FEAPS Portfolio
1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently:
a. Aligns instruction with state-adopted standards at the appropriate level of rigor;
EVIDENCE:
Below are four lesson plan documents in which I align the instruction with state-adopted standards at the appropriate level of rigor - third grade).
a. Aligns instruction with state-adopted standards at the appropriate level of rigor;
EVIDENCE:
Below are four lesson plan documents in which I align the instruction with state-adopted standards at the appropriate level of rigor - third grade).
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b. Sequences lessons and concepts to ensure coherence and required prior knowledge;
EVIDENCE:
The two lesson plans below are sequenced in a manner that ensure students have required prior knowledge and are better prepared to complete the lessons, activities, and assessments.
EVIDENCE:
The two lesson plans below are sequenced in a manner that ensure students have required prior knowledge and are better prepared to complete the lessons, activities, and assessments.
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c. Designs instruction for students to achieve mastery;
EVIDENCE:
Throughout my time as a pre-service teacher, I have designed various lesson plans. Below are various documents that exhibit the lesson plans. The lesson plans are designed for students to achieve mastery of the content being taught. Throughout the lesson plan there is also various differentiations to meet the needs of individual students so that they are able to achieve mastery.
EVIDENCE:
Throughout my time as a pre-service teacher, I have designed various lesson plans. Below are various documents that exhibit the lesson plans. The lesson plans are designed for students to achieve mastery of the content being taught. Throughout the lesson plan there is also various differentiations to meet the needs of individual students so that they are able to achieve mastery.
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ede4944_connectedlessonus2.docx | |
File Size: | 36 kb |
File Type: | docx |
d. Selects appropriate formative assessments to monitor learning;
EVIDENCE:
The documents below are lesson plans that include various formative assessments to monitor student learning related to the specific content of each lesson (the formative assessments may be located in the "Evaluation Plan" portion of the lesson plan).
EVIDENCE:
The documents below are lesson plans that include various formative assessments to monitor student learning related to the specific content of each lesson (the formative assessments may be located in the "Evaluation Plan" portion of the lesson plan).
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ede4944_connectedlessonct2.docx | |
File Size: | 35 kb |
File Type: | docx |
e. Uses diagnostic student data to plan lessons
The link to the document below contains two sequential lessons; it exhibits data-based decisions in planning and instruction. The document examines the connected lessons on various levels. Through using formative and summative data, I have reflected on student achievement results from the lesson, and suggestions for improvements in the future.
The data may be examined within the "Assessment" section and in the "Appendix", the adjustments of planning may be examined throughout the two connected lessons.
https://drive.google.com/file/d/0B_D0XBJycXuLYm0zcXRfc0tzTGs/view?usp=sharing
The link to the document below contains two sequential lessons; it exhibits data-based decisions in planning and instruction. The document examines the connected lessons on various levels. Through using formative and summative data, I have reflected on student achievement results from the lesson, and suggestions for improvements in the future.
The data may be examined within the "Assessment" section and in the "Appendix", the adjustments of planning may be examined throughout the two connected lessons.
https://drive.google.com/file/d/0B_D0XBJycXuLYm0zcXRfc0tzTGs/view?usp=sharing
f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies
EVIDENCE:
The lesson plan below contains three different portions within the "Step By Step" section. The student are required to participate in class discussion after viewing a "open-ended" video, respond to text dependent questions throughout a read aloud, and collaborate with peers in creating a poster. Throughout this single learning experience, students are required to demonstrate three different skills and competencies.
EVIDENCE:
The lesson plan below contains three different portions within the "Step By Step" section. The student are required to participate in class discussion after viewing a "open-ended" video, respond to text dependent questions throughout a read aloud, and collaborate with peers in creating a poster. Throughout this single learning experience, students are required to demonstrate three different skills and competencies.
ede4940_us2lessonplan_.doc | |
File Size: | 67 kb |
File Type: | doc |
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;
EVIDENCE:
The links below are blog posts in which I organize, allocate, and manage the resources of time, space, attention.
http://amandasilebi.weebly.com/blog/management-task-8-reflection-13
http://amandasilebi.weebly.com/blog/making-the-most-of-classroom-time-week-12
The links above will direct to (1) "Management Task Reflection" in which I reflect on the importance of nonverbal cues within the classroom to manage time, space, and attention, and (2) a blog that examines the nonverbal cues and various ways to organize and manage the resource.
http://amandasilebi.weebly.com/blog/management-task-6-reflection-7
The link above will redirect to "Management Task Reflection" in which i examine the importance of attention getting strategies.
