FEAPS
1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently:
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a. Aligns instruction with state-adopted standards at the appropriate level of rigor;
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I made a lesson plan that was for a small group of students for guided reading. I made sure that while coming up with this lesson that I aligned my instructions with state-adopted standards. I also made sure the book I chose was at the right reading level for the group of students I called over to do this guided reading with.
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b. Sequences lessons and concepts to ensure coherence and required prior knowledge;
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During one of my lessons that I had planned out for internship class I asked certain questions about a book I was going to have the students read. I pulled a small guided reading group and had the students look at the cover of the book before I had them open it up. The class had been learning about story structure and fiction and nonfiction books. The questions I asked this group made them go back and think about what they have learned previous weeks. For example, I asked the group, "By just looking at the cover of this book do you think this book is a fiction or a nonfiction book and why?" One student answered by saying the book was fiction because it has characters in it. That student knew that information because of what my CT taught her and the class a few weeks ago.
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c. Designs instruction for students to achieve mastery;
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When teaching my students, a science unit on renewable and nonrenewable resources, I noticed that they were still struggling with the difference between the two. So, during one of my lessons I decided to make an anchor chart with my students on renewable and nonrenewable resources. For the anchor chart, I set it up like a T-chart so that the students could separate the two types of resources. While I was making this anchor chart the students were also making it in their notebooks. As a class we discussed the difference between renewable and nonrenewable resources and wrote the definition of both. Then I called on students to tell me a resource and which category it fell under and why. The artifact for this FEAP is the anchor chart I made with the students. Also, after my instruction I noticed that the students achieved mastery because on the unit test all the students got the question right that was asking about the difference between the two resources.
d. Selects appropriate formative assessments to monitor learning;
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1) During a guided reading, I had the students read a book about bottlenose dolphins. There was a lot of facts and opinions during this reading. One formative assessment that I did with this guided reading group was a group discussion on what a fact and an opinion is. Then I was doing some questioning about facts and opinion with the group. I would read a certain sentence in the book and ask questions like if it was a fact or an opinion. Then the last formative assessment that I had this guided reading group do was a sorting facts and opinions worksheet. During all these formative assessments, I would monitor the students’ learning and see if they needed more practice on facts and opinions.
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2) During a lesson I was teaching on "Measuring Volume" I had to show students how to measure the volume of a liquid. I first pulled out a graduated cylinder with water already in it. Then I asked the students if they knew how to measure the volume of the water in the graduated cylinder. Some students weren't familiar with the process so I had to review the steps with the whole class. I wanted to make sure that the whole class understood how to measure the volume of a liquid after my lesson so I had a formative assessment that monitored student learning. The formative assessment was a worksheet with graduated cylinders on it and each graduated cylinder had a different amount of water in it. The students would have too look and write the volume for each liquid. After collecting this formative assessment I was able to figure out how many students were still struggling with this concept and which students mastered the concept.
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e. Uses diagnostic student data to plan lessons; and
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Before doing one of my lesson I looked at the all the students’ work to decide how I wanted to teach the lesson. I knew that certain students would struggle with this lesson I was planning so I wanted to have different groups. My CT and myself decided to co-teach this lesson. I took the larger group of students and my CT took the smaller group of students and my CT worked with them in the back of the classroom. There were two groups of instruction that was happening at the same time. The smaller group that my CT had were the students that were still struggling with the topic and they were getting more of the one-on-one time that they needed. Then my group was the students that were the ones that didn’t need that extra one-on-one time and that would not struggle in this type of learning instruction.
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f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.
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There was an investigation that I did with my students on owl pellets. Before I had the class do the investigation with the owl pellets I had to have them learn what an owl pellet is and certain facts about owls themselves. My evidence is the “Investigate Owl Pellets” worksheet because it shows that the students had to demonstrate a variety of skills to complete this investigation. The students were first asked to predict how many animal parts they would find in the owl pellets, then record their data in a chart and on a graph. So, this investigation had them doing research, making predictions, making observations, and recording their data in two different ways.
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2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:
a. Organizes, allocates, and manages the resources of time, space, and attention;
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1) The days that I am at my internship the class schedule is always the same. Yes, it might change once in awhile but most of the time what it says on the schedule for what is going to happen for that day and I follow it with my CT. The schedule is hanging up in the front of the room so the students notices it and can see it. We change subjects always at the same time that it says on the schedule and the students know what subject is next.
