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This document outlines the New Florida Educator Accomplished Practices that teachers are expected to demonstrate. It includes 6 main practices: 1) quality of instruction, 2) learning environment, 3) instructional delivery, 4) assessment, 5) continuous professional improvement, and 6) professional responsibility. Under each practice are standards that describe how teachers should align lessons, differentiate instruction, use assessments, collaborate, and adhere to ethical standards. The document provides a rubric for teachers to evaluate their own practice.
Description originale:
This is a document showing evidence of how I have met each FEAP.
This document outlines the New Florida Educator Accomplished Practices that teachers are expected to demonstrate. It includes 6 main practices: 1) quality of instruction, 2) learning environment, 3) instructional delivery, 4) assessment, 5) continuous professional improvement, and 6) professional responsibility. Under each practice are standards that describe how teachers should align lessons, differentiate instruction, use assessments, collaborate, and adhere to ethical standards. The document provides a rubric for teachers to evaluate their own practice.
This document outlines the New Florida Educator Accomplished Practices that teachers are expected to demonstrate. It includes 6 main practices: 1) quality of instruction, 2) learning environment, 3) instructional delivery, 4) assessment, 5) continuous professional improvement, and 6) professional responsibility. Under each practice are standards that describe how teachers should align lessons, differentiate instruction, use assessments, collaborate, and adhere to ethical standards. The document provides a rubric for teachers to evaluate their own practice.
(a) Quality of Instruction. 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; I have aligned instruction with the state-adopted standards for each lesson I have taught. I have used http://www.cpalms.org/Public/ to find standards that go along with each of the lesson I teach. An examples of a lesson plan in which I have used the appropriate standards can be found here. b. Sequences lessons and concepts to ensure coherence and required prior knowledge; For each lesson that I teach, I make sure that I am building on students prior knowledge. For example, when teaching subtraction within 10, I made sure to start at the most simplistic and basic strategies for the students to learn. I started with using pictures, and then taught students how to use their fingers to subtract. After these simple skills, I moved into teaching students how to use a number line to subtract numbers within 10. This lesson plan can be found here. After teaching students how to use a number line for subtraction, I then taught how to use part-part whole and then we moved into finding the missing subtrahend. I taught these subtraction skills in this order so that they would build upon each other. After students have learned the most basic subtraction strategies they could then learn the more complex strategies. c. Designs instruction for students to achieve mastery; In order to help students achieve mastery, I have differentiated instruction in many different ways. One specific way in which I have designed instruction for students to be successful was when teaching subtraction using your fingers. First, I taught the lesson to the whole class. I then gave students time to practice what they have learned independently. While circulating the room to check for students understanding, I noticed some students were not completing the activity correctly and had not fully grasped the lesson objectives. In order to help these students, I pulled a small group and worked with them together to help them better understand the subtraction strategy we were learning about. This helped this group of students because they were able to receive more individualized instruction that was tailored to their specific needs. This also gave this group of students a second opportunity to hear the directions and how to complete the subtraction activity. d. Selects appropriate formative assessments to monitor learning; The formative assessments that I use to check for students understanding is to circulate the room and monitor the answers and strategies that students are using to solve problems. One specific way that I have done this is when teaching math. While teaching math, many times the students follow along with me using their individual white boards. After I write an equation on the board, the students are to then solve the problem on their own boards. While students are working to find an answer, I walk around the room and look at how they are solving the problem as well as whether or not they are ending up with the correct answers. After seeing how students are solving math problems, I am able to modify my teaching to better help them be successful. e. Uses variety of data, independently and in collaboration with colleagues, to evaluate student-learning outcomes, adjust planning and continuously improve the effectiveness of lessons. Every week on Wednesday mornings, I take part in PLC meetings with the kindergarten team, the assistant principal, and the principal. These PLC meetings are focused around the students that are considered to be in the tier 2 category and are in need of interventions to help them improve in certain skills and subjects. Based on the data that is collected during these meetings, I adapt my lessons to fit the needs of these students that need this extra exposure in order to help them improve in the recommended subjects. Also, I am working to collect data for my inquiry this semester which is How can I help students develop strong reading foundational skills so that they will be successful readers in the future? More about my inquiry and the data I have collected can be found here. f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies I have taught students many different strategies in order to help them be successful when subtracting numbers within 10. The different strategies I have taught include drawing pictures, using fingers, using a number line, and using the strategy of part-part-whole. These lessons and reflections can be found here. 2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible,
Goal Setting Evaluation and Rubric
USF Elementary Education
NEW FL EDUCATOR ACCOMPLISHED PRACTICES
inclusive, and collaborative, the effective educator consistently: a. Organizes, allocates, and manages the resources of time, space, and attention; b. Manages individual and class behaviors through a well-planned management system; c. Conveys high expectations to all students; d. Respects students cultural and family background; e. Models clear, acceptable oral and written communication skills; f. Maintains a climate of openness, inquiry, fairness and support; g. Integrates current information and communication technologies; h. Adapts the learning environment to accommodate the differing needs and diversity of students; and i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve 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; b. Deepen and enrich students understanding through content area literacy strategies, verbalization of thought, and application of the subject matter; c. Identify gaps in students subject matter knowledge; d. Modify instruction to respond to preconceptions or misconceptions; e. Relate and integrate the subject matter with other disciplines and life experiences; f. Employ higher-order questioning techniques; g. Apply varied instructional strategies and resources, including appropriate technology, to teach for student understanding; h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students; i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement; j. Utilize student feedback to monitor instructional needs and to adjust instruction. 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; b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery; c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains; d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge; e. Shares the importance and outcomes of student assessment data with the student and the students parent/caregiver(s); and f. Applies technology to organize and integrate assessment information. (b) Continuous Improvement, Responsibility and Ethics. 5. Continuous Professional Improvement. The effective educator consistently: a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students needs; b. Examines and uses data-informed research to improve instruction and student achievement; 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; d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement; e. Engages in targeted professional growth opportunities and reflective practices; and f. Implements knowledge and skills learned in professional development in the teaching and learning process. 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.