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;
EVIDENCE:
The links below are blog posts in which I organize, allocate, and manage the resources of time, space, attention.
http://amandasilebi.weebly.com/blog/management-task-8-reflection-13
http://amandasilebi.weebly.com/blog/making-the-most-of-classroom-time-week-12
The links above will direct to (1) "Management Task Reflection" in which I reflect on the importance of nonverbal cues within the classroom to manage time, space, and attention, and (2) a blog that examines the nonverbal cues and various ways to organize and manage the resource.
http://amandasilebi.weebly.com/blog/management-task-6-reflection-7
The link above will redirect to "Management Task Reflection" in which i examine the importance of attention getting strategies.
b. Manages individual and class behaviors through a well-planned management system;
EVIDENCE:
The link below is to a blog post in which I examine my personal classroom management philosophy and how it relates to managing individual and class behaviors.
http://amandasilebi.weebly.com/blog/management-task-6-reflection-7
The document below is a critical task in which I further examine my management philosophy, and the various ways that it may be implemented within the classroom.
EVIDENCE:
The link below is to a blog post in which I examine my personal classroom management philosophy and how it relates to managing individual and class behaviors.
http://amandasilebi.weebly.com/blog/management-task-6-reflection-7
The document below is a critical task in which I further examine my management philosophy, and the various ways that it may be implemented within the classroom.
ede4504_criticaltask_.docx | |
File Size: | 41 kb |
File Type: | docx |
c. Conveys high expectations to all students;
EVIDENCE:
http://amandasilebi.weebly.com/blog/post-lesson-reflection-101
Provided above is a link to a "Post Lesson Reflection" blog post. The lesson plan is available within the blog post.
Throughout implementation of the lesson, I maintained a high expectation for all of the students to achieve the mathematics skill being taught.
http://amandasilebi.weebly.com/blog/classroom-reflection-1029
The link above is to a reflective blog post about a day in my internship classroom.
The portion of the blog that satisfies FEAPS 2c can be examined during Teacher P.E., for the students were not permitted to go outside because they were being disrespectful and disruptive. By maintaining high expectations to all students, they had a health lesson on respect instead.
http://amandasilebi.weebly.com/blog/ct-observation-one-1015-reflection
The link above is to a post lesson reflection, included is the lesson plan.
This lesson, lesson plan, and reflection all exhibit maintaining high expectations to all students through the objectives of the lesson and the discussion during the lesson.
d. Respects students’ cultural and family background;
EVIDENCE:
http://amandasilebi.weebly.com/blog/community-project
The link above is to the blog post in which I summarized and reflected on my experiences in researching the local community of the elementary school. This project has allowed me to learn about and respect the students' cultural and family background because I now know about the area in which they live.
http://amandasilebi.weebly.com/blog/category/feaps-2d
The link above is of a blog post in which I reflect on my experience in the classroom. The specific section that is evidence of satisfying this FEAP is provided below as well.
"In the last couple minutes of class I conducted an interview with my focus student, Y.V. (pseudonym). The interview was actually an assignment for my ESOL 1 class. One question/answer stuck out to me the most:
What advice would you give other students that are learning English?
“Listen to more English words around … and don’t forget Spanish along the way”
This was very interesting to me because as a third grader, Y.V. is virtually advising others not to loose touch with their culture/ethnicity."
amandasilebi.weebly.com/blog/blog-three
The link above directs to a blog post in which I reflect on my experience in Costa Rica. This blog post reflects on both the culture and family aspects of the students life in Costa Rica. Throughout the post I maintain a high respect for all students background.
e. Models clear, acceptable oral and written communication skills;
EVIDENCE:
http://amandasilebi.weebly.com/blog/classroom-reflection-1015
The link provided above is to a reflective blog post. During the post, I discuss the two different guided reading groups that I was working with. The first group was working with fluency phrases (during this time, I had to model clear oral communication skills).
http://amandasilebi.weebly.com/blog/management-task-19-reflection-7
The link above is to a management task in which I create a poster. Through creating this poster, I am modeling clear written communication skills because the poster is grammatically correct and reflects the expectations of the grade standards.