2) During this semester, there is a class schedule that is on the board and it always stays the same. My evidence is a picture of this years class schedule. When planning any of my lessons I make sure that I organizes those lesson around the time that is allotted for a certain subject. This second artifact demonstrates that I am managing my time based on the schedule that was given and making sure that all the lessons I plan fit in that time frame. I have grown since level 1 and 2 internship and I am able to better manage my time, space, and attention in an organized why to benefit student learning.
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b. Manages individual and class behaviors through a well-planned management system;
1) To manage individual and class behaviors we use the "Clip System" in the classroom that my CT already had in place for her class. During a fire-drill one student would not get out of his chair. I asked him at least 3 times and he still was not listening to me so I walked over and moved his clip. Right when I did that his behavior changed and got out of his seat and into the class line.
2) For this year my CT uses "Game Time Points" and "Table Points" to mange individual and class behaviors. When I'm teaching a lesson I mostly use "Table Points" to mange behaviors. The students start to really listen and pay attention when I say, "Okay guys this questions is worth a "Table Point." When I call on a certain group and they get the answer right they go up to the front of the class and add a point for their table. At the end of math, science, and social studies what ever table has the most points gets to go to the "treasure box" and get a piece of candy. I have noticed that the students are more engaged in lessons when I use "Game Time Points" and "Table Points." It is harder for students to get "Game Time Points" because it is based on the whole class but when they reach 20 points they get free time to play board games. I have grown to noticed the difference that this behavioral system is more positive than the "Clip System."
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c. Conveys high expectations to all students;
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During one of my performance task I lead a dismissal routine. I gave the class about five minutes to clean up their working areas and start to getting ready to leave for the day. It is their job to stack their chairs and pack up everything they need to bring home with them. I didn't have to remind the students about their duties for the end of the day. I let them do these tasks because I know they can handle them and do them well. Then when I called them to line up by car line, bus color, etc. they knew when to line up and how they were getting home.
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d. Respects students’ cultural linguistic and family background;
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My internship school was going to have a "Character Day" and my CT and I made sure that we reminded the students about it. My CT and I passed out a paper with all the information about that day on it. We made sure that there was a side written in English and a side written in Spanish. Having that handout in both English and Spanish is showing respect for all the students' families.
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e. Models clear, acceptable oral and written communication skills;
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1) I was doing a morning meeting and I wanted the class to write down what they wanted to be when they grow up. I told them that after they write down their answers they will be sharing them with a partner. I wanted them to really listen to what their partners had to say because they were going to share their partners' answers with the class.
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2) During a science lesson, I had to model to the students how to investigate each properties of minerals before I had them try it on their own. I had to make it clear to the students what they were writing down on their charts and how they were going to discuss their finding with their group members. The artifact that I am using for this FEAP is my supervisor’s observations notes and in the notes, it states that I was able to organize the physical space for this lesson effectively. I told the students that their group members where their classmates they sat with already. For this lesson it was a good call for the students to sit at their desks because it made it much easier to conduct their investigations. The physical space was organized because of how I model the acceptable oral and written communication skills to the students. I’ve noticed growth in doing a task like this with students because of how smoothly the lesson went because I made everything clear to the students for the very beginning.
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f. Maintains a climate of openness, inquiry, fairness and support;
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I had to give my focus student the ERAS assessment to see how she feels about reading. I told her that this assessment wasn't for a grade and that there was no wrong answer. I told my focus student that I won't get upset with any answer she chooses because it is how she feels. I was opened to her from the very beginning that this assessment wasn't for a grade and gave her support if she didn't know a meaning of a word and explained the question more to her.
g. Integrates current information and communication technologies;
I have students go on Istation for reading. Istation is a computer program that helps students with many areas like comprehension, phonemic awareness, etc. I make sure that the students with the lower reading levels go on Istation first and I follow the list my CT has of which students need to go on. The students stay on Istation for 25 minutes.
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h. Adapts the learning environment to accommodate the differing needs and diversity of students;
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1) Every morning in my internship class the students go to RTI and each teacher gets a different group of students. My CT gets the lower reading level students in her group. There is this one student in my CT’s RTI group that she spends a lot of one-on-one time with. During RTI one day my CT was not there so I worked with this student during that time. This student needs to sit in the front of the classroom at a desk that is not in a group so he doesn’t get distracted and also because he tends to have behavioral problems. I helped him read a poem during this time and gave him encouragement when he was getting frustrated when reading the poem. This student works so much better in an environment like this and it keeps him from acting up in class.
