clinical Evidence
No clinical placement assigned
FEAP 2.1 Learn How To Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Collaborate with colleagues and content experts to strengthen instructional practice and professional learning.
2.2 Embeds content knowledge and grade-level benchmarks into instructional practices.
Know That
  • 3 Ensuring mastery of foundational content knowledge supports student confidence and future learning success.
  • 4 Strong content knowledge underpins clear and explicit instruction.
  • 5 Students build understanding by linking new ideas to what they already know across all subject areas.
  • 6 Working memory has limited capacity and can be overwhelmed without instructional support.
  • 7 Long-term memory expands as students connect new learning to existing knowledge.
Coursework Evidence
No course assigned
FEAP 2.2 Know That Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Ensuring mastery of foundational content knowledge supports student confidence and future learning success.
Strong content knowledge underpins clear and explicit instruction.
Students build understanding by linking new ideas to what they already know across all subject areas.
Working memory has limited capacity and can be overwhelmed without instructional support.
Long-term memory expands as students connect new learning to existing knowledge.
Learn How To
  • 1 Apply evidence-based instructional practices such as direct instruction, modeling, guided practice, and formative feedback.
  • 3 Design instruction grounded in the principles of the cognitive science of learning.
  • 4 Support student knowledge building through retrieval practice, mental models and knowledge organizers, and low-stakes assessments.
  • 6 Connect students' prior knowledge to new learning.
Clinical Evidence
No clinical placement assigned
FEAP 2.2 Learn How To Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Apply evidence-based instructional practices such as direct instruction, modeling, guided practice, and formative feedback.
Design instruction grounded in the principles of the cognitive science of learning.
Support student knowledge building through retrieval practice, mental models and knowledge organizers, and low-stakes assessments.
Connect students' prior knowledge to new learning.
2.3 Reflects on instructional effectiveness for professional growth.
Know That
  • 1 Ongoing professional learning is essential to educator effectiveness and student achievement.
Coursework Evidence
No course assigned
FEAP 2.3 Know That Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Ongoing professional learning is essential to educator effectiveness and student achievement.
Learn How To
  • 2 Participate in continuous professional improvement cycles that include inquiry, planning, implementation, analysis, and reflection.
Clinical Evidence
No clinical placement assigned
FEAP 2.3 Learn How To Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Participate in continuous professional improvement cycles that include inquiry, planning, implementation, analysis, and reflection.
FEAP 3 Preparation and Planning
3.1 Plans evidence-based instruction for students to retain knowledge, think critically, and apply learning.
Know That
  • 2 Building students' domain-specific background knowledge supports deeper thinking and learning.
  • 3 Repeated practice is essential for developing student mastery.
Coursework Evidence
No course assigned
FEAP 3.1 Know That Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Building students' domain-specific background knowledge supports deeper thinking and learning.
Repeated practice is essential for developing student mastery.
Learn How To
  • 1 Incorporate knowledge and skills to help students apply conceptual understandings to contexts beyond the classroom.
  • 4 Design purposeful independent practice followed by civil discourse for students to increase learning.
Clinical Evidence
No clinical placement assigned
FEAP 3.1 Learn How To Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Incorporate knowledge and skills to help students apply conceptual understandings to contexts beyond the classroom.
Design purposeful independent practice followed by civil discourse for students to increase learning.
3.2 Prepares instruction aligned to learning goals, assessments, student learning outcomes, and Florida's state academic standards.
Know That
  • 1 Anticipating common misconceptions is a crucial component of content knowledge.
  • 4 Instructional supports, such as scaffolds and examples, are most effective when gradually removed as competence increases.
Coursework Evidence
No course assigned
FEAP 3.2 Know That Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Anticipating common misconceptions is a crucial component of content knowledge.
Instructional supports, such as scaffolds and examples, are most effective when gradually removed as competence increases.
Learn How To
  • 2 Plan lessons using evidence-based strategies, including direct instruction and vocabulary.
  • 5 Identify when content must be further segmented to support student understanding.
Clinical Evidence
No clinical placement assigned
FEAP 3.2 Learn How To Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Plan lessons using evidence-based strategies, including direct instruction and vocabulary.
Identify when content must be further segmented to support student understanding.
3.3 Analyzes student work to plan and adjust instruction.
Know That
  • 5 Identifying students' academic needs and barriers to learning is fundamental to effective planning.
Coursework Evidence
No course assigned
FEAP 3.3 Know That Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Identifying students' academic needs and barriers to learning is fundamental to effective planning.
Learn How To
  • 3 Analyze student work to determine when reteaching through tiered interventions is necessary.
  • 6 Use student work and assessment data to inform lesson planning.
