FEAP 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;

https://youtu.be/COm2H-Y-WZ8
This is a video of myself teaching a small group lesson about contractions. Before planning this
lesson I picked a main standard to teach and make sure I hit. The standard that I wanted to align
my instruction with was: LA.1.1.4.6: The student will identify common, irregular words,
compound words, and contractions. By having a standard in mind, it was a lot easier to develop a
lesson plan and keep everything running smoothly. Standards are important to have when
creating and teaching a lesson plan because it helps to account for what the students learned
throughout the year and what they still need to learn.

b. Sequences lessons and concepts to ensure coherence and required prior knowledge;

c. Designs instruction for students to achieve mastery;

d. Selects appropriate formative assessments to monitor learning;

e. Uses diagnostic student data to plan lessons; and

f. Develops learning experiences that require students to demonstrate a variety of applicable

skills and competencies.

During morning meeting we have a daily morning message. This requires the students to read
there context clues in order to fill out and understand the meaning of the message. I usually add
either a math problem or a problem solving skill the students have to figure out on their own.
This requires students to demonstrate a variety of skills and competencies.

FEAP 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;
My CT and I use multiple timers throughout the day to keep time and attention of the students
accurate and flowing. The timer helps decide and manage an appropriate length of time for
lessons. It also gives the students a sense of how much time they have to complete something.

b. Manages individual and class behaviors through a well-planned management system;

Pictured below are two ways that my CT and I keep track of our student’s behavior throughout
the day. The first picture represents the student gems and students earn 5-10 of these after every
subject/lesson depending on how well and focused they were throughout the lesson. If students
are off task they would be asked to remove some gems from their cup. This is a way for the
students to keep track of what kind of day they are having. The second picture is the student
shields and this is another positive reinforcement. Students receive a sticker on their shield if
they are doing something extraordinary. When students fill up the whole chart they are given $5
(class money) to use to shop for a prize the following week.
c. Conveys high expectations to all students;
In our classroom we have a grade system based on E, S, N and E being the most proficient and
accurate. We have the posters (attached below) at the front of the classroom for students to see
and refer back to. Students were taught that they should always be an S by the time they are
finishing up with lesson and should strive for an E. Students re held to high expectations and this
is a way we can monitor the students growth as well as a way they can monitor their own
learning.
d. Respects students’ cultural linguistic and family background;
The Thursday before Easter, one of my students brought in eggs for the class to observe and take
home. When she brought it in, I thought it was just traditional American Easter eggs, but I was
wrong. My student, which is from Mexico, described these eggs as Cascarones which is a
Mexican tradition. She described to the students that in this tradition you break eggs on top of
family and friends heads in order to bring them good luck. These eggs are filled with little
goodies and confetti. My CT gave me the opportunity to lead the discussion and culture lesson
on these Cascarones. All the students in the class were thrilled to see another student’s culture
and family background. All the students were able to take a fake egg home to share with their
families and explain the Mexican Easter tradition.
e. Models clear, acceptable oral and written communication skills;
Every week this semester of internship, my CT wanted to get me in the habit of clearly stating
and writing instructions, objectives and standards on the board. She wanted me to get into this
habit because it’s a great model to show the students as well as have explicit instructions or
objectives where everyone can see. This is very important for both students, teachers and
administration because they will be able to walk in the classroom at any time and clearly see
what the students were currently working on. This could be a long term or short term assignment,
but either way it is important that students and other teachers are aware of the importance of the
skill.

f. Maintains a climate of openness, inquiry, fairness and support;

In order to maintain a fair, open environment my CT has come up with a tactic to use. Instead of
just calling on students she pulls the students sticks from the jar and whoever she pulls, that
student will share. She mostly uses this jar when not all students can share, so instead of picking
the same couple of students who raises their hands she picks stick for fairness. My CT makes it
clear to all students that when we use the sticks, no answer or response is a silly response. This
jar supports fairness, openness and a supportive classroom.
g. Integrates current information and communication technologies;
Being able to integrate current information and use technology in the classroom is extremely
important. I co-taught with my CT on a lesson about the characteristics about animals. Each
student was assigned an animal to do research on for a “final paper.” The students gathered
information by reading books from the library, reading Myon books on the computer and
collecting articles and pictures online. Once students found all of their information on their
animal they worked on they used computers and laptops to work on word to type up the
information they found. This exposed the children to more than just writing on paper, but helped
to explore how technology could enhance learning.

