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 accomplished this FEAP by using CPALMS, a website
published by the state of Florida, to look up state-adopted
standards. Then I compare materials and curriculum I obtain to
those standards to make sure the level of rigor matches the FDOE
state standards.

b. Sequences lessons and concepts to ensure coherence and required

prior knowledge;
All of my instructional planning follows a well thought out sequence
that ensures the coherence of knowledge and skill building that
students need to succeed in the classroom. For example I follow
Engage New York a common core standard aligned curriculum for
math. Concrete to abstract teaching is something I have been
incorporating in the classroom as well to show student the easier
concrete examples first before moving to the abstract.

c. Designs instruction for students to achieve mastery;

The instruction I design for my students is designed to challenge
them, while still staying aligned with grade level standards.
Differentiating instruction to allow different types of learners to
learn in a way that best suits them. If my students have not
achieved mastery on a certain skill or standard I use formative
assessments to change my instruction to target the misconceptions
my students may be having in a certain area. Abstract to concrete

d. Selects appropriate formative assessments to monitor learning;

The formative assessments that I select to incorporate in the
classroom are designed to target the skills and standards being
taught in the classroom. If students are performing well on the
standards being taught I can move on to the next standard in the
sequence of the necessary skills and knowledge students are
expected to master for the unit being taught.

e. Uses diagnostic student data to plan lessons; and

One form of diagnostic student data I collect and use to plan lessons
are my students exit tickets. Those exit tickets let me know as a
teacher are my students understanding this lesson If they are
showing mastery the answer is yes if not I need to figure out if it is
something I am not explaining properly or is it a misconception that
they are having. These exit tickets let me know that.
I have taken many forms of exit tickets this semester the bellow is
just one example:

f. Develops learning experiences that require students to demonstrate

a variety of applicable skills and competencies.
The way I have met this FEAP is through differentiating both
instruction and assessments. By doing this students are required to
show their competency to learn similar and different content in
different ways. Similarly I differentiate my assessment to allow my
students to show me that that can apply the skills they have
learned in different ways. An example of this is the centers style
lesson I developed at the end of my internship. In these centers
students were able to use technology, do hands on activities,
participate and learn the days new content in a small group setting,
and practice the new content on their own with teacher support if
needed.
2. The Learning Environment. To maintain a student-centered learning
environment that is safe, organized, equitable, flexible, inclusive, and
collaborative, the effective educator consistently:
2a. Organizes, allocates, and manages the resources of time, space,
and attention
This week was my second week getting to teach in the classroom to
my 3rd graders. For my lesson this week I chose to do a NEARPOD with
my students. I love using the online program
NEARPOD when I do lessons, because it allows me to have an outline of
some sorts to keep me going in the direction I intended to when I made
the lesson, and allows me to electronically look at students answers as
they submit them. I can project a students work on the board because
their thinking was spot on, and I can also see when a student is having

those misconceptions. All of this on an app I have on my IPAD. Through

NEARPOD I have developed additional classroom management
strategies that I have implemented in the classroom with my students
on top of the strategies that my CT has already put in place. For
example when I am teaching and I need the students attention I
simply raise my hand and wait. The students know from a conversation
we all had this week that this means they need to raise their hand as
well finish up their conversation quickly and give me their attention. I
also adopted a strategy I learned from my CT last semester, the best
ideas are always borrowed. This strategy was turn and talks. Basically I
ask a question and the student turn and talk with their shoulder
partner, sharing their thinking about the question being posed. This is
super effective especially since I am teaching science this semester
with my third graders. I have a few boys in my morning and afternoon
classes that haven started to give me a little bit of trouble on Monday,
so on Tuesday this week I pulled both of them aside and told them that
if they cannot follow the behavior expectations that I have for them
that I will have to make them put away their lap tops/ devices that they
are using for the NEARPOD and do their work with pen and paper. This
let the students know that I have noticed their misbehavior, and now
know exactly what behaviors I expect and what behaviors are not
going to be tolerated. This is effectively managing the classroom to
promote a great learning and teaching environment for my students
and me as their teacher. As my mom says a happy teacher is the best
kind of teacher, my mom is a 5th grade teacher. Through organizing
the lesson to where I am keeping both myself and students on track
and engaged in the learning going on I am better able to manage time
I want to spend on each part of the lesson or with a particular student,
as well as the attention of my students. Time is a precious commodity
in the classroom and there is never enough of it. Having set the
organization strategies in place is one way I have demonstrated that I
am capable of doing this in my own classroom.
2b. Manages individual and class behaviors through a well-planned
management system
In my classroom I think that I am a more assertive discipliner than
cooperative one. Different students call for a different form of discipline
in my opinion. My brother need much harder consequences than I did
growing up. Two different kids two different forms of discipline. This is
how I approach my students in my classroom. Its sort of a law and
gospel kind of situation. Let me explain. In my classroom there is the
law, the rules that we made together as a class that I actively
participated in making along with my students. Then there is the
gospel, this is the idea that I love each and every one of my students
and no matter how much they screw up I am still going to love them as
my student. They always have the chance to redeem themselves in a
sense. This also allows me to have some discretion in discipline. For