f. Maintains a climate of openness, inquiry, fairness and support;
EVIDENCE:
http://amandasilebi.weebly.com/blog/classroom-reflection-101
Provided above is a link to a reflective blog post. Throughout the post I discuss observations, other forms of inquiry, and exhibit the act of maintaining a climate of openness, fairness, and support when I "touch base" with my focus student.
http://amandasilebi.weebly.com/blog/post-lesson-reflection-101
The link above is to a post lesson plan reflection blog post and the lesson plan is provided within the post. Throughout the lesson, a climate of openness, fairness, and support was exhibited to allow the students to better understand the concept being taught and create a more comfortable environment.
http://amandasilebi.weebly.com/blog/management-task-2-reflection-8
Above is a link to a management task reflection in which I greet and learn something new about each student. Practicing this maintains a claimate of openness, fairness and support because I am exhibiting my care for the students as individuals.
Below is a lesson plan in which students practice inquiry through a scientific investigation.
g. Integrates current information and communication technologies;
EVIDENCE:
The lesson plan below is of a lesson about roots and stems. This relates to current information and communication technologies because the elementary school recently planted a butterfly garden, so the topic of roots and stems relate to the students current events. There was also a MyOn story read in the beginning of the class to integrate technologies.
EVIDENCE:
http://amandasilebi.weebly.com/blog/post-lesson-reflection-101
Provided above is a link to a "Post Lesson Reflection" blog post. The lesson plan is available within the blog post.
Throughout implementation of the lesson, I maintained a high expectation for all of the students to achieve the mathematics skill being taught.
http://amandasilebi.weebly.com/blog/classroom-reflection-1029
The link above is to a reflective blog post about a day in my internship classroom.
The portion of the blog that satisfies FEAPS 2c can be examined during Teacher P.E., for the students were not permitted to go outside because they were being disrespectful and disruptive. By maintaining high expectations to all students, they had a health lesson on respect instead.
http://amandasilebi.weebly.com/blog/ct-observation-one-1015-reflection
The link above is to a post lesson reflection, included is the lesson plan.
This lesson, lesson plan, and reflection all exhibit maintaining high expectations to all students through the objectives of the lesson and the discussion during the lesson.
d. Respects students’ cultural and family background;
EVIDENCE:
http://amandasilebi.weebly.com/blog/community-project
The link above is to the blog post in which I summarized and reflected on my experiences in researching the local community of the elementary school. This project has allowed me to learn about and respect the students' cultural and family background because I now know about the area in which they live.
http://amandasilebi.weebly.com/blog/category/feaps-2d
The link above is of a blog post in which I reflect on my experience in the classroom. The specific section that is evidence of satisfying this FEAP is provided below as well.
"In the last couple minutes of class I conducted an interview with my focus student, Y.V. (pseudonym). The interview was actually an assignment for my ESOL 1 class. One question/answer stuck out to me the most:
What advice would you give other students that are learning English?
“Listen to more English words around … and don’t forget Spanish along the way”
This was very interesting to me because as a third grader, Y.V. is virtually advising others not to loose touch with their culture/ethnicity."
amandasilebi.weebly.com/blog/blog-three
The link above directs to a blog post in which I reflect on my experience in Costa Rica. This blog post reflects on both the culture and family aspects of the students life in Costa Rica. Throughout the post I maintain a high respect for all students background.
e. Models clear, acceptable oral and written communication skills;
EVIDENCE:
http://amandasilebi.weebly.com/blog/classroom-reflection-1015
The link provided above is to a reflective blog post. During the post, I discuss the two different guided reading groups that I was working with. The first group was working with fluency phrases (during this time, I had to model clear oral communication skills).
http://amandasilebi.weebly.com/blog/management-task-19-reflection-7
The link above is to a management task in which I create a poster. Through creating this poster, I am modeling clear written communication skills because the poster is grammatically correct and reflects the expectations of the grade standards.
f. Maintains a climate of openness, inquiry, fairness and support;
EVIDENCE:
http://amandasilebi.weebly.com/blog/classroom-reflection-101
Provided above is a link to a reflective blog post. Throughout the post I discuss observations, other forms of inquiry, and exhibit the act of maintaining a climate of openness, fairness, and support when I "touch base" with my focus student.
http://amandasilebi.weebly.com/blog/post-lesson-reflection-101
The link above is to a post lesson plan reflection blog post and the lesson plan is provided within the post. Throughout the lesson, a climate of openness, fairness, and support was exhibited to allow the students to better understand the concept being taught and create a more comfortable environment.
http://amandasilebi.weebly.com/blog/management-task-2-reflection-8
Above is a link to a management task reflection in which I greet and learn something new about each student. Practicing this maintains a claimate of openness, fairness and support because I am exhibiting my care for the students as individuals.