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2) For the end of the unit test on rocks and minerals the teacher’s guide book wanted the students to write a whole essay about rocks and minerals for their test. Based on my learners in my classroom, my CT and myself decided to adapt the essay so that the students could be successful with it. I broke up the essay into five different questions that the students can answer, and the questions are the artifact for this FEAP. Even how I am teaching this science unit is different because I adapted the learning environment to be more hands-on so that the students can retain the information better. I learned that if students do investigations and hands-on activities they will remember the topic and master the objectives with much more success.
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and i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.
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My internship class was working on a reading passage. I was having the class read a paragraph with their groups and then we would come back and talk about that paragraph as a whole class. When I had the class read and work in their groups I would give them a certain amount of time (depending on the length of the paragraph) to work in their groups before we talked about what they just read with the whole class. I used a timer so that the students could hear it go off and know it was time to stop working in their groups and get ready for a whole-class discussion.
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3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:
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a. Deliver engaging and challenging lessons;
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I made up a lesson for math. I wrote on a note card a three digit number and then on then the other note cards had the expanded form, word form, base ten, and place value on them. Each student had their own set of cards and each had a different number on it. I then asked the class to hold up a certain card. For example I said, "Hold up the card that has the word form written on it" and then they would have to determine which card was the right one to hold up.
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b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter;
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The students were learning about the 13 colonies and they had to read this short article and answer some questions. While reading the article we talked about what important information they needed to box or underline while reading. While going over the answers as a class we talked about where they found their answers and what they thought about to topic. The evidence I have is the article and the questions I had the students read and work on to understand the subject matter better.
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c. Identify gaps in students’ subject matter knowledge;
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I was teaching a lesson on how to find missing angles for a circle, right angles, and straight angles. I was working with the whole class on practice problems to find missing angles. After having the students work as a whole group and then with their table partners on find missing angles I decided to give them an exit ticket. I made this exit ticket myself and it had problems that the students were working on during the whole lesson. I wanted to give this exit ticket to the students to identify what students were still struggling with and the gaps they still had with the content. After looking over all the exit tickets the students did I was able to identify gaps in students’ subject matter knowledge and place them in groups for the following day’s lesson.
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d. Modify instruction to respond to preconceptions or misconceptions;
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When teaching a Science unit on magnetism I had to make sure to modify my instruction to respond to misconceptions. My artifact is a picture of all the objects the students got to work with the see if they would attract to a magnet. There was only a penny in the tray for coins and some students were saying the nickels would attract to a magnet. I made sure when I heard that to modify my instruction and go over the misconceptions that other coins would be attracted to a magnet. Also, in the very beginning of this lesson I made sure to go over the misconception about how some people think aluminum foil attracts to magnets (which it doesn't).
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e. Relate and integrate the subject matter with other disciplines and life experiences;
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During a science lesson on the constellations, I had the students make a star finder. I talked about the different seasons with the students and how stars show up around certain months of the year. I connected the star finder and seasons to the life experiences of how our daylight is shorter in the winter than in the summer. Also, the evidence I have is the star finder the students were asked to make, and it helps them understand how our earth revolves and rotates.
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f. Employ higher-order questioning techniques;
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When beginning math, the students have to work on a “Do Now” that has four problems involved with it. When going over these problems with the students I am always asking higher-order questions to get them to think about the process when solving the math problems. So, that all the students are getting some form of H.O.T questions I pull sticks from a jar with their names on. Plus using the sticks, it makes it fair for all the students. The evidence for this FEAP is the sticks that are used everyday when I’m asking the students questions. I mainly have the students turn and talk to their groups members before they answer the H.O.T questions so that they can hear what their peers have to say about the questions being asked.
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g. Apply varied instructional strategies and resources, including appropriate technology, to
provide comprehensible instruction, and to teach for student understanding;
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For one of my lesson I did a review on geometry. During the review, I used technology in the form of a PowerPoint and had the students play the game Jeopardy. While the students were playing this review game on geometry topics I would stop and ask questions to make sure they were understanding the lesson. I also, had some students get up and show the class on the white board how to solve some problems and I would jump in to assist them if I saw them struggling. I made sure not to just give the answers to the students but helped them figure out the problems during this review. After, the Jeopardy review game I passed out a worksheet on shapes and fractions so that the students could get extra practice on those topics.
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h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students;
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During one of my math lesson that was on money and time I had different types of instruction for the students. I first had the students use clock manipulatives to make a certain time on the clocks. Then I passed out fake money to the students and had them work with making certain amounts of money. I had the students work individually with clocks and money but then had some students come up and show their work over the projector to the whole class. Then after this type of instruction I gave a worksheet to the students to work on in groups. I made sure that this lesson would hit on all the different learning styles for the students by having individual work, group work, students working with manipulatives, them seeing visuals, and myself walking around the classroom and helping students one-on-one.