example I have a student who constantly forgets to get his planner

signed, and when I say constantly I mean he never gets it signed, ever.
This means that he starts the day off with -2 dojo points because he
did not get his planner signed. I had another student who always gets
her planner signed forget one day this week, I told her since this is her
first offense that I would show her some mercy and not deduct those
dojo points. This in my opinion is not favoritism, it is rewarding
consistency. If she starts to make a habit of not getting her planner
signed like my other student, than I am going to have to use all law
with her just like him, but the student who doesnt get his planner
signed always has the opportunity to get back on track and make the
right decision and get his planner signed because he knows those are
the expectations that I have for the whole class. Another example of
this management system in my classroom is with one of my behavioral
problems BR. BR is a very dominant young man in my classroom, but
also has a poor reading level. This poor reading level contributes to
him goofing off during class, basically he cant do his work without
someone reading everything for him. I try to help him as much as I can
but I have other students in my class that deserve my attention as
well. This week during my NEARPOD lesson BR was not participating in
the questions being asked on the NEARPOD, and was distracting his
table group from working on their NEARPOD. I finally had enough of his
distractions and told him that he had to leave his laptop in the room
and go sit in the middle of the pod until he decides he is ready to come
back into the classroom and follow the expectations that I have for him
during class time. He marched off for about 5 minutes and did not
return. During a spare moment I had I walked over and talked to him,
and said BR if you have questions about what a question is asking you
and I am busy ask one of your table mates I am sure that they would
be delighted to help you out. I then told him that if he wants to come
back in the classroom and show me that he can focus on his work
without distracting other that he can. He pouted and reluctantly came
back in the room. He was silent and participated to the best of his
ability on the NEARPOD, but the management system that I use with
my class in this example with BR is evidence that I can implement a
style of management system that is my own and works for me as an
educator.

2c. Conveys high expectations to all students

This second week in my internship we started to get into the routine of
regular schools days, which was super nice. This gave me a chance to
set the tone for students and what expectations I have for them as
learners. The best example I have of setting my expectations is with
one particular students named BR. BR does not have the highest

reading level in the classroom and this is something that I noticed

during the first week of class last week. Every morning after
announcements are over we have IRLA time. IRLA time is for
independent sustained silent reading, focusing on building endurance
and fluency. Last week I noticed BR was not doing so well with the
sustained part or the silent part of IRLA, all of this on top of his below
grade reading level. This week when BR walked in the room I asked
him if he would like me to sit next to him during IRLA and read with
him. He was super excited about this! I told him though I like to read
during IRLA to, so if I am going to sit with you then you need to be
reading because I want to read my book, and I want you to be reading
your book to, so you can get better and read big books like Mr. K one
day. This technique worked, not to perfection but it worked. Instead of
BR only being capable of reading for 5 minutes by himself, we were
able to read sitting next to each other for 15 minutes before he asked
to go get a drink, then again a few minutes later to go to the
bathroom. This is an example of conveying high expectations only one
student, but there are many other examples just like this one with all of
my other students. An example of conveying high expectations to the
class all at the same time would be the first time I taught a lesson in
the classroom this week. Before I even started teaching the lesson I
told the students, I know it a treat that I am in the classroom with you
guys this year, and I know that you all are super excited but I want to
make a few things clear: I will make my lessons fun for you guys, but I
have the same expectations that Mrs. Carlson has for you. If you want
to ask a question raise your hand, no calling out, respect each other. I
have high expectations for you all as students, each and every one of
you. These high expectations, helped me as a student teacher
tremendously. Rather than being the fun guy who we get to goof off
with twice a week, I am the fun guy who we get to learn with twice a
week. This little talk I had with all of my students before I taught the
lesson really helped with classroom management and students
learning. I wish I would have done this last year!
2d. Respects students cultural linguistic and family background
The last week was by far my favorite week of teaching. The past
semesters during my internship I always ask my collaborative teachers
if I can do a lesson with the students about the history of my employed
that I work for in the summers, called Marineland Dolphin Adventure. In
a nut shell Marineland is the birth place of marine mammal training in
the United States and had a very reputable scientific research history
as well as film history. This is a place that has touched my hearth
working there with all 15 bottlenose dolphins, and I love sharing my
love for the education values of the place and just how cool it is. This
week though I had a great teaching moment during my semester
Marineland presentation. Part of Marinelands history is a man named

Adolph Frohn who was a German immigrant who came to the U.S. a
few years before
World War 2 broke out in Europe. Part of his history in the U.S. is how
he was discriminated against as an immigrant for several reasons. I
asked the students if anyone in the room had ever had this happen to
them for any reason. I had a bunch of students raise their hands, and I
then asked them how they felt about it when it happened. Most of the
students who responded verbally told me they felt bad, or didnt like it
something along those lines. After the presentation on the way to lunch
I had one of my ELL students come up to me and tell me a little
anecdote about her family and somethings that had happened to
them. I told her that I am very sorry that this happened to her family,
and that I am so glad she is at a school like New River Elementary
where she has teachers and friends who would always try and respect
her cultural background. I could tell that talking about the situation
made her upset, so after this talk I tried to redirect her attention to
recess, so she could get her mind off of that bad memory.
2e. Models clear, acceptable oral and written communication skills;
Most of my lessons that I teach my students involved using the online
program NEARPOD, which I have talked about several times before in
my blogs. Throughout these lessons I am constantly talking about the
NEARPOD and the content being presented from the slides to my
students. I am reading the slides elaborating on the slides going into
more detail for the students to develop understanding by giving them
concrete examples that they can relate to as 3rd graders. This ability
that I have to model clear and acceptable oral communication is a
great way to teach effective oral communication. Another example of
this FEAP is with one of my students with ASD LAN. This student is
prone to throwing temper tantrums. Whenever he starts to get upset I
ask him to verbalize his frustrations with me rather than screaming,
yelling, and crying. I also will tell him LAN I dont know why you are
throwing a fit none of the other 3rd graders are acting that way. They
are reading and doing their work like 3rd graders should be doing. This
is another way I model and demonstrate effective oral communication
in a different wat for a wonderful student who needs the modelling and
reminders. Talking about how I represent written communication
throughout my science lessons I will write down detentions of vocab on
the board, or answer parts of questions I pose to students on the board
by writing them on the board. My NEARPOD lessons are also examples
of effective written communication. I create all of my NEARPOD lessons
from scratch, so I consider that modeling and demonstrating written
communication.
2f. maintains a climate of openness, inquiry, fairness and support;

The first week of school was not subject orientated. The first week of
school was all about setting up the classroom so that learning can take
place. What I mean by this is my classroom teacher and myself were
setting up procedures for our students to follow, so they know what to
do. For example lining up in alphabetical order to walk to lunch, setting
up the students math and science notebooks so they have those ready
and available one the learning and teaching start to take place. The
other big things that took place during the first week of school were
setting up classroom rules. My CT set up class dojo an online program
that allows you as the teacher keep track of students behavior via
points, and gives parents who sign up for reports a daily report of how
their child is behaving in class. I took the opportunity to this first week
to get to know my students. I think that being an intern in the
classroom is very different for some students, they are not used to it. I
made it a point to introduce myself to every students the first day of
school. I made sure I explained to them that I am an intern at USF and I
am learning how to be a teacher, which means I am an adult and
should be treated just like a teacher. I wanted to make sure I got the
respect I need from them in order to teach them, but at the same time
maintaining a climate of openness and respect for them. Since I expect
respect from them they should expect the same respect from me. The
first day I can remember a specific conversation I had with one of my
students LAN. This particular students only comes into our classroom
during math and science in the mornings, because he has ASD and
cant handle a full day in a regular classroom. When he walked in he
looked at me very bewildered, so I walked over to him and introduced
myself. Before he even said anything to me he called out to my CT,
who was his teacher last year in 2nd grade, and said Mrs. Carlson why
is there a big kid in the classroom? She said LAN why dont you ask
him yourself, he looked at me and asked me who are you? I told him I
am USF intern I am here to help you guys learn everything you need
learn in 3rd grade and if you have any questions this year come over
and ask me. From that point on I made it a point that if I wasnt
teaching I would try and spend as much time with LAN developing his
social skills which need a lot of work. This interaction though really set
a good tone for my relationship with LAN in my opinion I can tell right
away that he knows I am there to help him. This specific example with
LAN is a very dramatic representation of other conversations I had the
first day of school with all of my other students, but all of my students
realized that I am there to help them learn, be fair, open, and
supportive of them as learners in the classroom. The first day of school
all of the third grade classes came together for a third grade meeting.
They talked to the kids about the expectations for the year. This
meeting didnt let kids talk a lot, but it did establish that the students
are an important part of the community in the third grade. Also my
teacher uses Class Dojo to reward her students for good behavior. She
let the students come up with the rewards that they can earn. This lets
the students take ownership. The seating chart tool was something I

havent used before formally. I have in the past looked around the
classroom and thought maybe we need to move where students are
sitting based on factors such as behavior, learning, environment, etc.
the seating chart tool was more of a formal way to do this process. Call
me old fashioned. The tool did show me that my CT knows her kids
really well already she had a majority of these kids last year in 2nd
grade and knows their tendencies already, which means there will
hopefully be less tinkering latter on in the year.
2g. integrates current information and communication technologies;
Throughout my time in the classroom this semester I have used
several different technologies to communicate with my students
effectively and present content to them. My favorite technology to use
with my students. My students love how they get to interact with me
on the computer. They get to provide me with answers to my questions
where I then get to provide them feedback about how they are doing
with mastery of the content. Another form of technology I use regularly
with my students is power point, it is very effective with keeping me
organized and organizing information for my students. Along with this
I use email to communicate professionally with my collaborating
teacher. We communicate via email to bounce ideas off of each other
about lesson plans.
2h. Adapts the learning environment to accommodate the differing
needs and diversity of students; and,
One of my favorite weeks teaching in my internship! We got to do a
science activity that involved some hands on stuff, pretty simple
nothing to extravagant but nonetheless still fun for me and my
students. The activity had to do with temperature how different states
of matter have different temperatures and how those temperatures
compare to one another. For this lesson I wanted to make sure of a few
things one main thing to include differentiation in the lesson for my
student with ASD LAN. LAN has a hard time sharing things. When he is
in a group of students who demand that he shares and dont know how
to ask him a way that makes him want to share he can have
breakdowns. I have seen this happen in some of my CTs lessons. The
way I plan on doing this is putting LAN with one other student EDE in a
group by themselves. EDE is a very bright student but the reason I
chose her to work with LAN is because she knows how to talk with LAN
and doesnt get upset herself when LAN does act the way he should
socially with her. EDE was the logical choice because she has a
younger brother who is a student at NRE and he also has ASD. Letting
these two work together will benefit them both EDE gets to have the
experience with working with a student who has ASD, which in my
opinion is a very rewarding experience. LAN gets the benefit of working
with someone who understand him, and it differentiates how he is

learning the material avoiding the would be obstacle of a group that

would hinder his learning, by putting him with EDE he is set up to
succeed in learning the material as well as learning that hidden
curriculum from EDE.
2i. utilizes current and emerging assistive technologies that enable
students to participate in high-quality communication interactions and
achieve their educational goals.
In my internship I again used a NEAPROD to display lesson to my
students. They loved it!!! I think that using pencil and paper is a skill
that kids need to know, but typing and knowing how to use a computer
is even more valuable in this modern age, especially for these kids.
Almost all of my work in college is done on the computer and most
work out in the work force at least involves technology if not a
computer itself. This is why I try to use the NEARPOD as much as
possible it improves students technology literacy: their ability to
navigate a computer, type with accuracy and fluency, and learn by
using technology. NEARPOD also increase my student participation in
the lesson. I have done lessons without the NEARPOD and I have
students who dont finish their class work, because they are not
engaged and excited to work on what they are asked to. I also get the
luxury and benefit of keeping track of students participation on
NEARPOD electronically, so I can see if students are responding to
questions, what they are responding to, and it saves all this data for
me. Which lets me formatively plan for future lesson based on
students participation and mastery of a concept.