Below is a lesson plan in which students practice inquiry through a scientific investigation.
g. Integrates current information and communication technologies;
EVIDENCE:
The lesson plan below is of a lesson about roots and stems. This relates to current information and communication technologies because the elementary school recently planted a butterfly garden, so the topic of roots and stems relate to the students current events. There was also a MyOn story read in the beginning of the class to integrate technologies.
ede4942_lessonplanusone.docx | |
File Size: | 28 kb |
File Type: | docx |
h. Adapts the learning environment to accommodate the differing needs and diversity of students; and
EVIDENCE:
http://amandasilebi.weebly.com/blog/post-lesson-reflection-101
The link above is of a lesson plan that was developed in order to reteach a lesson. This entire lesson is adapting the learning environment (taking them into small groups) and accommodating their specific/different needs of each student.
http://amandasilebi.weebly.com/blog/post-lesson-reflection-ct1-128
The link above is of a post lesson reflection. Throughout the lesson the MyOn book was in both Spanish and English because four of my students are ELL (one that does not speak any English). Through using this resource is adapts to accommodate different needs and diversity of the students.
amandasilebi.weebly.com/blog/week-5-blog
The link above is to a blog post in which I discuss arts integration. In the third (3) section of the post I reflect on using one of the arts integration activities to meet the needs of students and how well they responded to this different learning environment.
i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.
EVIDENCE:
The document below is a paper in which I exhibit an understanding of assistance technologies and how they contribute to students achieving their educational goals.
EVIDENCE:
http://amandasilebi.weebly.com/blog/post-lesson-reflection-101
The link above is of a lesson plan that was developed in order to reteach a lesson. This entire lesson is adapting the learning environment (taking them into small groups) and accommodating their specific/different needs of each student.
http://amandasilebi.weebly.com/blog/post-lesson-reflection-ct1-128
The link above is of a post lesson reflection. Throughout the lesson the MyOn book was in both Spanish and English because four of my students are ELL (one that does not speak any English). Through using this resource is adapts to accommodate different needs and diversity of the students.
amandasilebi.weebly.com/blog/week-5-blog
The link above is to a blog post in which I discuss arts integration. In the third (3) section of the post I reflect on using one of the arts integration activities to meet the needs of students and how well they responded to this different learning environment.
i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.
EVIDENCE:
The document below is a paper in which I exhibit an understanding of assistance technologies and how they contribute to students achieving their educational goals.
3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:
a. Deliver engaging and challenging lessons;
EVIDENCE:
Below are two lesson plans that were both engaging and challenging. They both incorporate technology so that the students are more engaged in the lesson. In both lessons the technology is used as a hook. There are also activities that engage the student. These lessons are challenging because the questions asked throughout the lesson require the students to be challenged.
a. Deliver engaging and challenging lessons;
EVIDENCE:
Below are two lesson plans that were both engaging and challenging. They both incorporate technology so that the students are more engaged in the lesson. In both lessons the technology is used as a hook. There are also activities that engage the student. These lessons are challenging because the questions asked throughout the lesson require the students to be challenged.
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b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter;
EVIDENCE:
The following lesson is of a read aloud in which I practiced think aloud strategies and text dependent questions in order to enrich the students understanding of cause and effect. Through text dependent questions, students were able to properly comprehend the concept of cause and effect.
EVIDENCE:
The following lesson is of a read aloud in which I practiced think aloud strategies and text dependent questions in order to enrich the students understanding of cause and effect. Through text dependent questions, students were able to properly comprehend the concept of cause and effect.
lae4424_readaloudlessonplan.docx | |
File Size: | 97 kb |
File Type: | docx |
c. Identify gaps in students’ subject matter knowledge;
EVIDENCE:
The link to the document below contains two sequential lessons; it exhibits data-based decisions in planning and instruction. The document examines the connected lessons on various levels. Through using formative and summative data, I have reflected on student achievement results from the lesson, and suggestions for improvements in the future. Within the "Assessment" portion of the document, I examine how to differentiate instruction based on student needs. Below is an excerpt from this section. Additionally, each lesson plan includes a differentiated section in which the gaps of student subject matter knowledge is examines and taken into account.