h. Adapts the learning environment to accommodate the differing needs and diversity of
students; and
In my internship, I often pulled students to work in small groups in order to meet student’s
diverse needs. Small groups allow me to focus on a specific skill or focus point that the students
need to focus on. Each small group allows the students to explore learning in a specific way that
may make more sense to them. Pictured below is a small group I pulled to work on comparing
and contrasting birds and bats from a guided reading book. I was able to see the 4 individual
student’s strengths and weaknesses.

i. Utilizes current and emerging assistive technologies that enable students to participate in high-
quality communication interactions and achieve their educational goals.
During writing time, students that have a hard time gripping the pencil the correct way will be
given a pencil grip. I have noticed that with these assistive technologies, it allows the kids to
form letters better and make their writing more legible. One big goal for my whole second grade
class has been to improve their handwriting and these tools are there to support my students that
are really struggling in this area.

FEAP 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;

http://kaylagilbert1.weebly.com/blog/supervisor-observation-2-level-ii
Throughout the semester, I have made multiple lesson plans that delivered engaged and
challenging lessons. This blog reflects the supervisor lesson plan I created that incorporated
technology. At the beginning of the lesson, the class and I created multiple Venn diagrams to
contribute to the characteristics of living and nonliving and things. In this lesson, I provided
multiple vocabulary words for the students to learn about the life cycle. Throughout the lesson, I
tried to create multiple ways students could learn the lesson. For instance I delivered the lesson
through multiple ways such as making diagrams, class discussions, videos, online games and
student writings. The students were challenged in ways that made them connect living attributes
to the life cycle of the butterfly. Students had to critically think and compare living and nonliving
characteristics to the life cycle and then later reflect back on it in their science journal.

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;

The picture above is an example of a way I worked to group students depending on their
understanding on phonics work. My CT and I grouped the students depending on how they
scored with their Iready reading, words your way assessment and word work assessment. I was
able to identify trends among the students and group them with similar struggles. Depending on
what the group’s strengths and weaknesses are, helps drive my teaching in walk to success.

d. Modify instruction to respond to preconceptions or misconceptions;

Below is a blog to my first supervisor observation. This blog explains how I had to pull my
students together in the middle of the lesson to clear up some confusion or misconceptions the
students had. Clarifying these misconceptions helped the lesson to flow a lot smoother.
http://kaylagilbert1.weebly.com/final-internship.html

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

provide comprehensible instruction, and to teach for student understanding;
The student placed below often has a tough time comprehending the stories he reads. I have
made a plan for him that during centers he will spend thirty minutes reading AR books and
taking test on them, going on I ready to work on comprehension skills and working in a small
group to enhance his comprehension. This picture shows him reflecting back on his book when
taking an AR test. AR test are used to monitor students comprehension and understanding with
the book the student read. Technology in this case helps to increase the students understanding of
comprehension.

h. Differentiate instruction based on an assessment of student learning needs and recognition of

individual differences in students;
Pictured below is a book I used with a group of 5 students during guided reading. During this
guided reading group I focused on retelling. I picked this skill because this was something that
my 5 focus students struggled with at the time. I was able to differentiate this instruction with
retelling and let the students pick how they wanted to retell the story. Some students chose to
write in paragraph form, some decided to draw pictures and label and some decided to retell the
story by bullet points. This small guided reading group helped me as a teacher pick out their
strengths and weaknesses in order to further assist them.
i. Support, encourage, and provide immediate and specific feedback to students to promote
student achievement; and

The photo above is an example of students “conference bags” for writing. Every student has a
writing folder, conference bag and a specific bin according to their table to keep it together and
organized. Weekly, my CT and I will conference with our set of kids on their writing. In this
conference we discuss what the students did well and set goals with our students. Giving this
immediate feedback to their writing gives the students motivation and writing stamina.

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

FEAP 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;
https://clever.com/oauth/authorize?response_type=code&state=026502cc8815840ac5ba0f0aba66
23d06aece12f79e43028b0c009f1871eb264&redirect_uri=https%3A%2F%2Fclever.com%2Fin%
2Fauth_callback&client_id=4c63c1cf623dce82caac&confirmed=true&channel=clever&new_log
in_flow=true&district_id=5107e46bf8c1c7563a000002
Over the past semester I have used Clever in order to progress my students progress. Clever is an
online district site that has many free programs students can use in order to improve their
reading, math, listening and writing skills. My CT and I use i-Ready (reading and math),
Microsoft office and FAST math in order to progress student achievement. These programs all
individualize to the students’ needs and help make adjustments to what they need and to what
grade level they need to be on.