Clinical Evidence
No clinical placement assigned
FEAP 3.3 Learn How To Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Analyze student work to determine when reteaching through tiered interventions is necessary.
Use student work and assessment data to inform lesson planning.
FEAP 4 Learning Environment
4.1 Communicates high expectations for all students.
Know That
  • 1 Educator expectations significantly influence student achievement and growth.
  • 6 Students' capacity to learn is closely connected to their resilience.
Coursework Evidence
No course assigned
FEAP 4.1 Know That Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Educator expectations significantly influence student achievement and growth.
Students' capacity to learn is closely connected to their resilience.
Learn How To
  • 1 Maintain a classroom environment that supports effort and learning from errors.
  • 2 Communicate high expectations through clear, structured, and sequential directions.
  • 6 Reinforce student effort by recognizing progress and growth.
Clinical Evidence
No clinical placement assigned
FEAP 4.1 Learn How To Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Maintain a classroom environment that supports effort and learning from errors.
Communicate high expectations through clear, structured, and sequential directions.
Reinforce student effort by recognizing progress and growth.
4.2 Implements clear rules and routines.
Know That
  • 2 Early establishment and reinforcement of clear expectations and routines promote effective classroom functioning.
Coursework Evidence
No course assigned
FEAP 4.2 Know That Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Early establishment and reinforcement of clear expectations and routines promote effective classroom functioning.
Learn How To
  • 3 Implement consistent behavioral expectations using predictable systems of accountability.
  • 4 Establish classroom routines aligned to school-wide expectations to maximize instructional time.
Clinical Evidence
No clinical placement assigned
FEAP 4.2 Learn How To Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Implement consistent behavioral expectations using predictable systems of accountability.
Establish classroom routines aligned to school-wide expectations to maximize instructional time.
4.3 Organizes and manages students, classroom resources, time, and space.
Know That
  • 3 Students benefit from learning environments that are predictable, safe, and secure.
Coursework Evidence
No course assigned
FEAP 4.3 Know That Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Students benefit from learning environments that are predictable, safe, and secure.
Learn How To
  • 5 Use consistent verbal and non-verbal cues to support efficient classroom management.
Clinical Evidence
No clinical placement assigned
FEAP 4.3 Learn How To Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Use consistent verbal and non-verbal cues to support efficient classroom management.
4.4 Adapts the learning environment with appropriate support to meet the needs of all students.
Know That
  • 4 Flexible grouping can provide support but requires monitoring to avoid negative impacts on learning.
  • 5 Students with disabilities or additional needs often require targeted support developed in collaboration with colleagues and families.
Coursework Evidence
No course assigned
FEAP 4.4 Know That Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Flexible grouping can provide support but requires monitoring to avoid negative impacts on learning.
Students with disabilities or additional needs often require targeted support developed in collaboration with colleagues and families.
Learn How To
  • 1 Maintain a classroom environment that supports effort and learning from errors.
Clinical Evidence
No clinical placement assigned
FEAP 4.4 Learn How To Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Maintain a classroom environment that supports effort and learning from errors.
FEAP 5 Instructional Delivery
5.1 Maintains an appropriate instructional pace that maximizes student learning time.
Know That
  • 1 Instructional pacing directly affects the amount of meaningful learning time available to students.
  • 7 Purposeful classroom discourse supports understanding, vocabulary development, and idea articulation.
Coursework Evidence
No course assigned
FEAP 5.1 Know That Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Instructional pacing directly affects the amount of meaningful learning time available to students.
Purposeful classroom discourse supports understanding, vocabulary development, and idea articulation.
Learn How To
  • 6 Manage instructional pace to balance momentum, reflection, and responsiveness.
Clinical Evidence
No clinical placement assigned
FEAP 5.1 Learn How To Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Manage instructional pace to balance momentum, reflection, and responsiveness.
5.2 Uses high-impact instructional practices grounded in the principles of the cognitive science of learning.
Know That
  • 2 Evidence-based instructional strategies increase student engagement, efficiency, and learning.
  • 8 Adaptive teaching is less effective when it lowers expectations.
Coursework Evidence
No course assigned
FEAP 5.2 Know That Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Evidence-based instructional strategies increase student engagement, efficiency, and learning.
Adaptive teaching is less effective when it lowers expectations.
Learn How To
  • 4 Use varied high-yield instructional approaches (e.g., everybody writes, turn and talk, cold call, show call, and habits of discourse) to sustain engagement and increase mastery with all learners.
  • 7 Implement high-impact strategies from professional learning and adjust based on formative evidence.
  • 8 Select instructional resources aligned to benchmark demands.
