This page provides official program documentation prepared for the Florida Department of Education Initial Teacher Preparation (ITP) program approval process. It includes the program curriculum, accreditation alignment, and required matrices demonstrating how the B.S. in Computer Science Education (K–12) meets Florida teacher preparation standards.
The Bachelor of Science in Computer Science Education (K–12) at the University of South Florida is an undergraduate initial teacher preparation program designed to prepare highly qualified educators to teach computer science across Florida's K–12 schools. The program is offered by the USF College of Education and leads to eligibility for initial Florida teacher certification in Computer Science K–12 upon successful completion of all program requirements and passing the required Florida Teacher Certification Examinations (FTCE). The program is designed in accordance with section 1004.04, Florida Statutes, and Rule 6A-5.066, Florida Administrative Code.
The program requires completion of 120 credit hours and integrates foundational professional education coursework, specialized computer science content aligned to Florida certification competencies, and supervised clinical experiences. Coursework is delivered in a 100% online format while ensuring meaningful clinical experiences through structured field placements and a supervised final field experience in K–12 school settings.
The program curriculum is organized around three major components: general education and foundational preparation, professional education coursework, and specialized computer science content coursework. The professional education component includes courses in educational foundations, assessment and measurement, instructional design, literacy development, and mathematics instructional practices. These courses ensure candidates develop the pedagogical knowledge and skills necessary to support diverse learners and implement effective instruction in K–12 classrooms.
The program coursework is further structured into two primary components: professional education coursework aligned with the Uniform Core Curricula and specialized computer science coursework aligned with Florida Teacher Certification Examination (FTCE) competencies. The professional education sequence consists of foundational courses in educational foundations, assessment, instructional design, content literacy, mathematical practices, exceptional student education, and English for Speakers of Other Languages (ESOL), ensuring candidates develop the pedagogical knowledge and skills required by the Uniform Core Curricula and Florida Educator Accomplished Practices. The specialized computer science component consists of 39 credit hours of coursework specifically aligned with the FTCE Computer Science K–12 subject area competencies, preparing candidates in computational thinking, programming, computer systems, networking, data structures, and the social and ethical impacts of computing. This component also includes structured clinical experiences through an early field experience course and a culminating final field experience (internship), during which candidates demonstrate mastery of instructional practices and content knowledge in K–12 classroom settings.
Clinical practice is embedded throughout the program and includes early field experiences and a final field experience (internship) in K–12 classrooms. During early field experiences, candidates observe and practice instructional strategies under the supervision of mentor teachers. The final field experience provides candidates with extended teaching responsibilities and opportunities to demonstrate mastery of instructional planning, classroom management, instructional delivery, and assessment practices.
The program emphasizes the development of teachers who can design engaging learning environments, apply evidence-based instructional practices, and integrate computational thinking and problem-solving skills into K–12 education. Candidates also develop professional dispositions aligned with the Florida Educator Accomplished Practices (FEAPs) and the Uniform Core Curricula requirements for teacher preparation programs.
To support candidate success on certification examinations, the program provides candidates with access to a USF-developed AI-supported FTCE preparation platform, which includes study materials, practice examinations, and adaptive learning tools aligned to the General Knowledge, Professional Education, and Computer Science K–12 FTCE exams.
Graduates of the program are prepared to teach computer science across grade levels and contribute to the growing need for qualified computer science educators in Florida schools. The program supports the state's efforts to expand high-quality computer science instruction and promote computational thinking and digital literacy for all K–12 students.
1.1.1: The program describes its admission requirements including the requirements outlined in section (s.) 1004.04(3)(b), Florida Statutes (F.S.).
Teacher preparation programs are designed for students who intend to become classroom teachers and lead to eligibility for initial teacher certification in the State of Florida.
Admission to the Bachelor of Science in Computer Science Education (K–12) program requires the following:
General Knowledge Test (GKT) — Policy Update
Effective July 1, 2021, the State of Florida removed the requirement that candidates pass the General Knowledge Test (GKT) for admission to teacher preparation programs. While the GKT is no longer required for admission, candidates are strongly encouraged to complete the examination prior to the start of the professional education sequence.
Students applying to the College of Education after a prior departure from a teacher preparation program must disclose the reason for their departure as part of the application review process.
Admission Screening
Applications to the teacher preparation program are reviewed by the College of Education to verify that candidates meet all admission requirements, including minimum GPA, prerequisite coursework, and university admission status. The review process ensures that candidates demonstrate the academic preparation and professional readiness necessary to enter the teacher preparation sequence.
Candidates may be required to meet with an academic advisor to review program expectations, certification requirements, and program progression milestones prior to admission into the professional education sequence.
Prerequisite Coursework
Prior to progression into the professional education sequence, candidates must complete foundational coursework designed to introduce the teaching profession and provide preparation for subsequent pedagogy courses.
Required prerequisite coursework includes:
Candidates must also complete the program's required mathematics pathway prior to enrollment in advanced professional education coursework.
Program Progression Requirements
Candidates admitted to the Computer Science Education (K–12) program must meet the following progression requirements in order to advance through the program and complete clinical experiences:
Candidates who do not meet progression requirements may be required to complete remediation activities or meet with program advisors to develop a plan for successful continuation in the program.
1.2.1: The program describes its plan for annually collecting, monitoring and reporting data on: Admitted candidates • Enrolled candidates • Candidate completers
The Computer Science Education (K–12) program at the University of South Florida implements a structured data monitoring process to track candidate admission, enrollment, progression, and program completion. The purpose of this process is to ensure that program faculty and administrators can monitor candidate progress, evaluate program effectiveness, and report required information to the Florida Department of Education.
Candidate data are collected and maintained by the University of South Florida College of Education in coordination with the Office of the Registrar and institutional data reporting systems. These data are maintained within university student information systems and program assessment platforms used by the College of Education. Institutional reporting tools, including Power BI dashboards, are used to monitor applicant, admitted, and enrolled candidate data, including trends across first-time-in-college and transfer candidates.
Upon admission, candidates are assigned a program of study within the university's student information system, which is used to track required coursework, completed courses, and remaining program requirements. This system allows program faculty, advisors, and candidates to monitor progression toward program completion and serves as a key data source for tracking candidate enrollment and progression.
The program collects and monitors candidate data in the following areas:
Admitted Candidates
Information collected at admission includes candidate grade point average, admission status, program of study, and demographic information. These data allow the program to monitor admission trends and ensure that candidates meet state and institutional admission requirements.
Enrolled Candidates
During the program, candidate progression is monitored through course completion, grade point average, performance on program assessments aligned with the Florida Educator Accomplished Practices, and participation in clinical experiences. The program utilizes CampusFolio, an institutional assessment system, to collect and track candidate performance data, including coursework assessments, portfolio artifacts, field experience participation, internship placements, and internship evaluations. CampusFolio also supports the collection of candidate survey data, including graduation surveys and workforce alignment measures, which are used for program monitoring and reporting.
Program faculty and the program coordinator review candidate performance data each semester and at key transition points to ensure that candidates are successfully progressing through program requirements. Data collected through CampusFolio and institutional systems are used to monitor candidate outcomes, inform advising, and support program improvement.
Program Completers
Upon program completion, the program tracks candidate graduation status, completion of required clinical experiences, and readiness for recommendation for Florida teacher certification. The program also collects and monitors data on program completers' employment outcomes and maintains contact with graduates during the first two years following program completion.
Data collected for program completers include graduate satisfaction survey results, employer satisfaction survey results from school administrators, and employment information. In addition, the program reviews Workforce Alignment Measure (WAM) data provided by the Florida Department of Education to evaluate program completers' impact on K–12 student learning and instructional effectiveness.
These data are used to monitor program outcomes, evaluate graduate effectiveness, and inform program decision-making and continuous improvement.
Candidate data are reviewed each semester and annually by program faculty, the program coordinator, and college leadership to monitor candidate progression and identify areas for program improvement. Aggregate candidate data, including admission, enrollment, and completion information, are reported annually to the Florida Department of Education through the electronic Institutional Program Evaluation Plan (eIPEP) system as required for approved teacher preparation programs.
Through systematic data collection, monitoring, and reporting processes, the program ensures accountability, supports candidate success, and maintains compliance with Florida Department of Education requirements for educator preparation programs.
1.3.1: The program provides the following contact information for the certification ombudsman: name, title, telephone number and email address.
The University of South Florida College of Education designates a certification ombudsman to assist candidates and program completers with the process of obtaining Florida educator certification. The certification ombudsman provides guidance on certification requirements, assists candidates with documentation needed for certification, and serves as a liaison between program completers and the Florida Department of Education.
Certification Ombudsman Contact Information
2.1.1: The program shall indicate how it will instruct and assess each candidate's progress and mastery of the Uniform Core Curricula (UCC) in coursework and field experiences, as defined in Rule 6A-5.066(1), Florida Administrative Code (F.A.C.) to include:
The Bachelor of Science in Computer Science Education (K–12) program at the University of South Florida ensures that each candidate is systematically instructed in and assessed on the Uniform Core Curricula (UCC) through an integrated sequence of professional education coursework, specialized computer science coursework, and supervised clinical experiences. Instruction and assessment occur across coursework and are reinforced through early field experiences and a culminating final field experience (internship). Candidate mastery is assessed through course-embedded assignments, performance-based assessments, portfolio artifacts, and supervised evaluations during clinical experiences. Detailed alignment of coursework to the Florida Educator Accomplished Practices (FEAPs) and UCC components is documented in the FEAP Curriculum Map, Uniform Core Curricula Curriculum Map, Reading Matrix, and ESOL Matrix.
Use of State-Adopted Content Standards to Guide Curricula and Instruction
Candidates are instructed in the use of Florida's state-adopted academic standards, including the Florida Computer Science Standards adopted under Rule 6A-1.09401, Florida Administrative Code. Coursework requires candidates to design standards-aligned lesson plans, instructional units, and assessments. This alignment is explicitly addressed in EDE 4504 (Creating and Differentiating Learning Environments) and EDG 4437 (Teaching and Learning Computer Science for Teachers). During clinical experiences, including EDG 4438 (Early Field Experiences) and EDG 4439 (Final Field Experience), candidates apply these standards in K–12 classroom settings through instructional delivery and assessment of student learning.
Content Literacy and Mathematical Practices
Content literacy is addressed through RED 4333 (Content Area Reading), where candidates learn to integrate reading and writing strategies across content areas. Mathematical practices are addressed through MAE 4310 (Teaching Elementary School Mathematics), where candidates develop strategies to support mathematical reasoning and problem solving. Candidates demonstrate mastery through lesson planning, instructional delivery, and implementation during clinical experiences, including EDG 4439.
Strategies Appropriate for the Instruction of English Language Learners
Strategies for instruction of English language learners are addressed through TSL 4080 (ESOL Curriculum and Pedagogy). Candidates develop skills in planning, delivering, and assessing instruction for linguistically diverse learners. These strategies are applied and assessed during clinical experiences.
Strategies Appropriate for the Instruction of Students with Disabilities
Instruction related to students with disabilities is provided through EXE 4070 (Integrating Exceptional Student Education in the Regular Classroom), where candidates learn inclusive practices, accommodations, and modifications. Candidates apply these strategies in coursework and clinical experiences.
Strategies to Differentiate Instruction Based on Student Needs
Differentiated instruction is a core component of EDE 4504 (Creating and Differentiating Learning Environments), where candidates learn to design instruction based on diverse learner needs, including variations in readiness, learning styles, language proficiency, and exceptionalities. Candidates demonstrate mastery through lesson planning and instructional implementation. During EDG 4439 (Final Field Experience), candidates complete a Teacher Work Sample, in which they plan and implement differentiated instruction, analyze student learning data across diverse groups, and adjust instruction based on student needs.
Strategies and Practices to Support Evidence-Based Content Aligned to State Standards and Grading Practices
Candidates are prepared to implement evidence-based instructional strategies aligned to state standards through coursework and clinical experiences. Instructional planning and delivery are addressed in EDE 4504 and EDG 4437, while candidates apply these practices during EDG 4438 and EDG 4439. Candidates demonstrate mastery through lesson design, instructional delivery, and analysis of student performance.
Strategies Appropriate for the Early Identification of Students in Crisis and Referral
Candidates learn to identify students in crisis and apply appropriate referral procedures in EDE 4504 (Creating and Differentiating Learning Environments). These competencies are reinforced in clinical experiences, including EDG 4438 and EDG 4439, where candidates apply these strategies in K–12 settings and demonstrate appropriate response and referral practices.
Strategies to Support the Use of Technology in Education and Distance Learning
Technology integration is embedded throughout the program and is a central component of the computer science coursework sequence, including EDG 4430 through EDG 4437. Candidates learn to integrate digital tools and design instruction for both in-person and online learning environments.
Strategies and Practices to Support Effective, Research-Based Assessment and Grading Practices
Assessment literacy is developed through EDF 4430 (Measurement for Teachers), where candidates learn to design, implement, and analyze formative and summative assessments aligned to learning objectives and state standards. During EDG 4439 (Final Field Experience), candidates complete a Teacher Work Sample, a performance-based assessment in which they plan, implement, assess, and analyze student learning, demonstrating data-driven instructional decision-making and effective grading practices.
Florida Educator Accomplished Practices (FEAPs)
Instruction and assessment of the Florida Educator Accomplished Practices are embedded across professional education coursework and clinical experiences. Candidates demonstrate mastery through lesson planning, instructional delivery, assessment design, reflection, and performance during EDG 4438 and EDG 4439. Candidates are assessed through course assignments, portfolio artifacts, and evaluations by university supervisors and mentor teachers.
2.1.2: As part of the initial application process, the program provides information on the courses that will be included in the program.
2.2.1: The program describes how it will ensure each candidate is prepared to pass each portion of the FTCE prior to program completion, including the General Knowledge examination, the appropriate Subject Area examination(s) and the Professional Education examination.
The Bachelor of Science in Computer Science Education (K–12) program at the University of South Florida is designed to ensure that each candidate is prepared to successfully pass all required components of the Florida Teacher Certification Examinations (FTCE), including the General Knowledge (GK) Examination, the Professional Education Test, and the Computer Science K–12 Subject Area Examination.
The program follows a structured sequence in which candidates first complete the professional education coursework, followed by the Computer Science certification coursework. The professional education courses provide the pedagogical knowledge and instructional foundations aligned with the competencies assessed on the FTCE Professional Education Test. Candidates are required to pass the FTCE General Knowledge Examination and the FTCE Professional Education Test prior to participation in the final clinical experience (internship). The FTCE Computer Science K–12 Subject Area Examination is required prior to program completion.
The Computer Science certification coursework (EDG 4430–EDG 4437) is specifically designed and developed to align with the competencies and skills assessed on the FTCE Computer Science K–12 Subject Area Examination. Each course addresses specific FTCE competencies, including computational thinking and problem solving, data types and data structures, programming logic, programming languages, computer systems and networking, historical and social issues in computing, and computer science pedagogy. Through coursework, applied assignments, and assessments, candidates demonstrate mastery of these competencies in preparation for the subject area examination.
In addition to coursework, candidates are provided access to a University of South Florida College of Education AI-supported FTCE preparation platform available to all candidates at no cost. The platform includes structured modules aligned to FTCE competencies, interactive instructional content, practice quizzes, and full-length practice examinations that simulate the FTCE testing environment. The system provides immediate feedback on candidate responses and includes an integrated AI learning assistant that offers explanations, guided support, examples, and step-by-step problem-solving assistance to reinforce understanding and address misconceptions.
The College of Education also provides semester-based FTCE preparation workshops for the General Knowledge and Professional Education examinations. These workshops offer candidates additional opportunities to review content, develop test-taking strategies, and receive faculty guidance prior to taking the FTCE.
Candidate readiness for FTCE examinations is monitored through performance in coursework aligned to FTCE competencies, participation in preparation resources, and faculty advisement. Candidates who do not demonstrate readiness are provided with additional support and targeted remediation to ensure they are prepared to successfully complete all required FTCE examinations prior to program completion.
2.2.2: The program provides curriculum maps, showing how the coursework is aligned to the Competencies and Skills for Teacher Certification prescribed in Rule 6A-4.0021, F.A.C., for the following FTCEs:
2.3.1: The program describes a plan to remediate program completers who were referred by the employing Florida school district during the first two years immediately following program completion.
The Bachelor of Science in Computer Science Education (K–12) program at the University of South Florida provides a structured remediation process to support program completers who are referred by their employing Florida school district within the first two years following program completion.
When a program completer is identified by a school district as needing additional support, the College of Education will initiate contact with the completer and, when appropriate, the employing school district to determine the specific areas of need. Based on this information, the program will develop an individualized remediation plan aligned with the Florida Educator Accomplished Practices (FEAP) and the areas identified for improvement.
Remediation support may include targeted professional development, instructional coaching, access to program resources, and guided practice focused on specific areas such as instructional planning, classroom management, assessment, or content-specific pedagogy. Program faculty will work directly with the completer to provide support and ensure that the remediation activities are relevant and effective.
The program also utilizes available data sources, including employer feedback, evaluation results, and Value-Added Model (VAM) data when available, to inform the remediation process and ensure that support is aligned with demonstrated areas of need. Through this structured and responsive approach, the program ensures that completers receive meaningful assistance to improve their instructional effectiveness and support student learning outcomes.
2.3.2: The program describes a plan to monitor program completers who were referred by the employing Florida school district during the first two years immediately following program completion.
The Bachelor of Science in Computer Science Education (K–12) program at the University of South Florida implements a structured monitoring process to ensure that program completers referred by their employing Florida school district receive the support outlined in their remediation plan during the first two years following program completion.
Following the development of an individualized remediation plan, program faculty maintain ongoing communication with the program completer and, when appropriate, with the employing school district to monitor progress. The program establishes regular check-in points to review the completer's progress toward meeting the goals identified in the remediation plan and to ensure that the support being provided is effective.
Monitoring is conducted through multiple data sources, including feedback from school administrators, formal evaluation results, and available student learning data such as Value-Added Model (VAM) reports. These data are used to assess the completer's improvement in the identified areas of need and to determine whether additional support or adjustments to the remediation plan are necessary.
Program faculty document all monitoring activities and maintain records of communication, support provided, and progress toward remediation goals. If a completer is not demonstrating sufficient progress, the program will revise the remediation plan and provide additional targeted support to ensure continued improvement.
Through ongoing communication, data-informed decision making, and systematic documentation, the program ensures that referred completers receive continuous support and that the assistance outlined in the remediation plan is implemented effectively.
2.4.1: The program must submit a written statement verifying it does not distort historical events; does not include curriculum or instruction that promotes identity politics or violates s. 1000.05, F.S.; and does not use curriculum or instruction based on theories that systematic racism, sexism, oppression and privilege are inherent in the institution of the United States and were created to maintain social, political and economic inequalities.
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3.1.1: The program describes its process for selecting the postsecondary faculty, and school district personnel and instructional personnel who meet the qualification outlined in s. 1004.04(5)(a-b), F.S.
Narrative on selection requirements used by the program for postsecondary faculty who instruct, direct or supervise field experiences
The Bachelor of Science in Computer Science Education (K–12) program at the University of South Florida follows a structured and standards-based process for selecting postsecondary faculty who instruct, direct, or supervise field experiences. All faculty assigned to field experience supervision and instruction meet the qualifications outlined in section 1004.04(5)(a), Florida Statutes.
Postsecondary faculty include full-time faculty and qualified adjunct instructors with expertise in teacher education and computer science education. Selection criteria include demonstrated expertise in pedagogy, content knowledge in computer science, and prior experience in P–12 educational settings. Faculty who supervise field experiences are required to have relevant teaching experience in K–12 settings and a strong understanding of the Florida Educator Accomplished Practices (FEAPs), Florida Standards, and FTCE competencies.
University supervisors, including adjunct faculty, are selected based on their professional qualifications, which include prior teaching or administrative experience in K–12 schools, familiarity with clinical supervision practices, and demonstrated effectiveness in supporting teacher candidates. Many supervisors have current or recent experience working within partner school districts, ensuring alignment with district expectations, instructional priorities, and evaluation systems.
All selected faculty are oriented to program expectations, including supervision protocols, candidate evaluation procedures, and use of assessment systems such as CampusFolio. Faculty are responsible for observing candidates, providing structured feedback, evaluating candidate performance using FEAP-aligned instruments, and supporting candidate development throughout early field experiences (EDG 4438) and the final internship (EDG 4439).
Through this structured selection process, the program ensures that postsecondary faculty possess the content expertise, pedagogical knowledge, and clinical supervision skills necessary to effectively support candidate development and evaluate candidate performance during field experiences.
Narrative on selection requirements used by the program for school district personnel who supervise field experiences
The program collaborates with partnering school districts to select qualified school-based personnel, including cooperating teachers and instructional supervisors, who meet the requirements outlined in section 1004.04(5)(b), Florida Statutes.
School-based supervisors are selected by partnering school districts in coordination with the program and must meet state-defined criteria for supervising teacher candidates. These criteria include completion of clinical educator training, demonstrated effectiveness in classroom instruction, and a record of positive impact on P–12 student learning. Cooperating teachers are typically experienced educators with a minimum of three years of successful teaching experience and strong instructional and classroom management practices.
In addition, school-based supervisors are expected to demonstrate expertise in working with diverse student populations, including English language learners and students with exceptionalities, and to model effective instructional practices aligned with Florida Standards and the FEAPs. School administrators and district personnel verify that cooperating teachers meet these qualifications prior to placement of candidates.
The program works closely with district partners to ensure that selected cooperating teachers and supervisors are well-suited to support candidates in computer science education settings. This includes identifying teachers who are capable of supporting instruction in technology-rich environments and computer science content where applicable.
Through this collaborative selection process, the program ensures that school-based personnel supervising field experiences are highly qualified, trained, and capable of mentoring candidates and supporting their development as effective educators.
3.1.2: The program describes its process for monitoring the qualifications of postsecondary faculty, and school district personnel and instructional personnel who instruct, direct or supervise field experience courses or internships in which a student candidate demonstrates his or her impact on p-12 student learning growth, as outlined in s. 1004.04(5)(a-b), F.S.
Narrative on how the program is monitoring qualifications of postsecondary faculty who instruct, direct or supervise field experiences
The Bachelor of Science in Computer Science Education (K–12) program at the University of South Florida implements a systematic process to monitor the qualifications and effectiveness of postsecondary faculty who instruct, direct, or supervise field experiences, in accordance with section 1004.04(5)(a), Florida Statutes.
The program maintains records of faculty qualifications, including academic credentials, teaching experience, and relevant P–12 professional experience. These records are reviewed periodically by program leadership to ensure continued compliance with state requirements and alignment with program needs.
Faculty performance in field experiences is monitored through multiple measures, including candidate evaluations, supervisor observation reports, and review of candidate performance data collected through the program's assessment system (CampusFolio). Program leadership reviews these data to ensure that faculty are effectively supporting candidate development and accurately assessing candidate performance aligned with the Florida Educator Accomplished Practices (FEAPs).
In addition, faculty participate in ongoing professional development and program meetings to ensure continued alignment with program expectations, updated state requirements, and best practices in clinical supervision. Feedback from candidates and program completers is also used to inform decisions regarding continued assignment of faculty to field experience supervision roles.
Through continuous review of qualifications, performance data, and feedback, the program ensures that postsecondary faculty maintain the expertise and effectiveness required to support high-quality field experiences.
Narrative on how the program is monitoring qualifications of school district personnel who supervise field experiences
The program collaborates with partnering school districts to monitor the qualifications and effectiveness of school-based personnel who supervise field experiences, in accordance with section 1004.04(5)(b), Florida Statutes.
School district partners are responsible for verifying that cooperating teachers and instructional supervisors maintain required qualifications, including clinical educator training and demonstrated effectiveness in the classroom. The program works closely with district personnel to ensure that these qualifications are current and that cooperating teachers continue to meet district and state expectations.
The program monitors the effectiveness of school-based supervisors through ongoing communication with district partners, feedback from university supervisors, and candidate evaluations of their field experience placements. Information collected through these sources is reviewed by program leadership to ensure that cooperating teachers are providing appropriate mentorship, support, and feedback to candidates.
Additionally, candidate performance data during field experiences, including internship evaluations aligned with the FEAPs, are used to assess the effectiveness of school-based supervision. If concerns arise regarding a placement or supervising teacher, the program works with the school district to address the issue, which may include providing additional support, reassignment of candidates, or selection of alternative supervisors.
Through collaborative monitoring with school district partners, use of multiple data sources, and ongoing communication, the program ensures that school-based personnel supervising field experiences maintain appropriate qualifications and effectively support candidate development.
3.2.1: The program shall ensure (by including a statement) that it uses its partnering school district(s)' state-approved instructional personnel evaluation system as part of the final summative evaluation of each program candidate during the final internship. The program shall also provide either a web link or a copy of the partnering district(s)' state-approved instructional personnel evaluation system that is being utilized.
Assurance Statement
The Bachelor of Science in Computer Science Education (K–12) program at the University of South Florida ensures that each program candidate is evaluated during the final internship using the state-approved instructional personnel evaluation system of the partnering Florida school district.
During the final clinical experience (EDG 4439 — Computer Science Final Field Experience), candidates are formally evaluated by their cooperating teacher and/or school administrator using the district's approved instructional personnel evaluation system. This evaluation is incorporated as a required component of the candidate's final summative evaluation and is used in conjunction with program-based assessments aligned with the Florida Educator Accomplished Practices (FEAPs).
In addition to the district evaluation system, the program implements a structured evaluation process during the internship to monitor candidate progress and ensure consistency and reliability in candidate assessment. Candidates are evaluated at multiple points during the internship, including midterm and final evaluations, using FEAP-aligned instruments such as a disposition assessment and a comprehensive internship evaluation form. These evaluations are completed collaboratively by both the university supervisor and the cooperating teacher.
The program utilizes an assessment system to track candidate performance across all evaluation instruments. This system flags areas of concern (e.g., "red flag" indicators) when candidates do not meet minimum performance expectations. In such cases, program supervisors initiate targeted support and intervention processes to assist candidates in improving their performance.
Additionally, candidates complete major assignments during the final internship, including the Teacher Work Sample and related instructional artifacts, which are evaluated by both the university supervisor and cooperating teacher to ensure consistency, reliability, and alignment with program expectations.
Through the integration of the district's state-approved instructional personnel evaluation system and the program's structured, FEAP-aligned assessment processes, the program ensures that each candidate is evaluated using multiple measures and held to the same professional standards expected of practicing educators in Florida school districts.
3.3.1: The program describes the content-specific formative and summative evaluation methods that will be utilized by a program candidate to demonstrate positive impact on p-12 student learning growth.
The Bachelor of Science in Computer Science Education (K–12) program at the University of South Florida prepares candidates to demonstrate positive impact on P–12 student learning through the systematic use of content-specific formative and summative assessment strategies embedded within clinical experiences.
During the final internship (EDG 4439 — Computer Science Final Field Experience), candidates complete a comprehensive Teacher Work Sample (TWS), which serves as the primary measure of their impact on student learning. As part of this process, candidates design and implement a standards-aligned instructional unit in computer science and utilize multiple forms of assessment to measure student learning growth.
Formative assessments are used throughout instruction to monitor student understanding and guide instructional decisions. These include ongoing checks for understanding, observation of student performance, questioning strategies, analysis of student work, and other classroom-based assessment techniques. Candidates collect and analyze formative data during instruction to identify student misconceptions, adjust teaching strategies, and differentiate instruction to meet diverse learner needs.
Summative assessments are used to measure overall student learning growth and the effectiveness of instruction. Candidates design and administer pre-assessments and post-assessments aligned with Florida computer science standards and learning objectives. These assessments allow candidates to measure student learning gains over time and evaluate the extent to which instructional goals have been achieved.
Candidates analyze assessment data using structured data analysis procedures, including comparison of pre- and post-assessment results, identification of learning trends, and evaluation of subgroup performance. Based on these analyses, candidates make data-informed instructional decisions and reflect on the effectiveness of their teaching practices.
Evidence of student learning growth, including assessment data, charts, and analysis, is documented within the Teacher Work Sample and evaluated by both the university supervisor and the cooperating teacher. Through this structured process, candidates demonstrate their ability to use assessment data to inform instruction and positively impact P–12 student learning in computer science classrooms.
3.4.1: The program describes how candidates receive feedback on their progress through field experiences. Feedback shall include, at a minimum:
Narrative on how feedback to candidates includes evidence of measurable student learning
The Bachelor of Science in Computer Science Education (K–12) program at the University of South Florida ensures that feedback provided to candidates during field experiences is grounded in measurable evidence of P–12 student learning. During the final internship (EDG 4439 — Computer Science Final Field Experience), candidates collect and analyze student learning data as part of the Teacher Work Sample (TWS), including pre-assessment, formative assessment, and post-assessment results.
University supervisors and cooperating teachers use this data to provide targeted feedback on candidate performance, focusing on the candidate's ability to demonstrate student learning growth. Feedback is based on documented evidence such as student work samples, assessment results, and data analysis artifacts. Candidates are expected to interpret this evidence and demonstrate how their instructional decisions impacted student outcomes.
Through this process, feedback is directly tied to measurable student learning gains, ensuring that candidates understand the relationship between their teaching practices and student achievement.
Narrative on how feedback to candidates strategically builds on prior feedback
The program ensures that feedback provided to candidates is continuous, structured, and builds on prior feedback throughout field experiences. During both early field experiences (EDG 4438) and the final internship (EDG 4439), candidates receive feedback at multiple points, including midpoint and final evaluations, as well as ongoing informal feedback from university supervisors and cooperating teachers.
Feedback is documented through FEAP-aligned evaluation instruments and candidate performance data within the program's assessment system. Supervisors and cooperating teachers reference prior feedback when providing new guidance, allowing candidates to track their progress over time and focus on areas previously identified for improvement.
This iterative feedback process enables candidates to demonstrate growth across clinical experiences, as feedback evolves from foundational instructional skills in early field experiences to more advanced instructional decision-making and impact on student learning during the final internship.
Narrative on how feedback to candidates identifies key action steps for improvement
The program ensures that feedback provided to candidates includes clear, actionable steps for improvement. Feedback from university supervisors and cooperating teachers is aligned with the Florida Educator Accomplished Practices (FEAPs) and is designed to identify specific areas where candidates need to improve their instructional practices.
When candidates do not meet expected performance levels, feedback includes targeted recommendations such as modifying instructional strategies, improving classroom management techniques, strengthening assessment practices, or enhancing differentiation to meet diverse student needs. The program's assessment system supports this process by identifying areas of concern and prompting timely intervention by program supervisors.
Candidates are expected to use this feedback to revise their instructional plans, adjust teaching practices, and demonstrate improvement in subsequent observations and evaluations. Through this structured approach, feedback not only identifies areas for growth but also provides clear direction for candidate improvement and professional development.
3.5.1: The program describes the process or plan for how settings are selected, based upon data, for each candidate's field clinical experiences and internships relevant to program objectives for the development and practice of candidate skills that represent high performing and/or improving schools, in a variety of challenging environments, with a variety of p-12 student populations.
Narrative on process/plan for how field experience settings are selected (using data)
The Bachelor of Science in Computer Science Education (K–12) program at the University of South Florida utilizes a systematic, data-driven process to select field experience settings that provide candidates with opportunities to develop instructional skills across diverse and high-need educational environments.
Field placements are coordinated using the program's assessment system, CampusFolio, which maintains comprehensive records of candidate placements, including school sites, cooperating teachers, and university supervisors. The system integrates publicly available school-level data from the Florida Department of Education to support informed placement decisions.
Using these data, the program intentionally assigns candidates to a variety of school settings across their clinical experiences, including early field experiences (EDG 4438) and the final internship (EDG 4439). Placement decisions ensure that candidates experience a range of school contexts, including high-performing and improving schools, as well as schools that serve diverse student populations in urban, suburban, and, when available, rural settings.
The program prioritizes placements that expose candidates to diverse student populations, including students from varying socioeconomic backgrounds, English language learners (ELL), and students with exceptionalities (ESE). In addition, the program ensures that each candidate completes at least one field experience in a high-needs or low-performing school setting, allowing candidates to develop instructional strategies that support low-achieving students and address achievement gaps.
This structured placement approach ensures that candidates are prepared to teach effectively in a wide range of educational environments and are equipped to meet the needs of diverse P–12 learners.
Narrative on the data used to identify low achieving students and in defining challenging environments within the partnering district
The program uses multiple data sources to identify low-achieving students and define challenging school environments for the purpose of field experience placement decisions.
Primary data sources include publicly available school-level data from the Florida Department of Education, which are integrated into the program's CampusFolio system. These data include school performance grades, student achievement indicators, and demographic characteristics such as socioeconomic status (e.g., percentage of students eligible for free or reduced-price lunch), English language learner (ELL) populations, and exceptional student education (ESE) enrollment.
School performance grades and student achievement data are used to identify low-performing or improving schools, which serve as indicators of environments where students may require additional instructional support. Demographic indicators, including high concentrations of economically disadvantaged students, ELL populations, and students with disabilities, are used to define challenging educational settings.
The program also utilizes a structured approach to analyzing placement diversity by incorporating school demographic data into its assessment system. This allows the program to evaluate and compare the diversity of school settings and ensure that candidates are placed in environments that reflect a broad range of student needs and learning contexts.
Through the use of these data sources, the program ensures that field placements are informed by objective indicators of student need and school context, supporting candidate preparation to effectively teach and support diverse and low-achieving student populations.
3.5.2: The program describes the process or plan for how settings are monitored, based upon data, for each candidate's field clinical experiences and internships relevant to program objectives for the development and practice of candidate skills that represent high performing and/or improving schools, in a variety of challenging environments, with a variety of p-12 student populations.
Narrative on how field experience settings are monitored (using data)
The Bachelor of Science in Computer Science Education (K–12) program at the University of South Florida implements a systematic, data-driven process to monitor field experience settings to ensure that candidate placements remain aligned with program objectives, provide exposure to diverse and high-need school environments, and support the development of candidate instructional skills. Monitoring processes are supported through the program's assessment system and ongoing collaboration with school district partners.
Who is responsible for monitoring the settings?
Monitoring of field experience settings is the responsibility of program leadership, including the program coordinator, faculty overseeing clinical experiences, and the Office of Clinical Education, in collaboration with partnering school districts. These stakeholders work together to ensure that field placements align with program objectives, state requirements, and candidate development needs.
What specific data elements are used to track the settings?
The program uses multiple data elements to monitor field placements, including candidate placement records (school sites, cooperating teachers, and university supervisors), internship and disposition evaluation results, and school-level data such as performance grades, student demographics (e.g., socioeconomic status, ethnicity), English language learner (ELL) populations, and exceptional student education (ESE) enrollment. Candidate placement history across early field experiences and final internships is also tracked to ensure exposure to diverse settings.
What data sources are used?
Data are collected and maintained within the program's assessment system, CampusFolio, which integrates institutional placement records with publicly available school-level data from the Florida Department of Education. Additional data sources include candidate evaluation results completed by university supervisors and cooperating teachers, as well as feedback from school administrators.
How often does the monitoring occur and where is this information stored by the program?
Monitoring occurs on an ongoing basis, including during placement assignments each semester, throughout field experiences, and following completion of each clinical experience. Program faculty and leadership regularly review placement data and candidate performance to ensure alignment with program goals. All placement, demographic, and evaluation data are stored within CampusFolio, where they are maintained for continuous review, reporting, and program improvement.
3.5.3: The program identifies the length of time program candidates will participate in field experiences prior to completing their culminating field experience. The program will also verify the minimum number of weeks of student teaching that is required.
The Bachelor of Science in Computer Science Education (K–12) program at the University of South Florida requires candidates to complete structured field experiences prior to and during their culminating clinical experience to ensure progressive development of instructional skills.
Number of hours of field experiences that are required for candidates to complete prior to their culminating field experience:
Prior to the final internship, candidates complete early field experiences embedded within program coursework. These include a minimum of 15 hours of field experience completed as part of introductory education coursework. In addition, candidates complete EDG 4438 — Computer Science Early Field Experiences, in which they participate in field placements two full school days per week over a 15-week semester, resulting in a minimum of 240 hours of supervised in-school experience. These experiences provide candidates with opportunities to engage in classroom observation, instructional support, and guided teaching practice in P–12 settings.
Number of weeks of student teaching that is required for candidates to complete:
The culminating clinical experience, EDG 4439 — Computer Science Final Field Experience, requires candidates to complete a full-time student teaching internship over a 15-week semester. During this period, candidates are placed in a P–12 classroom five days per week, completing a minimum of 600 hours of clinical practice (15 weeks × 5 days per week × 8 hours per day), and assume increasing responsibility for instruction, classroom management, assessment, and professional responsibilities under the supervision of a cooperating teacher and university supervisor.
4.1.1: The program describes the annual process for how it will collect aggregated data on program candidates and program completers to use for monitoring purposes on each of the following:
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4.2.1: The program describes the process or plan for monitoring:
All narrative responses above should include descriptions of the following:
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4.2.2: The program describes the process or plan for providing remediation for candidates not meeting program performance expectations.
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4.3.1: The program describes the process or plan, and the evidence used to monitor the quality of the following:
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4.4.1: The program describes how aggregated data listed in Criterion 4.1.1 will be analyzed to identify areas of needed improvements and drive decisions for programmatic enhancements.
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4.4.2: The program describes how completer and employer satisfaction surveys will be used for continuous improvement.
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4.4.3: The program describes the roles and responsibilities of stakeholders that will be part of the continuous program improvement process and how their input will be used for enhancing the program.
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