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i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement;
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The students were given pictures of different animals and they had to put them in the right categories. The categories that the students had to sort the pictures were herbivore, carnivore, and omnivore. I was walking around checking to make sure the students were putting the animals into the right categories. If I noticed that an animal wasn’t in the right spot I would give the group of students immediate feedback on what they had to change. Also, I gave students support and encouragement when the students were struggling or successful with this activity. The evidence for this FEAP is the animal sort that I made and had the students work with.
and j. Utilize student feedback to monitor instructional needs and to adjust instruction.
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Students were doing centers to review math concepts before they take their math FSA. After each center I would ask the students how they felt about that center and the topic it was covering. Getting the feedback from the students helped me get a better understanding of what math concepts the students were struggling in. Then based on what I learned from the students’ feedback I would add certain review problems that we would do as a class. The evidence I have for this FEAP is the folder of all the math centers that the students were going to do. The students would go to at least three different math centers a day.
4. Assessment. The effective educator consistently:
a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process;
When I am getting observed by my CT, we make sure to go over the lesson and reflect on my teaching. My evidence for this FEAP is that my CT gave me a score of a 4 which is accomplished in this area for one of my lessons. When teaching the students, I make sure to look at all the assessment that I have given them in a certain chapter and figure out what they still need to learn and how I need to teach a future lesson. For science, I look at all the classwork the students have done, mini assessments, quizzes, and test to inform my instruction for the next science chapter.
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b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery;
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When I was planning a Science unit on magnetism I had to make sure that I designed and aligned the formative and summative assessment. The formative assessment is the artifact called "Investigate Magnets" and the students were asked to record their predictions and observations of what would happen to bar magnets if the set-up was different each time. For example, the first one on the formative assessment is "north poles facing" and students had to make their predictions and then try it with the bar magnets. This formative assessment matched the learning objectives because the students were able to describe how magnets attract and repel other magnets and objects. Then the summative assessment is the end of the magnetism unit test that was given to the students. The formative assessment lead the students to master certain questions on this test because they were able to do that investigation in a previous lesson.
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c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains;
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When teaching the students about parts of a flower I made sure that I used a variety of assessment tools to monitor students’ learning. I first had the students label the parts of a flower as a class, then I had the students draw the steps in how a plant grows and explain what pollination and fertilization is. Those two assessments are my evidence for this FEAP. Looking at those two assessments showed me how many students are understanding the content. Also, it shows me the learning gains the students are getting based on the added information during each lesson with that chapter.
d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge;
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When starting a new unit in Science on rocks and minerals, the teachers talked about the unit test. The unit test was a big essay were the students had to add certain information about what they learned about rocks and minerals. The teachers and myself decided to not make the students write an essay but answer questions about the topic. Teaching the students this unit and knowing what type of questions were being asked if they did the essay form, helped me to come up with my own test. I modified the essay and just made it into short answer questions. My CT and myself talked about how there are many learning styles, so I made sure that one question was were students had to write and draw a diagram of the rock cycle. So, the students that aren’t the best writers could use that question to their advantage. The questions that I made up for the test were all different levels or knowledge because some were straight forward, and others had more taught that needed to be put into them when answering it. So, my artifact is the modified test I came up with.
e. Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s);
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I have been to two parent teacher conferences for the classroom of students I am working with now. Each time I was able to share some of the students work and how they were doing in class to their parents/caregiver. During one conference, I had to talk about a student’s behavior with a parent and the student to make sure they both knew why I had to write a note home. Overall, being apart of the parent teacher conferences has taught me what important assessment data to talk about with the parents. My artifact for this FEAP is the parent teacher conference sign in sheet.
and f. Applies technology to organize and integrate assessment information.
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My CT and myself had to get the students used to using technology when taking math tests, and practice skills they are struggling with. The technology that we apply is called “i-Ready” and it helps my CT and myself figure out what the students need extra practice on. It also, shows us what questions the students are getting wrong and it helps to organize and integrate assessment information. The technology program will even let us know if a student is rushing through their work and if they keep failing the same quiz over and over again. We use this technology because it helps us focus on the main content the students are struggling with and helps us to look for what we need to assess the students on.
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5. Continuous Professional Improvement. The effective educator consistently:
a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;
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During my midterm meeting with my supervisor we talked about what goals I would set for my second observation. I made it my goal to have clear communication with the students and to pull a small group for a lesson. I wanted to have clear communication because during my first observation I had to keep on repeating the instructions to the class. Also, I wanted to pull a small group for next time because I did a lesson with the whole class the first time. Setting these goals and analyzing how I did during my first observation made me more prepared the second time around and also prepared me on how I would inform my instructions to the students.