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;
One particularly engaging and challenging lesson that I have done
every semester while in my internships with all of my classes is a
lesson on animal adaptations. I started developing this lesson when
I was in a 5th grade classroom 3 semesters ago, but have since
adapted it to meet 3rd grade standards. This lesson starts with a
history portion of a marine mammal facility called Marineland
dolphin adventure which was founded in 1938. Setting the scene of
how the scientists at Marineland used the nature of science to
discover different animal adaptations of different species at the
facility, but mainly focusing on dolphins. This lesson combines
history and the nature of science to help students understand
animal adaptations. How does it meet standards why am I teaching
why am I teaching it that way.

b. Deepen and enrich students understanding through content area

literacy strategies, verbalization of thought, and application of the
subject matter;
Every day during mathematics instruction I put the goal for that
lesson up on the board. All of my students write this goal down in
their journal. A part of this goal being written on the board is
underlining tricky vocabulary that they might not have yet, along
with mathematical vocabulary. The first thing I do to after reading
the goal out loud is define the tricky vocabulary in their own words
in their journals. I also underline the tricky words in the lesson plans
when lesson
Planning. Below is an example of a recent goal we had in class the
bold words are tricky words that are not mathematical terms being
used, the italic words are mathematical terms being taught in the
lesson.

Lesson 26
Objective: Decompose whole number
fractions greater than 1 using whole
number equivalence with various

c. Identify gaps in students subject matter knowledge;

A formative assessment that I have been using all year long to
identify gaps or misconceptions in students subject matter
knowledge are exit tickets. These exit tickets are designed either by
myself or the curriculum we are using to see student mastery of the
content presented this far or that particular day. Through these exit
tickets I can see students progress in the learning, are they able
getting some of what was taught, none at all, or do they have it
mastered. I can see their thinking in progress daily, or lack of
thinking as well.

d. Modify
respond to preconceptions or misconceptions;

instruction to

One simple way I have modified my instruction to deal with

misconceptions specifically is the way I set up my instruction in the
first place. We have a rotation system in place for instruction
students who start with me in small group are my lower performing
students. If they are still struggling with the new/old content they
stay with me at small group instruction. This is so they get more 1
on 1 opportunities to help scaffold their thinking in the right
direction. Usually I have one or two friends stay with me for the
following rotation. This is not only for my lower performing students,
but also for my students who are higher performing but not
grasping the lessons concepts.

e. Relate and integrate the subject matter with other disciplines and
life experiences;
The best way I have done this is science class. Every year I
integrate a lesson on Marineland Florida a marine mammal facility
on the east coast of Florida with a 76 year history. By teaching this
lesson I integrate science and history together and inspire kids with
the accomplishments of the great people of Marineland. I use my
experience from working there to do all of this. Below is the title
page of the power point I use every year to teach this lesson.

f. Employ higher-order questioning techniques;

This semester my inquiry was largely based on questioning and how
students think about problem solving. I incorporated higher order
questioning in the form of abstract questions. These questions
require students to create, analyze, or be creative in their problem
solving. These are higher order questions that show students can
think about mathematics in an abstract way that makes sense.

g. Apply varied instructional strategies and resources, including

appropriate technology, to provide comprehensible instruction, and
to teach for student understanding;
Every day our instruction used different strategies to increase
student learning. Our first station is teacher time where I lead the
small group lesson for the day taking notes and solving problems on
the board providing a guided release type instruction to the
students. In the problem set group students are responsible for
working independently on problems reinforcing that days content,
this is a student centered type instruction. In the third group hands
on students work with some sort of manipulative that either focuses
on review skills or that days skill depending on the lesson. This type
of instruction is also student centered, but has the students using
manipulatives to give them concrete examples to help guide their
thinking. The final station is prodigy, an online based math program,
where student create a character and do battle against monsters by
answering mathematics questions. The students love the use of
technology that gets them exited to do math, and presents the
math in a different way so they get experience solving different
forms of math problems.

h. Differentiate instruction based on an assessment of student learning

needs and recognition of individual differences in students;
One way I have met this FEAP and differentiated my instruction is a
mid-unit assessment that I gave to my students during our area and
perimeter unit. This assessment let me know that my students were
having trouble determining what a problem was asking the student
to find, matching the fraction for equivalency and writing the
fraction for each figure. She eventually was able to figure it out after
I modeled it multiple times on the board for her. I modified how I
was teaching this to the small group to show her that things that
look different can still be the same.

