Florida Educator Accomplished Practice: 2010
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;
a. Aligns instruction with state-adopted standards at the appropriate level of rigor;
- I taught my students a math lesson on volume. This lesson aligned with a fifth grade math standard that students needed to accomplish before their end-of-the-year testing. It built on the previous standard of volume. I don't think my students would have understood volume as well if we hadn't had learned about area first.
- Teaching students according to the state standards for their grade level ensures that they are learning grade appropiate material.
- Evidence here - This blog post shows the math lesson I taught on volume and the standards that were incorporated. The math standard was at the fifth-grade level and appropriate for the students being taught.
- In my Final Internship, I planned a mini-science unit on energy. When planning this unit, I had to be sure students got all of the required knowledge in every lesson so that they could complete the project based assessment at the end of the week. If students did not successfully grasp the concept of energy and its forms, they would not be able to design a robot and explain the energy forms that it used. When planning these lessons, I had the end goal in mind when sequencing the lessons to ensure all standards were met.
- It is important for teachers to plans lessons that build upon each other.
- Evidence here and here - Link to two blog posts that builded upon each other.
- During my Final Internship, I planned a project based assessment for students to demonstrate their knowledge of energy forms. When planning for instruction, I had to be sure that my students had a solid understanding of what energy was and the different forms that it has. We had a digital lesson on energy, created a foldable, and students completed an exit ticket to display their knowledge before I felt that they were ready to show their mastery of energy.
- Teachers should plan lessons that build upon each other and that work together to ensure that students are capable of achieving mastery.
- Evidence here and here - Link to two blog posts.
- During a lesson I used a worksheet I made for students to record their responses during whole group on creating arrays and decomposing number bonds. I asked students to draw an array of 10x3 and then break it apart using a number bond.
- This worksheet served as a formative assessment to assess my students' ability to 1) draw the array and 2) successfully decompose the number bond.
- Evidence here - This blog post shows the lesson on number bonds and the formative assessment of student work.
- Before I taught a lesson, I had a conversation with my CT about students' knowledge of rounding numbers. He mentioned to me that during their beginning of the year assessment, students struggled with rounding. He also mentioned that with his experience with rounding numbers, rounding was a difficult concept for most students to master.
- Using diagnostic data can help teachers plan lesson more effectively.
- Evidence here - A blog post on a lesson where I taught students rounding to the nearest ten. Based on data I recieved from my CT, I had to make sure I presented this information carefully to my students so that they would understand.
- During a fractions unit, students were applying multiple skills. During a comparing fractions game, they had to apply multiple math strategies to determine if fractions were greater than, less than, or equal to their partners. They could draw a model, divide, or use benchmark fractions. They used these strategies to deepen their knowledge of fractions to easily identify and compare them.
- Students should be exposed to content in multiple ways to deepen understanding.
- Evidence here - pictures of students using 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;
a. Organizes, allocates, and manages the resources of time, space, and attention;
- I created a new seating chart for my students because one student needed to be moved to the front of class. With moving that one student, I had to arrange other students to make the accomodation work for for everyone and make sure that all of my students were being accomodated.
- Seating arrangements should be flexible and accomodate all of my student learners
- Evidence here - This blog post addresses the organization of the classroom seating arrangement and the impact it has on all student instruction. The space used in the classroom is well-utilized to foster meaningful learning from all students, from all areas in the classroom.
- I took control of the dismissal routine in the classroom. I used an attention getter that my students were already familiar with, and got their attention right away. I told them it was time to pack and stack and get ready for dismissal. Students knew exactly what to do and did so without any disruptions.
- Having a well-planned classroom management system and set of routines for students maximizes instruction time because less time is spent correcting behavior and more time is spent emerged in content.
- Evidence here - This blog post talks about the routines that take place in the afternoon. Having a wellplanned management is evident because students take less time at the end of the day during dismissal and know the routine without having to be reminded of the expectations.
- This FEAP was met during my Level I internship. Students were aware of the dismissal procedures and those expectations were expected to be met every day. When I said it was time to pack and stack, students knew the routine and did exactly what they were supposed to do.
- Setting routines from the start and always holding students to those expectations is important to having a well-managed classroom.
- Evidence here - Link to blog post on dismissal routine
- I wrote an email to the parents of my students about upcoming report cards. My CT informed me that writing emails that are short and to the point help keep things from getting miscontrued through text. I started the email with something positive, and then informed them about the report cards and then explained the expectations of the students.