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b. Examines and uses data-informed research to improve instruction and student achievement;
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During this semester I have been working on my inquiry which is, “In what ways benefits students with different learning disabilities/student needs (even though they struggle in the same areas) to be pulled into a small group and have the same differentiation instruction taught to them?” While working on this inquiry I did some data-informed research to improve my instruction and achievement with this small group of students. The artifact shows the research/data I looked at to help me. By examining and using the data I learned from my research I was better at teaching this group of students and knew what type of instruction benefited them the most.
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c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons;
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For my artifact for this FEAP I put a test review that I worked with the students on. I have the test review as my artifact because this is one piece of data I used to evaluate my students’ learning outcomes. This test review was used by myself independently to figure out what problems were truly important/beneficial to the students and if the problems hit on the unit standards. Then with my CT, we listed off the problems the students might need help with during this review. After collaborating with my CT and having the students work on the test review I noticed a few things I had to adjust in my next day’s lesson. I wanted my lesson after the test review to focus on the questions most of the students were getting wrong. Doing this made that lesson more effective and the students had more practice with problems they were struggling with before the unit test.
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d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement;
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The first artifact that I am using for this FEAP is a picture of me standing next to my poster board at the Inquiry Conference this year. I selected this specific artifact as a way to show proficiency of this specific indicator because it shows my work throughout this whole semester. For my inquiry which was, “In what ways benefits students with different learning disabilities/student needs (even though they struggle in the same areas) to be pulled into a small group and have the same differentiation instruction taught to them?” and I had to make sure during this process to collaborate with the certain people in my internship school. I always collaborating with my CT on the type of differentiated instruction that I was going use and teach with the students. I also talked with the students about what they thought was working with the lessons and what they were still struggling with. Fostering this communication helped give me the support I needed to figure out what helps student learning in my classroom and made an improvement in their learning while working with them. Also, with this inquiry I was able to talk about it and get advice from a larger community because I had to present my inquiry and data to the USF community of professor and other USF students at the conference. Talking with a larger community gave me a better understanding of how to support my students’ learning and what I was doing in the classroom was working for my students.
The second artifact that I am using is an indicator sheet that was signed by other teachers and myself. I selected this specific artifact as a way to show proficiency of this specific indicator because it shows the parents what type of day their child had at school. If no indicators were signed for that day the parent understand that their child overall had a good and productive day at school. For the artifact the indicator that I signed was, “Respects others and is courteous” and because that area was signed it means that the student wasn’t respectful and courteous to others that day. Most of the time that form of communication with the home helps foster communication and support learning and continuous improvement because those students that get those indicators fix the problem the very next day. The parents looking at the indicator sheets and getting involved and communicating with the teachers usually turns out for the best because then myself as the teacher doesn’t have to keep on correcting the students’ bad behavior and more learning and teaching can take place in the classroom.
e. Engages in targeted professional growth opportunities and reflective practices;
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During one of my classes my professor wanted my classmates and I to write about classroom management and then design a classroom showing good classroom management out of Play-Doh. My design showed students staying on task. Doing this assignment made me really think about how I would want to run my future classroom. It also showed me what my classmates thought of my Play-Doh design and how they interpreted it. Also, looking at my classmates Play-Doh designs showed me what I can incorporate into my classroom to have good classroom management.
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and f. Implements knowledge and skills learned in professional development in the teaching and learning process.
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There was a math training that I had to go to and during this training it was teaching us how to unpack a standard and teach it to the students. My evidence is the worksheet the training had the teachers fill out based on the standard they received. Based on what I learned in this training I was able to go back into my lessons and really unpack the standards that are involved with them. Doing this training and understanding the standards better helped me with my professional development as a teacher. Also, I was able to teach lessons that better fit within the standards.
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6. Professional Responsibility and Ethical Conduct. Understanding that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to Rules 6B-1.001 and 6B-1.006,F.A.C., and fulfills the expected obligations to students, the public and the education profession.
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I am always following this FEAP in and out of internship. The artifact that I have for this FEAP is one reflection and score my CT gave me on showing professionalism. My CT gave me a 5 which is exemplary and that is highest score that can be given. My CT even wrote a comment about how I am always professional and responsible. Even when I am not at school I making sure I’m professional and ethical. Being professional and ethical is very important to me and I know my obligations to my school and my students.
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