Excerpt: "I will differentiate the lesson based on student needs by establishing the manner in which students will learn most effectively. In order to differentiate instruction for students that need additional support, they will have the opportunity to collaborate with peers and the educator to further their understanding. In order to enrich students that need an additional challenge, I asked them to describe a personal experience in which they encountered a shadow, and share this experience with the class."
Link to Document: https://drive.google.com/file/d/0B_D0XBJycXuLYm0zcXRfc0tzTGs/view?usp=sharing
EVIDENCE:
The link to the document below contains two sequential lessons; it exhibits data-based decisions in planning and instruction. The document examines the connected lessons on various levels. Through using formative and summative data, I have reflected on student achievement results from the lesson, and suggestions for improvements in the future. Within the "Assessment" portion of the document, I examine how to differentiate instruction based on student needs. Below is an excerpt from this section. Additionally, each lesson plan includes a differentiated section in which the gaps of student subject matter knowledge is examines and taken into account.
Excerpt: "I will differentiate the lesson based on student needs by establishing the manner in which students will learn most effectively. In order to differentiate instruction for students that need additional support, they will have the opportunity to collaborate with peers and the educator to further their understanding. In order to enrich students that need an additional challenge, I asked them to describe a personal experience in which they encountered a shadow, and share this experience with the class."
Link to Document: https://drive.google.com/file/d/0B_D0XBJycXuLYm0zcXRfc0tzTGs/view?usp=sharing
d. Modify instruction to respond to preconceptions or misconceptions;
EVIDENCE:
The lesson plans below are modified in respond to student needs as individuals, taking into account what preconceptions or misconceptions the students may currently contain. The lesson plans are formatted in sequential order to further exhibit the modification of construction based on student background knowledge.
EVIDENCE:
The lesson plans below are modified in respond to student needs as individuals, taking into account what preconceptions or misconceptions the students may currently contain. The lesson plans are formatted in sequential order to further exhibit the modification of construction based on student background knowledge.
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e. Relate and integrate the subject matter with other disciplines and life experiences;
EVIDENCE:
EVIDENCE:
Provided below is an ELA lesson plan in which Social Studies curriculum in integrated. The lesson relates to a historic individual that helped many individuals.
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The lesson plan provided below is a Social Studies lesson that relates to students life experiences and the importance of being a good citizen.
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f. Employ higher-order questioning techniques;
EVIDENCE:
The document below contains an unit test for ELA. Below each of the questions, the complexity is examined and explained referring to Blooms Taxonomy. Additionally at the beginning of the test is a Table of Specification that examines the variety of higher-order questioning techniques implemented throughout the assessment.
EVIDENCE:
The document below contains an unit test for ELA. Below each of the questions, the complexity is examined and explained referring to Blooms Taxonomy. Additionally at the beginning of the test is a Table of Specification that examines the variety of higher-order questioning techniques implemented throughout the assessment.
edf4430_taskthree.docx | |
File Size: | 154 kb |
File Type: | docx |
g. Apply varied instructional strategies and resources, including appropriate technology, to teach for student understanding;
EVIDENCE:
The lesson plans below all incorporate appropriate technology and a variety of instructional strategies (the instructional strategies are in their own section within the lesson plan template, and the technology is within the listed steps of implementing the lesson).
EVIDENCE:
The lesson plans below all incorporate appropriate technology and a variety of instructional strategies (the instructional strategies are in their own section within the lesson plan template, and the technology is within the listed steps of implementing the lesson).
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h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students;
EVIDENCE:
The document below is a research inquiry. Throughout this document there are multiple assessments used to determine the individual needs of the focus student. These assessments assisted in differentiating instruction so that the student can achieve mastery (this inquiry relates directly to the students fluency ability).
EVIDENCE:
The document below is a research inquiry. Throughout this document there are multiple assessments used to determine the individual needs of the focus student. These assessments assisted in differentiating instruction so that the student can achieve mastery (this inquiry relates directly to the students fluency ability).
ede4942_funwithfluency_researchinquiry_.docx | |
File Size: | 107 kb |
File Type: | docx |
i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement;
EVIDENCE:
The "Student Improver Wall" is a Whole Brain behavior management strategy in which students are encouraged and provided specific feedback when completing a positive action that requires recognition. This behavior management strategy is implemented within my classroom and provides students will support, encouragement and feedback to achieve their fullest potential. It concentrates on students improvements, not their ability.