- Having parent continued support in the classroom is vital to student success.
- Evidence here - This blog posts addresses the communication with parents. With electronic communication being the norm, it is easy for communication to be misinterpreted. Keeping communication short and to the point ensures that all parents will feel like they and their child are respected.
- In my Level I internship, this FEAP was met while working with a struggling student. This student always sturggled to focus during lessons, letalone get work done. By modeling the expectations and working with them one-on-one, this student was able to use our writing strategy of "Topic-Point-Evidence" to write and complete a written response.
- By modeling skills in the classroom, students are able to see what is expected from them.
- Evidence here
- I met this FEAP during my Level I internship when creating the seating chart for my classroom. I had to be fair when choosing the seats for my students and take into account all of my students' learning needs and making sure all students were supported. Currently, during my Final Internship, I use the same technique when designing my seating chart. I make sure to place students where I think they will best succeed.
- Having a fair climate and making sure all students are supported is important in ensuring student success.
- Evidence here
- I wrote an email to the parents of my students about upcoming report cards. My CT informed me that writing emails that are short and to the point help keep things from getting miscontrued through text. I started the email with something positive, and then informed them about the report cards and then explained the expectations of the students.
- Using email to communicate with parents can be an efficient way to keep them involved in their student's class and school.
- Evidence here - This blog post shows the use of technology to keep parents informed of current school events that are taking place. The use of email was the most effcient way to reach each students' parent in this instance.
- I worked in a small group with a struggling student with ADHD who had a hard time staying focused. During a writing assignment, the student sat with me at the teacher table so that I could help the student complete the task presented. We chunked the assignment up and worked one-on-one. Adapting this assignment proved to be successful and the student was able to complete the assignment way beyond my expectations.
- It is important to know the learners in your classroom and what strategies work with the student. Chunking an assignment up or having them come to a small group can be an effective way to accommodate their needs.
- Evidence here - This blog post shows how I worked with a struggling student to complete a task. By taking into account their individual learning needs, I was able to help them. This blog post shows evidence of student work.
- During my Final Internship, I had two students suffering from loss of focus due to ADHD. In the beginning of the semester, both students would cause disruptions to the class by tapping on their desks or getting up out of their seat. After researching strategies to use to help them focus, my CT and I decided to get a focus band to attach to their desk. This focus band is placed at foot level on the desk and students can move the band with their foot. It is basically noise free and no longer causes disruptions to the class. This technology also has helped my students stay in their desk longer, sit correctly in their chair, and ultimately stay focused longer.
- It is important for teachers to stay up to date on current assistive technologies to assist all students.
- Evidence here - Link to blog post of picture of desk band used
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;
a. Deliver engaging and challenging lessons;
- In a math lesson I taught my students, we used manipulatives to introduce volume. The students were engaged in the hands-on lesson. The students were challenged because they had to use pop cubes to find different volumes. Students really had to explore their understanding of volume to come up with the corrct answers.
- Making sure students are engaged in lessons is important because engagement directly affects content understanding.
- Evidence here - This blog post talks about a math lesson I did with my students using manipulatives. Based on reflections and student input, this lesson was engaging as well as challenging for my students.
- During Black History Month, students were working on a research project. They were applying skills learned in ELA to do research on a person, fill in a graphic organizer, and then write an essay on their person.
- It is important to plan lessons for students for them to be able to use literacy strategies in multiple subject areas to convey information.
- Evidence here - Link to student work.
- During a math lesson, we started a whole group lesson on number bonds. I was unaware of my students' gaps in the area of number bonds because I was under the impression that they were already familiar with the topic. During the lesson, my students showed me that they were unfamiliar with number bonds and had some misconceptions on where the number goes that is being broken apart and what numbers to break it into.
- Being aware of students' gaps prior to the lesson would help me better plan my lessons and address them before new content is introduced.
- Evidence here - This evidence is supported by a blog post I wrote where I became aware of my students' gaps during the lesson. We had to spend longer than I expected on the lesson going over what number bonds were and how they were helpful.
- During a lesson, I had to modify instruction to address students' misconceptions with number bonds. Students were unaware with how to make a number bind and how to break apart the numbers.
- Addressing students' misconceptions is important because it will help them better understand the content that is being built upon their misconceptions. If we don't address them, new content will come as confusing to them.
- Evidence here - a blog post on a lesson I taught where I had to modify instruction to address what number bonds are and how to use them.