Clinical Evidence
No clinical placement assigned
FEAP 5.2 Learn How To Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Use varied high-yield instructional approaches (e.g., everybody writes, turn and talk, cold call, show call, and habits of discourse) to sustain engagement and increase mastery with all learners.
Implement high-impact strategies from professional learning and adjust based on formative evidence.
Select instructional resources aligned to benchmark demands.
5.3 Checks for understanding to adapt instruction as needed.
Know That
  • 6 Instructional adjustments provide targeted support for struggling students.
Coursework Evidence
No course assigned
FEAP 5.3 Know That Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Instructional adjustments provide targeted support for struggling students.
Learn How To
  • 1 Adjust content, processes, and products to meet varied readiness levels while maintaining appropriate challenge.
  • 2 Regularly monitor student work to evaluate learning progress and needs.
  • 3 Adapt instruction based on formative data, student responses, and classroom conditions.
Clinical Evidence
No clinical placement assigned
FEAP 5.3 Learn How To Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Adjust content, processes, and products to meet varied readiness levels while maintaining appropriate challenge.
Regularly monitor student work to evaluate learning progress and needs.
Adapt instruction based on formative data, student responses, and classroom conditions.
5.4 Delivers timely, specific, and actionable feedback.
Know That
  • 3 Feedback plays a key role in helping students monitor their own learning and set new goals.
  • 4 High-quality feedback is most impactful when it is timely, specific, and focused on actionable next steps for improvement.
  • 5 Feedback can be delivered orally or in writing to guide student learning.
Coursework Evidence
No course assigned
FEAP 5.4 Know That Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Feedback plays a key role in helping students monitor their own learning and set new goals.
High-quality feedback is most impactful when it is timely, specific, and focused on actionable next steps for improvement.
Feedback can be delivered orally or in writing to guide student learning.
Learn How To
  • 5 Ask strategic questions and provide feedback and support that advances learning.
Clinical Evidence
No clinical placement assigned
FEAP 5.4 Learn How To Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Ask strategic questions and provide feedback and support that advances learning.
FEAP 6 Data and Assessment
6.1 Knows and understands how to assess student mastery of academic standards.
Know That
  • 1 High-quality assessments provide accurate information about student learning relative to defined goals and standards.
  • 2 Assessment is most effective when its purpose and use are clearly defined.
Coursework Evidence
No course assigned
FEAP 6.1 Know That Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
High-quality assessments provide accurate information about student learning relative to defined goals and standards.
Assessment is most effective when its purpose and use are clearly defined.
Learn How To
  • 1 Design and select assessments aligned to standards and lesson objectives.
  • 2 Use formative assessment techniques to monitor understanding during instruction.
Clinical Evidence
No clinical placement assigned
FEAP 6.1 Learn How To Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Design and select assessments aligned to standards and lesson objectives.
Use formative assessment techniques to monitor understanding during instruction.
6.2 Analyzes data from multiple sources to inform instruction.
Know That
  • 3 Multiple data sources provide a more complete picture of student learning than a single measure.
  • 4 Apparent engagement or effort does not always indicate mastery.
  • 5 Analysis of assessment data strengthens interpretation and instructional decision-making.
Coursework Evidence
No course assigned
FEAP 6.2 Know That Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Multiple data sources provide a more complete picture of student learning than a single measure.
Apparent engagement or effort does not always indicate mastery.
Analysis of assessment data strengthens interpretation and instructional decision-making.
Learn How To
  • 3 Analyze assessment results to determine strengths, needs, and instructional next steps.
  • 4 Use multiple data sources to identify trends and patterns to differentiate between errors and misconceptions.
  • 5 Plan an instructional response to resolve misconceptions and reevaluate learning.
Clinical Evidence
No clinical placement assigned
FEAP 6.2 Learn How To Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Analyze assessment results to determine strengths, needs, and instructional next steps.
Use multiple data sources to identify trends and patterns to differentiate between errors and misconceptions.
Plan an instructional response to resolve misconceptions and reevaluate learning.
6.3 Monitors student progress, provides feedback, and communicates outcomes to parents and students.
Know That
  • 4 Apparent engagement or effort does not always indicate mastery.
Coursework Evidence
No course assigned
FEAP 6.3 Know That Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Apparent engagement or effort does not always indicate mastery.
Learn How To
  • 6 Communicate assessment results clearly to students and families.
Clinical Evidence
No clinical placement assigned
FEAP 6.3 Learn How To Rubric
Statement 4 – Exceeds 3 – Meets 2 – Developing 1 – Unsatisfactory
Communicate assessment results clearly to students and families.
Additional Matrices
ESOL Matrix

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FTCE Professional Ed. Matrix
Program Courses