Computer Science Education (K-12)

The B.S. in Computer Science Education (K–12) program at the University of South Florida provides candidates with structured and supervised clinical experiences designed to connect coursework with authentic classroom practice. Clinical experiences are integrated throughout the professional education sequence and culminate in a final field experience that allows candidates to demonstrate competency in planning, instruction, assessment, and professional responsibilities consistent with the Florida Educator Accomplished Practices (FEAPs).

Early clinical experiences begin with EDG 4438 — Computer Science Early Field Experiences, where candidates participate in guided observation and limited instructional practice in K–12 classroom settings. During this phase, candidates observe experienced teachers, analyze instructional strategies, and begin practicing instructional planning and delivery under supervision. These experiences allow candidates to apply concepts learned in coursework related to instructional design, classroom management, differentiation, and assessment.

The program culminates in EDG 4439 — Computer Science Final Field Experience, which serves as the program's internship. During the final field experience, candidates engage in sustained clinical practice in a K–12 classroom under the supervision of a certified mentor teacher and university supervisor. Candidates gradually assume responsibility for classroom instruction, including lesson planning, instructional delivery, classroom management, and assessment of student learning. Candidates demonstrate their ability to integrate computer science content knowledge with effective pedagogical strategies appropriate for diverse learners.

Throughout the clinical sequence, candidates receive ongoing feedback from mentor teachers and university supervisors. Clinical performance is evaluated using established program assessment instruments aligned with the Florida Educator Accomplished Practices. These evaluations ensure that candidates demonstrate professional competence and readiness for entry into the teaching profession.

Clinical experiences are designed to provide candidates with opportunities to work with diverse student populations and apply evidence-based instructional practices within authentic school environments. By the completion of the program, candidates demonstrate the ability to effectively plan and deliver computer science instruction, create supportive learning environments, assess student learning, and engage in continuous professional improvement.

Field placements for the B.S. in Computer Science Education (K–12) program are coordinated by the University of South Florida College of Education in partnership with local school districts and approved educational settings. Clinical placements are arranged to provide candidates with meaningful opportunities to apply instructional strategies and develop teaching competencies in authentic K–12 classroom environments.

Candidates participating in clinical experiences are placed with qualified mentor teachers who hold valid Florida teaching certification and have demonstrated effective instructional practice. Mentor teachers provide guidance, model effective instructional strategies, and support candidates as they develop professional teaching skills. Candidates are gradually given increased instructional responsibilities throughout the clinical experience.

During the early field experience (EDG 4438), candidates engage in classroom observations, assist with instructional activities, and practice limited teaching responsibilities under the supervision of the mentor teacher. These experiences allow candidates to connect theoretical coursework with practical teaching experiences and begin developing professional teaching competencies.

The final field experience (EDG 4439) serves as the program's culminating clinical internship. During this experience, candidates assume significant responsibility for classroom instruction, including planning lessons, implementing instruction, managing the classroom environment, and assessing student learning. Candidates are expected to demonstrate mastery of instructional practices aligned with the Florida Educator Accomplished Practices (FEAPs).

Candidates are supervised by both a university supervisor and the mentor teacher throughout the clinical experience. The university supervisor conducts observations, provides feedback, and evaluates candidate performance using program assessment instruments aligned with program standards and the Florida Educator Accomplished Practices. Mentor teachers provide ongoing feedback and support the candidate's professional growth during the placement.

Regular communication between the university supervisor, mentor teacher, and teacher candidate ensures that candidates receive continuous guidance and formative feedback throughout the clinical experience. These collaborative supervision practices support candidate development and ensure that candidates demonstrate readiness for entry into the teaching profession.

The B.S. in Computer Science Education (K–12) program utilizes CampusFolio, an electronic assessment and portfolio management system, to monitor candidate progress, collect assessment data, and evaluate program outcomes. CampusFolio serves as the program's centralized platform for managing candidate artifacts, scoring assessments aligned with program standards, and documenting candidate performance throughout the teacher preparation program.