i. Support, encourage, and provide immediate and specific feedback

to students to promote student achievement; and

This semester I introduced a new type of formative assessment to

our classroom called PLICKERS. PLICKERS is an online assessment
tool where students answer questions on the projector using cards
that they hold. I use my cell phone to then scan their cards which
they hold a certain way to indicate their answer. After everyone has
answer I put the answer on the board and work through the problem
providing the students with immediate feedback, along with how to
solve the problem correctly using the strategies learned from that
lesson. This type of assessment encourages students to answer,
and in encouraging to them even if they get the problem wrong
because we work through the problem together as well, so they see
where their thinking went wrong and they can correct it.

j. Utilize student feedback to monitor instructional needs and to adjust

instruction.
This week I have been using the time I have with my highest group
in the rotation to trouble shoot their misconceptions. They complete
the problem sets before they get to small group instruction, so when
they come to my rotation I collect their problem sets analyze them
to see what misconceptions I see and give them back to the
students. I then ask them. What they think they need help with, or
which problems they want to go over. This student feedback helps
me monitor instructional needs and adjust to what they think they
need more help with. Most of the time they have good selfawareness and choose the problems and concepts that I am seeing
misconceptions in on their problem sets. This is when we go back to
those particular points and review them to make sure they are
meeting mastery. I believe these also helps with self-awareness
skills that are valuable later in a students mathematical academic
career. It teaches them to know when they are mastering
something and when they are having misconceptions.

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;
During our area and perimeter unit I gave multiples of assessments
that allowed me to analyze the data collected to formatively
diagnose students learning needs. These assessments showed me
that student needed more practice with word problems that were
not explicitly asking for area or perimeter using that vocabulary.
This lead me to the decision to go back in the in the unit to go over
how students should be reading work problems related to area and
perimeter when the vocabulary was not being used explicitly. We
practiced problem solving identifying if the question was asking for
area, perimeter, or both. These assessments helped drive my
teaching and the students learning process.

b. Designs and aligns formative and summative assessments that

match learning objectives and lead to mastery;
Bellow I have included both formative and summative assessments
that match the learning objectives in our math curriculum which are
aligned with the Florida State Sunshine standards. I use the
formative assessments to inform my instruction that will develop
the skills needed for mastery, and the summative assessments to
check for mastery.

c. Uses a variety of assessment tools to monitor student progress,

achievement and learning gains;
I use different types of assessment tools: PLICKERS, paper pencil,
prodigy, Nearpod, projects, all sorts of different avenues for students to
express to me the mastery of the content they have developed. All of
these gave my students ample opportunity to show me using different
assessments what they have learned and what they know.

d. Modifies assessments and testing conditions to accommodate

learning styles and varying levels of knowledge;
I use different types of questions: higher level thinking, multi-step
problems, multiple choice, projects, explain your reasoning, and lower
level thinking. I give students many different ways to show me what
they know. I do this for all of my students as well as my PMP and ESE
students. This week we have had students doing math facts on the
computer in prodigy while at the same time timing them for fluency on
the same facts. We have had project based lessons where students are
required to complete a task, by the end of the week. We just had a
traditional paper pencil assessment for our students to check where
they are in the journey to mastery of our standards on fractions. The
test below was a mid-unit assessment I used to check students
progress and this student is one who I allow to sit next to me during
testing time
and I read her the
questions
since she has
trouble
reading and
identifying
what the question
is asking
her.

e. Shares the importance and outcomes of student assessment data

with the student and the students parent/caregiver(s); and
The way I have shared the importance and outcomes of outcomes of
student assessment data with the student and the students
parent/caregiver is by participating in IEP during those meetings my
classroom teacher gave me the opportunity to share what I have been
noticing in the classroom in terms of assessments and data with the
caregivers. I also share outcomes on assessments with students every
time we take one. I always explain to my students that this is an
assessment for me to see your thinking and mastery, read every
question carefully and think about what is being asked to you. When a
student is not performing where they need to be I will share their
grades they have earned in the grade book and show them the
patterns or
trends I am seeing to
make them
aware of what is going
on with them
academically.

f. Applies technology to organize and integrate assessment

information.
When I grade assignments I keep an electronic grade book which I then
transfer to paper for my classroom teacher, because she likes it that
way. For my exit tickets I have used PLICKERS and NEARPOD both to
organize score and show me performance of groups and individuals on
formative assessments. It is a very convenient way of incorporating
technology to benefit my time as an educator and show my patterns
and trends in student performance.