EVIDENCE:
The "Student Improver Wall" is a Whole Brain behavior management strategy in which students are encouraged and provided specific feedback when completing a positive action that requires recognition. This behavior management strategy is implemented within my classroom and provides students will support, encouragement and feedback to achieve their fullest potential. It concentrates on students improvements, not their ability.
j. Utilize student feedback to monitor instructional needs and to adjust instruction.
EVIDENCE:
Throughout my inquiry, which focuses on student discussion strategies to promote collaboration in the primary classroom, I incorporated student feedback when possible. To retrieve the students' opinions in the discussion strategy being implemented I administered the survey below (size reduced for this examine). Through student responses, I increase the discussion strategies that the students enjoyed so that they were more likely to participate and collaborate with peers.
EVIDENCE:
Throughout my inquiry, which focuses on student discussion strategies to promote collaboration in the primary classroom, I incorporated student feedback when possible. To retrieve the students' opinions in the discussion strategy being implemented I administered the survey below (size reduced for this examine). Through student responses, I increase the discussion strategies that the students enjoyed so that they were more likely to participate and collaborate with peers.
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;
EVIDENCE:
The document below is an assignment in which I examined and analyzed scores from a rhetorical mathematics class (scores may be viewed on the last page of the document) and assessed students that raise concern, both students that achieve high academic scores and low academic scores. I also assessed which assignments raise concern. Once the students and the assignments were examined I took the data and made informed decisions on how to change instruction to better promote the learning process.
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;
EVIDENCE:
The document below is an assignment in which I examined and analyzed scores from a rhetorical mathematics class (scores may be viewed on the last page of the document) and assessed students that raise concern, both students that achieve high academic scores and low academic scores. I also assessed which assignments raise concern. Once the students and the assignments were examined I took the data and made informed decisions on how to change instruction to better promote the learning process.
edf4430_tasksix.docx | |
File Size: | 117 kb |
File Type: | docx |
b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery;
EVIDENCE:
Below is a document in which I selected four standards, established which Bloom’s Revised Taxonomy Level each standard resides within, and created a measurable objective based off of each standard. Additionally, the document contains a brief explanation in which I explain how I would teach this unit, and two formative assessments and one summative assessments that would be used during this unit.
EVIDENCE:
Below is a document in which I selected four standards, established which Bloom’s Revised Taxonomy Level each standard resides within, and created a measurable objective based off of each standard. Additionally, the document contains a brief explanation in which I explain how I would teach this unit, and two formative assessments and one summative assessments that would be used during this unit.
edf4430_taskone.docx | |
File Size: | 97 kb |
File Type: | docx |
c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains;
EVIDENCE:
The two documents below are assessment tools used to monitor student achievement and learning gains throughout a unit. One assessment is a performance assessment while the other is a selected response test. The two forms of assessment exhibit a variety of tools used to monitor student progress.
EVIDENCE:
The two documents below are assessment tools used to monitor student achievement and learning gains throughout a unit. One assessment is a performance assessment while the other is a selected response test. The two forms of assessment exhibit a variety of tools used to monitor student progress.
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d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge;
EVIDENCE:
Below is a document that exhibits how I modified assessments/assessment conditions to meet the needs of individual learners (names are not of real students). The accommodations are made based off of the students individual needs, the students consist of an English Language Learner and an ESE student.
EVIDENCE:
Below is a document that exhibits how I modified assessments/assessment conditions to meet the needs of individual learners (names are not of real students). The accommodations are made based off of the students individual needs, the students consist of an English Language Learner and an ESE student.
edf4430_taskfour.docx | |
File Size: | 102 kb |
File Type: | docx |
e. Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s); and
EVIDENCE:
The document below contains two letters in which students FCAT scores are reported to the students parent/guardian. The letter contains information regarding the outcome of the students data (names are not of real students).
EVIDENCE:
The document below contains two letters in which students FCAT scores are reported to the students parent/guardian. The letter contains information regarding the outcome of the students data (names are not of real students).
edf4430_taskfive.docx | |
File Size: | 102 kb |
File Type: | docx |
f. Applies technology to organize and integrate assessment information.