Teacher candidates are evaluated through critical assignments embedded within required coursework and clinical experiences. These assignments are aligned with the Florida Educator Accomplished Practices (FEAPs) and are designed to measure candidate proficiency in instructional planning, instructional delivery, assessment practices, learning environment management, and professional responsibility.

Each FEAP is assessed at least twice during the program to ensure candidates demonstrate both developing and culminating competency. The first evaluation occurs during relevant professional education coursework through course-based critical assignments. The second evaluation occurs during the final field experience (internship) through a comprehensive Teacher Work Sample, which requires candidates to demonstrate the ability to plan instruction, implement lessons, assess student learning, analyze student performance data, and reflect on instructional effectiveness.

Candidates are required to upload all critical assignments into the CampusFolio system prior to course completion. Faculty instructors evaluate candidate submissions using standardized FEAP-aligned rubrics developed for each competency area. These rubrics ensure consistency and reliability in candidate assessment across courses and instructors.

To successfully progress through the program, candidates must demonstrate a minimum performance level of "Accomplished" on each FEAP-aligned critical assignment. If a candidate does not meet the required performance level, the candidate is provided with targeted feedback and an opportunity to revise and resubmit the assignment. Candidates must demonstrate competency in all required FEAP areas before program completion and recommendation for certification.

During the final field experience, the Teacher Work Sample serves as a culminating assessment of candidate performance. This assessment provides evidence that candidates can effectively design standards-based instruction, implement teaching strategies appropriate for diverse learners, assess student learning outcomes, and engage in reflective practice. Performance on the Teacher Work Sample provides an additional measure of candidate readiness for entry into the teaching profession.

The program faculty regularly review assessment data collected through CampusFolio to monitor candidate progress and evaluate overall program effectiveness. Aggregate data from FEAP assessments and critical assignments are analyzed to identify trends in candidate performance and inform program improvement efforts. Findings from these analyses are used to guide curriculum refinement, instructional improvements, and faculty collaboration to ensure continuous program quality.

Through the use of a structured assessment system, standardized rubrics, and ongoing faculty review of candidate performance data, the program ensures that graduates demonstrate the professional knowledge, skills, and dispositions necessary to meet the Florida Educator Accomplished Practices and to be recommended for initial teacher certification in Computer Science K–12.

B.S. Computer Science Education (K–12)

University of South Florida – College of Education

A checkmark indicates the course addresses this FEAP standard. Scroll horizontally on smaller screens to view all columns.

FTCE Computer Science K–12 Competency Matrix

Alignment of specialized CS content courses to FTCE exam competencies.

A checkmark indicates that the course addresses the corresponding FTCE Computer Science K–12 competency. Scroll horizontally on smaller screens to view all columns.

The B.S. in Computer Science Education (K–12) program provides structured remediation and support processes to assist candidates who do not initially demonstrate the required level of proficiency on program assessments aligned with the Florida Educator Accomplished Practices (FEAPs). The purpose of remediation is to ensure that all candidates receive appropriate guidance and opportunities to successfully develop the professional knowledge and skills required for effective teaching.

If a candidate does not achieve the required performance level of "Accomplished" on a FEAP-aligned critical assignment, the faculty instructor provides detailed feedback identifying areas needing improvement. The candidate is then given the opportunity to revise and resubmit the assignment within a specified timeframe. Faculty may provide additional guidance, resources, or targeted support to help the candidate address identified deficiencies.

Candidates who demonstrate repeated difficulty meeting program expectations may be referred for additional support through advising and faculty consultation. A remediation plan may be developed outlining specific actions, timelines, and performance expectations needed to demonstrate competency. The program faculty monitor candidate progress throughout the remediation process to ensure that the candidate receives appropriate academic and professional support.

Successful completion of all FEAP-aligned assessments is required for program progression and recommendation for certification. Candidates must demonstrate proficiency across all required competencies prior to completing the final field experience and program graduation.

Through structured feedback, revision opportunities, and individualized support, the program ensures that all candidates are provided with meaningful opportunities to develop the professional competencies required for successful teaching practice.