- After we completed a unit on energy, students were able to do a virtual simulation on the computer using their knowledge of potential and kinetic energy to create a skateboard ramp for a skateboarder to ride on. They had to keep in mind the amount of energy needed to go up the ramp, and if they wanted to challenege themselves, the amount of energy needed to do a loop on the ramp. This extension lesson relates to the real world and is something that they can relate to outside of school.
- Applying their knowledge and skills from the classroom to a real-world scenario helps students deepen their understanding of content.
- Evidence here - Pictures of student work.
- During a project based science lesson, students were exposed to higher order thinking. Students were required to design a robot using multiple forms of energy. They had to explain what energy form was used and why it was that energy form. Exposing students to these questions really showed me if they had a deep understanding of energy, its forms, and how they worked. I was able to use this assessment to see if I needed to reteach the lesson. Based on student responses, my students have a solid understanding of energy and how the forms work.
- Asking students higher order thinking questions helps prove their understanding of content.
- Evidence here - Link to blog with student work
- During my math volume lesson, we started with a whole group lesson where we activated prior knowledge of area. Using manipulatives, we explored volume and the difference between two-dimensional and three-dimensional. Students were able to use their own pop cube manipulatives to come up with different volume formulas.
- Technology tools are useful in the classroom to facilitate learning. A variety of teaching methods helps accommodate diverse learners.
- Evidence here - This evidence is supported because a variety of instructional strategies were used. In this lesson there was whole group instruction, use of hands-on manipulatives, individual work, and partner work.
- In a Tier II intervention small group, I did a focus lesson on inferencing. These Tier II learners need extra support in reading to fill in some edicational gaps that they are lacking. I created a lesson on inferencing using a foldable and modeling what inferencing looked like. While each student is in the Tier II group, some students grasped on the content faster than others. I had to provide extra one-on-one support to one student who was struggling.
- It is important to differentiate instruction for all of the students in my classroom. What works for one student may not work for another. Tier II groups help differentiate learning for students who are struggling.
- Evidence here - After assessing students' needs, students were placed in Tier II groups based on reading levels. With that information, I developed a lesson plan to support their needs. When a strudent was struggling, I provided extra support for them.
- During my science lessons, I was constantly giving feedback to students to promote their thinking. In the introductory science lesson, I asked students what the definition of energy was after the lesson. When I called on students, they were unable to provide the correct definition right away, so I prompted students with more questions to get them thinking instead of just giving them the answer. During their robot project, students were eager to share their ideas for their robots with me. If their ideas were able to support their thinking of the forms of energy, I gave them positive feedback to support their thinking. If it was not correct, I would ask them to describe it to me in a different way or to try and think of a different way their robot could produce that energy.
- It is important to provide feedback to students to promote their achievement and mastery of content.
- Evidence here and here - Blogs about lessons.
- I constantly use exit tickets to monitor student engagement in lessons as well as content understanding to modify my instruction as needed. In a particular lesson, I designed an exit ticket to ask students to rate themselves with understanding, write one thing they learned, a challenge they still have, as well as communicate the effort they felt they put into the lesson. By having students complete the exit ticket, I was able to see students' reflections on how they are doing. Most students felt as though they did well with comparing and contrasting two texts. Most students also felt as though they put in a decent amount of effort based on the work they completed.
- It is important to utilize student feedback to monitor lessons.
- Evidence here - Blog post on a lesson involving exit tickets.
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;
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 a grade level planning day, we looked at multiple forms of reading data to decide reading intervention groups. This data came from IRLA scores, quarterly checks, and a mock FSA we gave students. By looking at multiple forms of data, we could see trends in data with students as well as potential growth. We could also see if there were gaps in student learning because each assessment was a little different.
- Analyzing multiple forms of data is important in planning effective instruction for students.
- Evidence here - Link to blog post that talks about the planning day and the different assessments we analyzed. Also includes a picture of the agenda for the planning meeting.
- During a math lesson, I used formative assessment to make sure my students were taking away what I wanted them to learn from the lesson.
- Formative assessments can be useful tools for teachers to use during a lesson to make sure that students are understanding the content being presented.
- Evidence here - A blog post where I used a worksheet I created as a form of formative assessment to assess my students understanding of drawing arrays and creating a number bond break apart the array.