EVIDENCE:
Below the document examines information related to a rhetorical mathematics class. The use of technology is integrated into the assessment information in the form of a chart. This chart was created through an excel document which is integrating technology into the organization of the assessment information.
EVIDENCE:
Below the document examines information related to a rhetorical mathematics class. The use of technology is integrated into the assessment information in the form of a chart. This chart was created through an excel document which is integrating technology into the organization of the assessment information.
edf4430_tasksix.docx | |
File Size: | 117 kb |
File Type: | docx |
The link to the document below contains two sequential lessons; it exhibits data-based decisions in planning and instruction. The document examines the connected lessons on various levels. Through using formative and summative data, I have reflected on student achievement results from the lesson, and suggestions for improvements in the future. While evaluating the students assessments, I have applied technology to organize assessment information into the form of a chart (available in the "Assessment" portion of the document.
Link to Document: https://drive.google.com/file/d/0B_D0XBJycXuLYm0zcXRfc0tzTGs/view?usp=sharing
Link to Document: https://drive.google.com/file/d/0B_D0XBJycXuLYm0zcXRfc0tzTGs/view?usp=sharing
5. Continuous Professional Improvement. The effective educator consistently:
a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;
EVIDENCE:
The document below is of the data notebook action plan chart, in which I collected data and set goals in regards to my focus student's needs.
a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;
EVIDENCE:
The document below is of the data notebook action plan chart, in which I collected data and set goals in regards to my focus student's needs.
ede4942datanotebookactionplanchart.doc | |
File Size: | 49 kb |
File Type: | doc |
b. Examines and uses data-informed research to improve instruction and student achievement;
EVIDENCE:
http://amandasilebi.weebly.com/blog/three-practitioner-article-summaries
The blog post above is three practitioner articles that I selected, summarized, and used to improve instruction and students achievement (specifically for my focus student).
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;
EVIDENCE:
The link to the document below contains two sequential lessons; it exhibits data-based decisions in planning and instruction. The document examines the connected lessons on various levels. Through using formative and summative data, I have reflected on student achievement results from the lesson, and suggestions for improvements in the future.
The data may be examined within the "Assessment" section and in the "Appendix", the adjustments of planning and improving the effectiveness of the lessons may be examined within the "Reflection on Student Learning and Teaching Practice" section.
https://drive.google.com/file/d/0B_D0XBJycXuLYm0zcXRfc0tzTGs/view?usp=sharing
EVIDENCE:
http://amandasilebi.weebly.com/blog/three-practitioner-article-summaries
The blog post above is three practitioner articles that I selected, summarized, and used to improve instruction and students achievement (specifically for my focus student).
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;
EVIDENCE:
The link to the document below contains two sequential lessons; it exhibits data-based decisions in planning and instruction. The document examines the connected lessons on various levels. Through using formative and summative data, I have reflected on student achievement results from the lesson, and suggestions for improvements in the future.
The data may be examined within the "Assessment" section and in the "Appendix", the adjustments of planning and improving the effectiveness of the lessons may be examined within the "Reflection on Student Learning and Teaching Practice" section.
https://drive.google.com/file/d/0B_D0XBJycXuLYm0zcXRfc0tzTGs/view?usp=sharing
d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement;
EVIDENCE:
Communication and collaboration is crucial in supporting student learning and continuous improvement. Collaboration should reach the home, school, and local community. Throughout my time as an undergraduate, I have collaborated with the home through the students agenda's or planner's so that parents/at home partners are aware of the students behavior throughout the day. Additionally, at the beginning of my final internship, I sent home a letter to the parents informing them that I will be in the classroom full-time and am looking forward to it. Letter provided below with personal information blocked out.
EVIDENCE:
Communication and collaboration is crucial in supporting student learning and continuous improvement. Collaboration should reach the home, school, and local community. Throughout my time as an undergraduate, I have collaborated with the home through the students agenda's or planner's so that parents/at home partners are aware of the students behavior throughout the day. Additionally, at the beginning of my final internship, I sent home a letter to the parents informing them that I will be in the classroom full-time and am looking forward to it. Letter provided below with personal information blocked out.
The school community is crucial to the development of the students. I have strived to participate in all school functions including their fall festival, Barns and Nobles night, spirit week/red ribbon week, and various other opportunities to express school pride and collaboration. I have also attended all of the team's PLC meetings, morning meetings, data chats, and the weekly faculty meetings. Below is a flyer from the Barns and Nobles night with personal information blocked out.