d. Modifies assessments and testing conditions to accommodate learning styles and varying
levels of knowledge;
My 2nd supervisor observation during my final internship was accommodated specific to student
level of knowledge and severity of intervention. My lesson took place during our walk to success
time, which we use this time to work on specific phonics instruction. We have specific groups
that align with different phonics instruction depending on what the student specifically needs.

e. Shares the importance and outcomes of student assessment data with the student and the
student’s parent/caregiver(s); and

f. Applies technology to organize and integrate assessment information.

http://kaylagilbert1.weebly.com/blog/supervisor-observation-2-level-ii
This lesson I incorporated technology in my lesson in order for the students to understand about
the life cycle. Linked in is a blog I wrote after my lesson plan and how I felt about using
technology in my lesson.
FEAP 5: The effective educator consistently:

a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on

students’ needs;
http://kaylagilbert1.weebly.com/blog/teaching-tensions
This link above leads into my final blog of last semester which were my teaching tensions. This
blog allowed me to reflect back on my personal growth throughout the semester as well as see
what effective and non-effective techniques I used in the classroom. This blog has helped me
come up with the inquiry that I have been working on all of level 2. My inquiry has helped me
establish personal growths that I wanted to try and implement in the classroom.

b. Examines and uses data-informed research to improve instruction and student achievement;
Below is a picture of our groups we use for our walk to success group. We use these groups
every day for 30 minutes a day to give direct, intervention phonics lessons with our students. The
way my CT and I chose these groups were from a variety of different data points. For example
we used the assessment words their way and running record as well as iready reading data points
to place the students in a corresponding group.

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;
This semester I have kept an ongoing communication between my students home, school and
community life in order to support student learning and improvement. Below I have two
examples of ways I have been actively been collaborating between parents and teachers in order
to foster communication to support student learning.

Artifact 1

This artifact shows communication I had with a parent about a student’s behavior and
performance in class. I was able to communicate the emotions and behaviors this student was
feeling and she explained that her son was recently put on ADHD medication. By
communicating back and forth with the mother, I was able to see why the student would get
frequently upset or a change in behavior. I was able to better accommodate the student and send
the parents’ home with information regarding their son.
Artifact 2

This article represents the way the second grade team and I do team planning for the week. Every
week on Monday we meet in our team leader’s classroom to go over the plans for the week and
what we would like to discuss that Friday in our Professional Learning Communities (PLCs). We
use an online source called OneNote which is designed by Microsoft 365. Microsoft 365 is an
online source that we can all use to plan and communicate with one another. Anyone that is
sharing or connected in the same OneNote is able to make changes or add to the lesson plans or
certain subject tabs. We have noticed as a team this is the most efficient way for teachers to
deliver the lessons plan and communicate with one another.

e. Engages in targeted professional growth opportunities and reflective practices; and

After all of my lessons, I either reflect on my own practice by watching videos of myself teach or
receive feedback from an observer such as my CT or supervisor. From here I keep a reflection
journal of what I believe went well and what I can change for next time. I have meaningful
conversations with my mentors in order to improve my practices.

f. Implements knowledge and skills learned in professional development in the teaching and
learning process.

FEAP 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.
 One of the most important things I have learned so far in the education program is how
important it is to keep an open and fair classroom that supports all the students. One way
teachers can keep up this forefront is by obeying by the Family Educational Rights and Privacy
Act (FERPA). This is an act put in place to ensure that teachers and inquirers protect all of
student confidential information as well as their personal student records. From my experience in
the classroom, I have learned from my past CTs, supervisor and even administration how
important it is to keep all student information confidential. For instance, when I blog about
something I have accomplished in the classroom I usually include either pictures of the students
or a type of artifact they have done. Every time I include one of these in my blog it is now a habit
to blur out the students’ face as well as change the name of the student if applicable. This hides
the student’s identity and allows him/her to remain anonymous. From this I learned that it helps
to build on student fairness throughout the classroom. Another way that teachers and inquirers
can create this sense of openness and fairness in the classroom is by assessing all students
regularly as well as have conversations about classroom content. From experience, I have
learned how important it is for teachers to communicate with students all equally and often.
Students begin to open up to you as their teacher when they sense a classroom full of care and
truth. Another aspect of teaching I am working on to improve is being able to do quick formative
assessments with all students regularly. I find this to be so important when it comes to keeping a
fair and open classroom because it allows each student that equal opportunity to set goals and
continue to work toward their goal. Assessing student’s regularly will help teachers have a better
understanding of not just a general idea of where your entire class as a whole is at, but where
each student is performing at that specific time in the that time in the classroom.