- A big target in third grade is mastering multiplication facts and reading a chapter book a week. For monitoring progress in these areas, in addition to my personal gradebook, we have brag boards for students to showcase their progress towards these goals. It is easy for students to see where they are at in relation to their peers and is also a good visual for them to track their progress. In addition to brag boards, we also have a reading counts wall. Reading counts is an assessment based program that quizzes students on books that they read. When they complete a book, they take a quiz on it and earn a certain amount of points. The goal is for students to be earning at least four points a week to hit that chapter book a week target. Students move their name across the wall as they move up in points.
- Having students track their progress holds them accountable for their learning.
- Evidence here - Pictures of student brag boards and reading counts wall.
- For an assessment on energy, I decided to do a project based assessment to appeal to my learners. I have a lot of students who sturggle with standard assessments and I wanted to provide them with a way to share their understanding in a way that made sense to them. Based on scores from this assessment, I plan to utilize more project based assessment in my future instruction.
- Modifying assessments for your students is an important aspect to ensure success of all students.
- Evidence here - Link to blog with student work
- During my internship, I have constantly communicated with parents about students' assessment data. Third grade is such a high stakes year and collaboration with parents is key when it comes to student success. As much as we have communciated before the test, I felt like it was also important to communicate after the test to let parents know how hard their children tried on the FSA. After the math FSA, I sent a note home to a child's parent about the effort she put into the test. I felt that this was important because when the family finally receives those scores, it will be a true representation of her ability.
- Sharing assessment data with parents is important for student success.
- Evidence here - Link to picture of parent conversation.
- During this semester, I started using an electronic garde book. I have it in Excel and I have a sheet for each subject level. When I put in test scores, the workbook automatically calculates the student's average, as well as a class average. For a particular math assessment, I did an item analysis breakdown to see which questions students got wrong the most so that I knew if any reteaching had to be done.
- Using technology to organize data helps me see student and class assessment trends more clearly.
- Evidence here - Photos of gradebook.
5. Continuous Professional Improvement. The effective educator consistently:
a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;
5. Continuous Professional Improvement. The effective educator consistently:
a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;
- During my internship, I set a goal to work with struggling students and how to help them successfully progress in reading. During a Tier II intervention group, I designed a lesson for my struggling reading students. We created a foldable on inferencing and I modeled how inferencing looked when reading a passage. After the lesson, students seemed to understand what inferencing was and how to come to their own inferences.
- Having professional goals helps me to continue learning from my students and becoming the best possible teacher I can be. As a teacher, I should always strive to continue to learn and grow from my students.
- Evidence here - This evidence shows how I set a goal to better assist my students. After learning that my students prefer hands-on lessons, I made a goal to appeal to their learning style. This lesson apealed to their needs by having them create a foldable.
- During our planning day, we used data to improve our instruction of reading material and also plan reading intervention groups. These intervention groups were put into place based on areas of need determined from the data we collected as a team.
- Being informed of data is important for improving instruction,
- Evidence here - Blog post about data planning day.
- During our planning day, we used data to improve our instruction of reading material and also plan reading intervention groups. These intervention groups were put into place based on areas of need determined from the data we collected as a team. We collaborated as a team to plan for student learning, adjust the standards that we needed to reteach, and make our lessons more effective.
- Looking at a variety of data is important when planning effective lessons.
- Evidence here - Link to blog post about planning day.
- This FEAP was met multiple times this semester by collaborating with parents to ensure student success and collaborating amongst my grade level team and administration to make data-driven decisions when it comes to planning.
- Collaboration in all aspects is key when it comes to planning and student success.
- Evidence here - Link to a blog with pictures
- I participated in a Professional Development meeting at my school on reader engagement. I learned a lot about screening students on their attitude towards reading and their interests. This is the first step in getting students excited about reading.
- Professional Development meetings are beneficial to teacher growth
- Evidence here - Link to blog post about PD meeting.
- After my PD meeting, I used that information to learn about my students' reading interests. From what I collected, I stocked my classroom library with books that my students are interested in. My students got so excited about reading once they saw my new books.
- Going to a PD is not enough. It is important to utilize that information to improve your practice as a teacher.
- Evidence here - Link to blog about PD.
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.
- The document below is a paper I had to write on The Florida Department of Education's Code of Ethics and The Principles of Professional Conduct in the Education Profession in Florida on how I adhere to the code and plan to continue to adhere to it.
code_of_ethics_and_principles_of_professional_conduct.docx | |
File Size: | 14 kb |
File Type: | docx |