Throughout my time as an undergraduate, I have strived to participate in as much community service as possible. Through volunteering with the local community, I am able to build better relations with the home and school to foster and support student learning. Below is a sample of some of the community service opportunities that I have participated in.
e. Engages in targeted professional growth opportunities and reflective practices; and
EVIDENCE:
Below is a list of a selection of the 26+ professional development workshops that I have attended, and the image attached is of my personal reflections after completing the workshop. In addition to what is written in the image, I have reflected personally on how to use the information acquired through these workshops to further assist my students.
List of workshops: School Kindness Project, AVID Tutoring 101, Principals Panel, Nature of Gifted Learners, Sweetwater Field Trips (part one and two), Grant Writing, Visual Thinking Strategies, Movie Night, Honors Celebration, Data Based Decision Making, Nationally Board Certified, Ethics in Assessment, Teaching ESE Students, Cooperative Learning, Conscious Discipline, Principals Panel (two), School Kindness Project (two), Crystal Springs Field Trip, Clearwater Learning Lab, and Movie Night (two).
I have also attended two conferences: NCTE, and FLAEYC and presented at the poster session of NAPDS
EVIDENCE:
Below is a list of a selection of the 26+ professional development workshops that I have attended, and the image attached is of my personal reflections after completing the workshop. In addition to what is written in the image, I have reflected personally on how to use the information acquired through these workshops to further assist my students.
List of workshops: School Kindness Project, AVID Tutoring 101, Principals Panel, Nature of Gifted Learners, Sweetwater Field Trips (part one and two), Grant Writing, Visual Thinking Strategies, Movie Night, Honors Celebration, Data Based Decision Making, Nationally Board Certified, Ethics in Assessment, Teaching ESE Students, Cooperative Learning, Conscious Discipline, Principals Panel (two), School Kindness Project (two), Crystal Springs Field Trip, Clearwater Learning Lab, and Movie Night (two).
I have also attended two conferences: NCTE, and FLAEYC and presented at the poster session of NAPDS
* please click on the image thumbnail to enlarge *
f. Implements knowledge and skills learned in professional development in the teaching and learning process.
EVIDENCE:
The inquiry paper below focuses on discussion strategies implemented within the primary classroom to promote collaborating and learning. Throughout my time as an undergraduate I have participated in countless workshops (some listed in FEAPS 5e) and attended both state and national conferences. Throughout my learning experiences, Kagan discussion has been extensive. Taking what I have learned at various professional development opportunities, I formed my wondering and inquiry, which can be viewed below.
EVIDENCE:
The inquiry paper below focuses on discussion strategies implemented within the primary classroom to promote collaborating and learning. Throughout my time as an undergraduate I have participated in countless workshops (some listed in FEAPS 5e) and attended both state and national conferences. Throughout my learning experiences, Kagan discussion has been extensive. Taking what I have learned at various professional development opportunities, I formed my wondering and inquiry, which can be viewed below.
ede4802_inquiry.docx | |
File Size: | 264 kb |
File Type: | docx |
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 State Board of Education Rules 6B-1.001 and 6B-1.006, F.A.C, and fulfills the expected obligations to students, the public and the education profession.
AP 6 Professional Responsibility and Ethical Conduct
a. Adheres to the Code of Ethics and to the Principles of Professional Conduct of the Education Profession of Florida
b. Demonstrates professional responsibility (i.e. maintaining records, etc.)
c. Exhibits ethical conduct (i.e. confidentiality of student data)
d. Maintains positive and productive relationships with colleagues
e. Adheres to daily schedule and attendance policies
f. Maintains professional appearance
g. Demonstrates professional use of communication.
h. Exhibits emotional stability and mature judgment.
EVIDENCE:
AP 6 Professional Responsibility and Ethical Conduct
a. Adheres to the Code of Ethics and to the Principles of Professional Conduct of the Education Profession of Florida
b. Demonstrates professional responsibility (i.e. maintaining records, etc.)
c. Exhibits ethical conduct (i.e. confidentiality of student data)
d. Maintains positive and productive relationships with colleagues
e. Adheres to daily schedule and attendance policies
f. Maintains professional appearance
g. Demonstrates professional use of communication.
h. Exhibits emotional stability and mature judgment.
EVIDENCE: