FTCE Prekindergarten/Primary PK-3 study plan

Distinguish the roles of school board, superintendent, principal, and SAC in Florida school governance by building an annotated org chart from memory, then correcting it against notes.

Summarize how Florida's accountability system (school grades, AYP-style reporting, progress monitoring) affects PK-3 classrooms in a one-page brief.

Explain the purpose and legal basis of an Individual Educational Plan (IEP), a 504 plan, and an ELL/ESOL service plan, listing who is responsible for each step.

Map the Florida Educator Accomplished Practices to concrete PK-3 teacher behaviors, writing two examples per practice.

Describe the core elements of the Code of Ethics and Principles of Professional Conduct for the Education Profession in Florida, including reporting obligations and the difference between ethical violations and legal ones.

Outline the major stages of a teacher's career continuum (preservice, induction, professional development, leadership roles) and what supports each stage requires.

Analyze how a school leader uses data (progress monitoring, screening, formative assessment) to guide instructional decisions, and identify which data sources are appropriate for PK-3.

Compare models of shared leadership and explain how teacher leadership teams and professional learning communities support student learning.

Describe how to build a school culture that promotes high expectations and equitable access for all PK-3 learners, including students with disabilities and English language learners.

Explain the role of the Multi-Tiered System of Supports (MTSS) framework in Florida and how it connects to intervention and referral decisions.

Identify strategies for engaging families and community partners as partners in student learning.

Identify the components of effective professional communication with colleagues, families, and administrators, and draft one example of each.

Explain the legal and ethical obligations for confidentiality of student records and the appropriate channels for sharing student information.

Summarize the major learning theories (behaviorism, cognitivism, constructivism, social learning) and match each to a PK-3 classroom practice.

Describe how motivation, classroom management, and positive behavior support influence learning in early childhood settings.

Explain how assessment (formative, summative, screening, diagnostic) informs instruction and how results should be communicated to families.

Review the conventions of standard written English (agreement, tense, pronoun reference, modifiers, parallelism) and identify the error type in 20 practice sentences.

Practice recognizing and correcting sentence fragments, run-ons, and comma splices in written passages.

Explain the rules for punctuation and capitalization and apply them to a short editing exercise.

Identify how word choice, tone, and audience awareness affect professional writing, and revise a draft for clarity and concision.

Interpret and analyze a short informational and a short literary passage, answering inference and main-idea questions with textual support.

Explain the major components of reading (phonemic awareness, phonics, fluency, vocabulary, comprehension) and how each develops in PK-3 learners.

Describe evidence-based instructional routines for phonemic awareness and phonics, including the sequence of phonics skills.

Explain how to build fluency and vocabulary through read-alouds, repeated reading, and word study.

Identify comprehension strategies (predicting, questioning, summarizing, text structure) and describe how to teach them explicitly.

Describe how to use assessment data to identify students at risk for reading difficulty and select appropriate interventions.

Review the developmental sequence of early reading and writing, including the alphabetic principle, concepts of print, and spelling development.

Explain the mathematical content strands for PK-3 (counting and cardinality, operations and algebraic thinking, number and operations in base ten, measurement and data, geometry) and the progression within each.

Describe how to teach number sense, place value, and fact fluency using concrete, representational, and abstract representations.

Explain how to build problem-solving and mathematical reasoning through discourse, multiple representations, and error analysis.

Identify common misconceptions in early mathematics and describe instructional responses to each.

Integrate professional education concepts (learning theory, assessment, classroom management) into written responses to scenario-based questions.

Explain how a school leader supports beginning teachers through induction, coaching, and feedback.

Describe the role of professional development and reflective practice in improving instruction and student learning.

Analyze a case study in which a school must improve student learning outcomes and identify the leadership practices that would address the problem.

Explain how school leaders use data to evaluate the effectiveness of instructional programs and adjust them.

Complete a timed full-length practice test under exam conditions and record the score by domain.

Review every missed item and classify the error as content gap, misreading, or guessing.

Re-study the two weakest domains using the notes and reference sheets built in earlier weeks.

Rehearse the highest-yield facts (FEAPs, governance roles, reading components, math strands, professional education theorists) using spaced retrieval.

Write a final one-page exam-day plan covering timing, pacing, and strategies for constructed responses.