5. Continuous Professional Improvement. The effective educator consistently:

a. Designs purposeful professional goals to strengthen the

effectiveness of instruction based on students needs;
I feel that the past 3 internships I have had the are evidence that I
acknowledge professional goals that I need to strengthen as an
educator and go about planning an effective way to reach these goals,
which leads to more effectiveness of my instruction in the classroom.
Planning lessons well in advance of the day of teaching them is an
important lesson I have learned and a goal I have reached I always
have the next week of lessons planned out the Thursday prior to that
week. This gives me time to see where we are in the current week, and
if we are ready to move forward. It also frees up my weekend to grade
papers and make changes to the plans if needed based on students
assessments.

b. Examines and uses data-informed research to improve instruction

and student achievement;
This semester I have been doing an inquiry into m teaching. My
wondering was how I can increase students problem solving skills in a
3rd grade classroom in relation to mathematics. What I found was many
different resources that offered research based practices that I have
adopted and implemented into my classroom. I was able to see my
students mastery increase once I implemented these research based
practices.
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;
Recently we have started doing good cause in our classroom. What
this is are short quizzes targeting different standards for ELA in third
grade. We have been using these quizzes to help determine if a
student is in need of retention since 3rd grade is a retention year for
reading in Florida. I have participated in this process by giving the
assessments grading the assessments and evaluating which student to

keep doing these assessments with based on their performance on the

assessments.
d. Collaborates with the home, school and larger communities to foster
communication and to support student learning and continuous
improvement;
One thing that I have implemented in our classroom in class dojo. I
take photos of what the students have been doing in the class every
day, if it is interesting enough, and post it so that parents and family
members can see what their students are doing in the classroom
during the day.
e. Engages in targeted professional growth opportunities and reflective
practices; and
Reflecting on these FEAPS to see how I have met them is one way that
I have been able to target areas where I can improve as a professional
and grow.
f. Implements knowledge and skills learned in professional
development in the teaching and learning process.
During the semester we had midterm goals that we planned out with
our CT and my supervisor I have tried my best to implement the skills
needed to meet these goals and grow as a professional and improve
myself as a teacher.

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.
1. What do you see as the purpose of the Code of Ethics and Principles of
Professional Conduct of the Education Profession of Florida?
When I read the code of ethics and principles of professional conduct I
see a set of guide lines that we a teachers need to adhere by, not only
because the state of Florida mandates them, but mainly because we
are going into a profession that requires a high understanding,
appreciation, and practice for the morals and ethics we need to follow
as teachers. The reason for this high standard of teachers ethically is
because of societies view of teachers, our profession is seen as one

that requires high ethics and Morales. Society views our profession this
way because parents entrust us with their children almost every day.
They trust us to keep their children, safe above all else, along with the
very important job of providing a quality education to every student.
In order for parents to trust us as educators teachers must have
these ethical principles outline by the State of Florida. The purpose is
mostly for legalities in the world of law, but I believe that the true
purpose is to show the public that these are the standards we hold our
teachers to and this is why you can trust your child and their education
to them because our teachers are of high moral and ethical principle.
2. What is a specific detailed example from this semester when you
demonstrated being an ethical educator?
The best way I embodied the code of ethics this semester, and I
believe the most meaningful way is going through the action plan
given to me by the college of education. I was given this action plan
because I missed a few days of my internship at the beginning of the
semester, and was not communicating effectively with my
collaborating teacher in regards to planning. However I took this as a
learning experience and did just that learned from it. Even though I
didnt communicate effectively with my collaborating teacher I was still
able to maintain a positive and productive relationship with her. I
improved drastically on my attendance not missing a single day after
the action plan was put in place and making up all missed time in my
internship as well. I always maintained a professional appearance in
the school and never showed up in an unprofessional manor. As the
semester progressed I demonstrated that I can communicate
effectively with my collaborative teacher in both text messages and
emails. It was not the best communication at first, but I have shown
that I can work to improve in all of these aspects of ethical code from
the state of Florida.
3. How is this specific example connected to the Code of Ethics?
These multiple of examples are directly connected to the code of ethics
because they are evidence of my performing and improving in the
areas listed by the code of ethics. All of my examples included are
direct example of how I performed each 5 aspects of the code of
ethics.