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 met this FEAP by writing a lesson plan for my collaborating teacher observation. This lesson plan includes state standards as well as objectives based off of these standards; for example, one of the standards I used was RL.4.4a and one of my objectives was that students will be able to read grade-level text with purpose and understanding. This evidence justifies that I have met this FEAP because it clearly shows how I align my instruction with state-adopted standards at the appropriate level of rigor.
b. Sequences lessons and concepts to ensure coherence and required prior knowledge;
I have met this FEAP by writing a sequenced, connected lesson plan to ensure coherence as well as to address prior knowledge. This connected lesson plan is a mathematics lesson planned based off of observational notes from the previous lesson as well as a group reflection that included notes for improvement for the sequential lesson. I also used data collected from a pre-assessment to understand the prior knowledge that my students had from before I taught my lesson. This evidence justifies that I have met this FEAP because it demonstrates how I sequence my lessons to ensure coherence and required prior knowledge.
c. Designs instruction for students to achieve mastery;
I have met this FEAP by designing writing instruction for students to achieve mastery. I plan for one week at a time, focusing on topics such as narrative and opinion writing, while also incorporating literature. When writing throughout the week, the student focus is on the topic but also on the literature. I use scaffolding in my instruction to aid in this mastery by teaching students about the type of writing that they will be learning throughout the week, focusing on key vocabulary from the text that will help them during the writing process, spending time modeling and planning writing pieces, and having students complete performance tasks to demonstrate this mastery. This evidence shows that I have met this FEAP because it is a chart of my writing plans at the weekly level which gives descriptions of each day’s plans, such as performance tasks, planning sheets, read alouds and vocabulary descriptions.
d. Selects appropriate formative assessments to monitor learning;
I have met this FEAP by formatively assessing my students through pre-assessments and post-assessments before and after teaching my mathematics connected lesson. My pre-assessment was focused on finding out my students’ prior knowledge about the concept of doubles, and my post-assessment was focused on finding out what my students learned after my lesson about doubles minus one. This evidence justifies that I have met this FEAP because it shows how I select appropriate formative assessments to monitor my students’ learning.
e. Uses diagnostic student data to plan lessons;
I have met this FEAP by using data collected from a pre-assessment given to my students to plan my sequenced, connected lesson. I assessed my students’ knowledge of doubles facts and used what I learned to plan for my lesson on doubles minus one. This evidence justifies that I have met this FEAP because it shows how I have used diagnostic student data from a pre-assessment to plan my connected lesson.
f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.
I have met this FEAP by developing learning experiences in writing that require students to demonstrate a variety of skills and competencies applicable to the subject. I focus on teaching students how to complete a specific type of writing while also having them use their skills and competencies from reading and science to complete their writing pieces. My students use text evidence in their writing while also using background information that they have gained from informational texts about the topic at hand. This evidence shows that I have met this FEAP because it shows my writing plans and how my students go from hearing fictional and informational texts about ants to using their knowledge from these texts to write opinion pieces about the ant in the fictional text. My students use their skills of reading comprehension and reasoning to state and explain their opinions in writing.
a. Aligns instruction with state-adopted standards at the appropriate level of rigor;
I have met this FEAP by writing a lesson plan for my collaborating teacher observation. This lesson plan includes state standards as well as objectives based off of these standards; for example, one of the standards I used was RL.4.4a and one of my objectives was that students will be able to read grade-level text with purpose and understanding. This evidence justifies that I have met this FEAP because it clearly shows how I align my instruction with state-adopted standards at the appropriate level of rigor.
b. Sequences lessons and concepts to ensure coherence and required prior knowledge;
I have met this FEAP by writing a sequenced, connected lesson plan to ensure coherence as well as to address prior knowledge. This connected lesson plan is a mathematics lesson planned based off of observational notes from the previous lesson as well as a group reflection that included notes for improvement for the sequential lesson. I also used data collected from a pre-assessment to understand the prior knowledge that my students had from before I taught my lesson. This evidence justifies that I have met this FEAP because it demonstrates how I sequence my lessons to ensure coherence and required prior knowledge.
c. Designs instruction for students to achieve mastery;
I have met this FEAP by designing writing instruction for students to achieve mastery. I plan for one week at a time, focusing on topics such as narrative and opinion writing, while also incorporating literature. When writing throughout the week, the student focus is on the topic but also on the literature. I use scaffolding in my instruction to aid in this mastery by teaching students about the type of writing that they will be learning throughout the week, focusing on key vocabulary from the text that will help them during the writing process, spending time modeling and planning writing pieces, and having students complete performance tasks to demonstrate this mastery. This evidence shows that I have met this FEAP because it is a chart of my writing plans at the weekly level which gives descriptions of each day’s plans, such as performance tasks, planning sheets, read alouds and vocabulary descriptions.
d. Selects appropriate formative assessments to monitor learning;
I have met this FEAP by formatively assessing my students through pre-assessments and post-assessments before and after teaching my mathematics connected lesson. My pre-assessment was focused on finding out my students’ prior knowledge about the concept of doubles, and my post-assessment was focused on finding out what my students learned after my lesson about doubles minus one. This evidence justifies that I have met this FEAP because it shows how I select appropriate formative assessments to monitor my students’ learning.
e. Uses diagnostic student data to plan lessons;
I have met this FEAP by using data collected from a pre-assessment given to my students to plan my sequenced, connected lesson. I assessed my students’ knowledge of doubles facts and used what I learned to plan for my lesson on doubles minus one. This evidence justifies that I have met this FEAP because it shows how I have used diagnostic student data from a pre-assessment to plan my connected lesson.
f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.
I have met this FEAP by developing learning experiences in writing that require students to demonstrate a variety of skills and competencies applicable to the subject. I focus on teaching students how to complete a specific type of writing while also having them use their skills and competencies from reading and science to complete their writing pieces. My students use text evidence in their writing while also using background information that they have gained from informational texts about the topic at hand. This evidence shows that I have met this FEAP because it shows my writing plans and how my students go from hearing fictional and informational texts about ants to using their knowledge from these texts to write opinion pieces about the ant in the fictional text. My students use their skills of reading comprehension and reasoning to state and explain their opinions in writing.
2. The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:
(For more information, read this blog which includes my philosophy of management, classroom context, and reflection on classroom management).
a. Organizes, allocates, and manages the resources of time, space, and attention;
I have met this FEAP by organizing, allocating, and managing the resources of time, space, and attention in my classroom through my first performance task blog involving greeting students and learning about them as individuals. I organized time by finding an interest inventory that was brief, yet inclusive. I allocated space by having my students work at their desks while I used the Elmo to project my own interest inventory on the board so all students could see clearly in order to follow along from question to question. I managed attention when completing this task by greeting each student individually as they came in the door with a “Good morning” along with their individual names. This evidence justifies that I have met this FEAP because this performance task blog shows how I have organized, allocated, and managed the resources of time, space, and attention in my classroom.
I have also met this FEAP by organizing, allocating, and managing the resources of time, space, and attention during one of my supervisor observation lessons. During this lesson, I worked with my CT to move from whole class instruction to small group instruction, and then back to whole group. I focused on managing my time wisely when working with the class as a whole as well as when working with my small group of students. This evidence justifies that I have met this FEAP because it shows how I organized, allocated, and managed my resources of time, space, and attention during a science lesson.
b. Manages individual and class behaviors through a well-planned management system;
I have met this FEAP by managing individual and class behaviors through a clip system alongside my collaborating teacher. Students start their mornings off usually at the color green, then they move up or down based on their behavior throughout the day. Students can even go “off the chart” if they behave well enough to clip up above the highest color. If students get to the lowest color, they receive an email or a phone call home from my CT. I specifically manage student behavior using this clip chart by instructing students to clip up when they show exceptional behavior during my lessons. I also manage behavior by instructing students to clip down if I have given them multiple warnings and they are still participating in disruptive behaviors during my lessons. I guide students in documenting their chart colors at the end of the day as well. Students take home folders with their color for the day marked. The parent has to sign below the color, and, if it is below green, I will mark checks to show what behaviors caused the student to clip down. This evidence justifies that I have met this FEAP because it shows how I use a clip chart system to manage individual and class behaviors throughout the school day.
I have also met this FEAP by trying new attention getting strategies through my fifth performance task blog. I researched attention getting strategies that work in the classroom, and I decided to try the strategy of having my students, for example, put their hands on their heads if they hear my voice. This evidence justifies that I have met this FEAP because it shows how I managed individual and class behaviors through a well-planned attention getter management system.
c. Conveys high expectations to all students;
I have met this FEAP by completing my Initial Teaching Platform and including my expectations for students such as the expectation that my students will take away at least one thing from my class that they can carry with them the rest of their lives. This evidence justifies that I have met this FEAP because it clearly states my expectations for all of my students.
I have communicated high expectations to my students by incorporating a debriefing style discussion in lessons. I have stated my lesson objective at the beginning of a lesson and asked my students at the end of a lesson to complete a formative assessment based on this objective. I used this method because it showed my students that not only was there an objective for the lesson, but also that they were being held accountable to meet that objective by the end of the lesson to demonstrate their either learning or struggle with the concept. This evidence justifies that I have met this FEAP because it shows my mathematics connected lesson plan where I conveyed high expectations to all of my students by administering formative assessments that hold my students accountable for meeting the lesson's objective.
d. Respects students’ cultural and family background;
I have met this FEAP by helping my students in my ELA block create their own autobiographies. To incorporate the cultural and family background of our Korean students, they were encouraged to write about their lives in Korea and how it compares to American life. This evidence justifies that I have met this FEAP because it shows how I respect my students’ cultural and family backgrounds by encouraging conversations and writing about my students’ cultures and backgrounds.
I have also met this FEAP by creating a differentiated lesson plan based on the interests and cultural and family backgrounds of my students. I used field notes that I have collected this semester as well as feedback that I received from my students to create this lesson plan. This evidence justifies that I have met this FEAP because it shows how I respected my students’ cultural and family backgrounds by including these factors when differentiating my lesson plan.
e. Models clear, acceptable oral and written communication skills;
I have met this FEAP by teaching lessons in the classroom. I have modeled clear and acceptable oral communication skills by, for example, during a math lesson speaking using proper terms such as "factor" and "array" rather than using generic and unspecific terminology such as "problem" or "model." By using these terms, which are referenced in my CT's feedback that is hyperlinked above, I modeled how I wanted my students to communicate about this topic during my lesson. I have modeled clear and acceptable written communication skills with my students by modeling how to correctly write time in digital format during a mathematics lesson. I modeled how my students needed to write the numbers before and after the colon to show times such as "12:00" and "10:30." This evidence justifies that I have met this FEAP because it shows how I communicate using oral skills by communicating with students using proper, topic-specific terminology during classroom lessons. This second piece of hyperlinked evidence justifies that I have met this FEAP because it shows the document that I used to model clear and acceptable written communication skills during my lesson on time.
f. Maintains a climate of openness, inquiry, fairness and support;
I have met this FEAP by demonstrating flexibility during my lessons. According to feedback from my supervisor, I have demonstrated this flexibility in my classroom climate during a reading lesson where I supported my students by explaining the difficult concept of "stage directions" and incorporated the start of the inquiry process by asking my students questions throughout my lesson. I maintained openness and fairness during a mathematics lesson by letting each small group of students present and explain their arrays to the class.This evidence justifies that I have met this FEAP because it shows my teacher's feedback that states that I demonstrate flexibility and responsiveness during my instruction. This evidence shows observation feedback from my CT as well as my supervisor that demonstrates how I maintained openness during my lessons while also incorporating inquiry, fairness, and support when teaching mathematics and reading lessons.
g. Integrates current information and communication technologies;
I have met this FEAP by completing my second supervisor observation. During this lesson, I included a Smart Board activity as well as an original music video to better my students’ understanding. The Smart Board technology that I used during this lesson supported student learning by giving my students a chance to apply their knowledge of the moon phases to a hands-on activity. My students had to come up to the board and match correct phase names to phase images in order to demonstrate their understanding of the topic. The music video that I created using Windows Movie Maker supported student learning by explaining the phases of the moon in a song format that helped connect with auditory and musical learners who would benefit from having mnemonic devices such as songs to help them remember the phases of the moon. This music video connected to students' real world experiences as well because it was a parody of a popular song; however, it also gave students a fun and different way to remember the phases of the moon. This evidence justifies that I have met this FEAP because it shows how I integrated current information and communication technologies into my lesson through the usage of a Smart Board activity, which is shown through screenshots, as well as a music video, which has been embedded into the hyperlinked blog post.
h. Adapts the learning environment to accommodate the differing needs and diversity of students;
I have met this FEAP by working with a small group of English Language Learners and differentiating my instruction based on their individual needs. With this small group of ELLs, I focused on helping them develop their writing skills. Usually, my students write individually in the classroom, but I adapted the learning environment to accommodate my ELLs by having them bring their writing to a table where they could ask me questions when they were struggling with a concept such as organization using the "BMME" system. I also accommodated my ELLs by giving them reminders of the order for their organization as well as by asking them probing questions about their writing to get them to elaborate and demonstrate understanding. For example, as a reminder to see if students remember the sequence of the middle paragraph I would ask, "What comes first in your middle paragraph?" This evidence justifies that I have met this FEAP because it is a blog post that explains how I adapted the learning environment and differentiated my instruction to meet the needs of my ELLs during writing lessons.
I have also met this FEAP by differentiating a lesson plan for my students. I used information that I collected throughout the semester about my students’ backgrounds and needs as learners to differentiate my lesson. I specifically adapted this lesson to meet the needs of my students by providing enrichment opportunities for students who need additional challenge. For example, in this lesson after students completed their narrative assignment they would have the option of creating a poem based off of their narrative. In this lesson, I differentiated for students who needed language support by giving these students instructions for completing their narrative in their native language to help them better understand how to do the assignment. I used these types of differentiation to accommodate the differing needs of my students based on the data that I collected. This evidence justifies that I have met this FEAP because it is a lesson plan that shows how I used data that I collected to adapt my classroom learning environment and accommodate the differing needs and diversity of my students.
i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.
I have met this FEAP by helping my students listen to reading through a program called MyOn. I add books to each student’s reading list based on their grade level, reading level, and interests. I talk to my students when they are looking through their lists to ask them if there are any other topics that interest them in order to give them more choices when at this workstation. I utilize this technology so my students can listen to others reading to help them hear how fluent reading sounds, which aids them in reading fluently by themselves during independent reading time. Especially with my English Language Learners, MyOn is helpful in giving students a chance to participate in high-quality communication interactions by introducing these students to new vocabulary words and by reinforcing sight words. When I am monitoring this workstation, I support my students while they use MyOn by not only choosing appropriate books for them to read but also by asking students probing questions about what they are reading to help them engage in communication based on the technology program's content while also helping them achieve educational goals by informally assessing reading comprehension skills. This evidence justifies that I have met this FEAP because it shows a screenshot image of the current and emerging assistive technology program, MyOn, that I utilize to enable my students to participate in high-quality communication interactions as well as to enable my students to achieve educational goals, specifically when it comes to reading comprehension and fluency.
(For more information, read this blog which includes my philosophy of management, classroom context, and reflection on classroom management).
a. Organizes, allocates, and manages the resources of time, space, and attention;
I have met this FEAP by organizing, allocating, and managing the resources of time, space, and attention in my classroom through my first performance task blog involving greeting students and learning about them as individuals. I organized time by finding an interest inventory that was brief, yet inclusive. I allocated space by having my students work at their desks while I used the Elmo to project my own interest inventory on the board so all students could see clearly in order to follow along from question to question. I managed attention when completing this task by greeting each student individually as they came in the door with a “Good morning” along with their individual names. This evidence justifies that I have met this FEAP because this performance task blog shows how I have organized, allocated, and managed the resources of time, space, and attention in my classroom.
I have also met this FEAP by organizing, allocating, and managing the resources of time, space, and attention during one of my supervisor observation lessons. During this lesson, I worked with my CT to move from whole class instruction to small group instruction, and then back to whole group. I focused on managing my time wisely when working with the class as a whole as well as when working with my small group of students. This evidence justifies that I have met this FEAP because it shows how I organized, allocated, and managed my resources of time, space, and attention during a science lesson.
b. Manages individual and class behaviors through a well-planned management system;
I have met this FEAP by managing individual and class behaviors through a clip system alongside my collaborating teacher. Students start their mornings off usually at the color green, then they move up or down based on their behavior throughout the day. Students can even go “off the chart” if they behave well enough to clip up above the highest color. If students get to the lowest color, they receive an email or a phone call home from my CT. I specifically manage student behavior using this clip chart by instructing students to clip up when they show exceptional behavior during my lessons. I also manage behavior by instructing students to clip down if I have given them multiple warnings and they are still participating in disruptive behaviors during my lessons. I guide students in documenting their chart colors at the end of the day as well. Students take home folders with their color for the day marked. The parent has to sign below the color, and, if it is below green, I will mark checks to show what behaviors caused the student to clip down. This evidence justifies that I have met this FEAP because it shows how I use a clip chart system to manage individual and class behaviors throughout the school day.
I have also met this FEAP by trying new attention getting strategies through my fifth performance task blog. I researched attention getting strategies that work in the classroom, and I decided to try the strategy of having my students, for example, put their hands on their heads if they hear my voice. This evidence justifies that I have met this FEAP because it shows how I managed individual and class behaviors through a well-planned attention getter management system.
c. Conveys high expectations to all students;
I have met this FEAP by completing my Initial Teaching Platform and including my expectations for students such as the expectation that my students will take away at least one thing from my class that they can carry with them the rest of their lives. This evidence justifies that I have met this FEAP because it clearly states my expectations for all of my students.
I have communicated high expectations to my students by incorporating a debriefing style discussion in lessons. I have stated my lesson objective at the beginning of a lesson and asked my students at the end of a lesson to complete a formative assessment based on this objective. I used this method because it showed my students that not only was there an objective for the lesson, but also that they were being held accountable to meet that objective by the end of the lesson to demonstrate their either learning or struggle with the concept. This evidence justifies that I have met this FEAP because it shows my mathematics connected lesson plan where I conveyed high expectations to all of my students by administering formative assessments that hold my students accountable for meeting the lesson's objective.
d. Respects students’ cultural and family background;
I have met this FEAP by helping my students in my ELA block create their own autobiographies. To incorporate the cultural and family background of our Korean students, they were encouraged to write about their lives in Korea and how it compares to American life. This evidence justifies that I have met this FEAP because it shows how I respect my students’ cultural and family backgrounds by encouraging conversations and writing about my students’ cultures and backgrounds.
I have also met this FEAP by creating a differentiated lesson plan based on the interests and cultural and family backgrounds of my students. I used field notes that I have collected this semester as well as feedback that I received from my students to create this lesson plan. This evidence justifies that I have met this FEAP because it shows how I respected my students’ cultural and family backgrounds by including these factors when differentiating my lesson plan.
e. Models clear, acceptable oral and written communication skills;
I have met this FEAP by teaching lessons in the classroom. I have modeled clear and acceptable oral communication skills by, for example, during a math lesson speaking using proper terms such as "factor" and "array" rather than using generic and unspecific terminology such as "problem" or "model." By using these terms, which are referenced in my CT's feedback that is hyperlinked above, I modeled how I wanted my students to communicate about this topic during my lesson. I have modeled clear and acceptable written communication skills with my students by modeling how to correctly write time in digital format during a mathematics lesson. I modeled how my students needed to write the numbers before and after the colon to show times such as "12:00" and "10:30." This evidence justifies that I have met this FEAP because it shows how I communicate using oral skills by communicating with students using proper, topic-specific terminology during classroom lessons. This second piece of hyperlinked evidence justifies that I have met this FEAP because it shows the document that I used to model clear and acceptable written communication skills during my lesson on time.
f. Maintains a climate of openness, inquiry, fairness and support;
I have met this FEAP by demonstrating flexibility during my lessons. According to feedback from my supervisor, I have demonstrated this flexibility in my classroom climate during a reading lesson where I supported my students by explaining the difficult concept of "stage directions" and incorporated the start of the inquiry process by asking my students questions throughout my lesson. I maintained openness and fairness during a mathematics lesson by letting each small group of students present and explain their arrays to the class.This evidence justifies that I have met this FEAP because it shows my teacher's feedback that states that I demonstrate flexibility and responsiveness during my instruction. This evidence shows observation feedback from my CT as well as my supervisor that demonstrates how I maintained openness during my lessons while also incorporating inquiry, fairness, and support when teaching mathematics and reading lessons.
g. Integrates current information and communication technologies;
I have met this FEAP by completing my second supervisor observation. During this lesson, I included a Smart Board activity as well as an original music video to better my students’ understanding. The Smart Board technology that I used during this lesson supported student learning by giving my students a chance to apply their knowledge of the moon phases to a hands-on activity. My students had to come up to the board and match correct phase names to phase images in order to demonstrate their understanding of the topic. The music video that I created using Windows Movie Maker supported student learning by explaining the phases of the moon in a song format that helped connect with auditory and musical learners who would benefit from having mnemonic devices such as songs to help them remember the phases of the moon. This music video connected to students' real world experiences as well because it was a parody of a popular song; however, it also gave students a fun and different way to remember the phases of the moon. This evidence justifies that I have met this FEAP because it shows how I integrated current information and communication technologies into my lesson through the usage of a Smart Board activity, which is shown through screenshots, as well as a music video, which has been embedded into the hyperlinked blog post.
h. Adapts the learning environment to accommodate the differing needs and diversity of students;
I have met this FEAP by working with a small group of English Language Learners and differentiating my instruction based on their individual needs. With this small group of ELLs, I focused on helping them develop their writing skills. Usually, my students write individually in the classroom, but I adapted the learning environment to accommodate my ELLs by having them bring their writing to a table where they could ask me questions when they were struggling with a concept such as organization using the "BMME" system. I also accommodated my ELLs by giving them reminders of the order for their organization as well as by asking them probing questions about their writing to get them to elaborate and demonstrate understanding. For example, as a reminder to see if students remember the sequence of the middle paragraph I would ask, "What comes first in your middle paragraph?" This evidence justifies that I have met this FEAP because it is a blog post that explains how I adapted the learning environment and differentiated my instruction to meet the needs of my ELLs during writing lessons.
I have also met this FEAP by differentiating a lesson plan for my students. I used information that I collected throughout the semester about my students’ backgrounds and needs as learners to differentiate my lesson. I specifically adapted this lesson to meet the needs of my students by providing enrichment opportunities for students who need additional challenge. For example, in this lesson after students completed their narrative assignment they would have the option of creating a poem based off of their narrative. In this lesson, I differentiated for students who needed language support by giving these students instructions for completing their narrative in their native language to help them better understand how to do the assignment. I used these types of differentiation to accommodate the differing needs of my students based on the data that I collected. This evidence justifies that I have met this FEAP because it is a lesson plan that shows how I used data that I collected to adapt my classroom learning environment and accommodate the differing needs and diversity of my students.
i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.
I have met this FEAP by helping my students listen to reading through a program called MyOn. I add books to each student’s reading list based on their grade level, reading level, and interests. I talk to my students when they are looking through their lists to ask them if there are any other topics that interest them in order to give them more choices when at this workstation. I utilize this technology so my students can listen to others reading to help them hear how fluent reading sounds, which aids them in reading fluently by themselves during independent reading time. Especially with my English Language Learners, MyOn is helpful in giving students a chance to participate in high-quality communication interactions by introducing these students to new vocabulary words and by reinforcing sight words. When I am monitoring this workstation, I support my students while they use MyOn by not only choosing appropriate books for them to read but also by asking students probing questions about what they are reading to help them engage in communication based on the technology program's content while also helping them achieve educational goals by informally assessing reading comprehension skills. This evidence justifies that I have met this FEAP because it shows a screenshot image of the current and emerging assistive technology program, MyOn, that I utilize to enable my students to participate in high-quality communication interactions as well as to enable my students to achieve educational goals, specifically when it comes to reading comprehension and fluency.
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;
I have met this FEAP by delivering my small group supervisor lesson on how to change laws. This lesson included readings as well as comprehension questions that were discussed as a whole group, in pairs, and individually. This evidence justifies that I have met this FEAP because it shows how I delivered a lesson that engaged my students as well as challenged them.
b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter;
I have met this FEAP by teaching reading lessons where I incorporate content area literacy strategies, verbalization of thought, and application of the subject matter. Recently, I taught a reading lesson for one of my observations where I performed think-alouds during my lesson and I focused on character traits during a choral reading with my students. I also used this focus on character traits to apply the subject matter to the real world by explaining what certain character traits mean and thinking aloud to state how these character traits could apply to my students’ lives. This evidence shows that I have met this FEAP because it has a list of notes that my CT wrote down during my observation. It lists my use of think-alouds as well as my use of character traits.
c. Identify gaps in students’ subject matter knowledge;
I have met this FEAP by administering formative assessments to identify gaps in students’ subject matter knowledge. I administered a pre-assessment to identify my students’ prior knowledge of doubles facts, and, after my lesson, I administered a post-assessment to identify if there were any gaps still left to fill in my students’ subject matter knowledge of doubles minus one. I justified this FEAP by identifying which students struggled with doubles and which excelled. I also justified this FEAP by identifying which students understood doubles minus one and which students still had difficulty with this concept.
d. Modify instruction to respond to preconceptions or misconceptions;
I have met this FEAP by modifying my lesson plan based off of the misconceptions that my students had about the concept of doubles minus one. I used the pre-assessment data that I collected to determine what these misconceptions might be based off of the prior knowledge that my students had about the topic. This evidence justifies that I have met this FEAP because it shows the section of my lesson plan that includes modifications based on misconceptions about doubles minus one.
e. Relate and integrate the subject matter with other disciplines and life experiences;
I have met this FEAP by relating and integrating subject matter in science with other disciplines and life experiences. During one of my supervisor observation lessons, I related the concepts of sinking and floating to how real-life objects sink or float in the water. I gave my students the hands-on opportunity to place objects in a bucket of water to see whether or not they sank or floated. I related this subject matter to writing because my students took notes on the topic sink or float prior to this lesson in their science notebooks. This evidence shows that I have met this FEAP because it is my detailed lesson plan which includes information on how I conducted this sink or float activity with my students during my observation.
f. Employ higher-order questioning techniques;
I have met this FEAP by asking higher-order thinking questions during my lessons. Recently, I taught a reading lesson for one of my CT observations. During this observation, I questioned my students and employed these questioning techniques to encourage my students to think deeper about the character traits of the main character in the text that we were reading. One of my students in particular was struggling at one point in my lesson, but I continued to ask her questions to encourage her to persevere and keep trying until she could figure out the answer. This evidence justifies that I have met this FEAP because it shows my CT’s feedback for this observation, which includes a reference to the questioning that I used with this student in particular.
g. Apply varied instructional strategies and resources, including appropriate technology, to teach for student understanding;
I have met this FEAP by completing my second Supervisor Observation for this semester. I included a demonstration in my lesson as well as whole class instruction. There was also a SMART Board activity and an original music video to incorporate technology. This evidence justifies that I have met this FEAP because it shows how I have applied varied instructional strategies and resources in my lesson as well as appropriate technology in order to teach for student understanding.
h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students;
I have met this FEAP by differentiating my instruction in my second collaborating teaching lesson. I noticed that some students have trouble seeing the board and that some students have language difficulties, so I created a Jeopardy! style review game where I could project questions and answers onto the board so my students could easily read the text. I also read questions out loud for my students so if they had trouble seeing the board or if they had trouble reading the words on the screen they could hear the questions and answers being stated out loud to them. This evidence justifies that I have met this FEAP because it shows how I differentiated instruction in my second collaborating teaching lesson based on an assessment of my students’ learning needs and how I recognized individual differences in my students.
i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement;
I have met this FEAP by supporting, encouraging, and providing immediate and specific feedback to students during my lessons to promote student achievement. One specific example is during my second supervisor observation for the spring 2017 semester. During this lesson, I taught two guided reading groups. Throughout this observation, I supported and encouraged my students by helping them sound out words and by guiding them to finding key details in their texts. I provided immediate and specific feedback by correcting students as they read texts to me and by either praising students for the long /i/ words that they found during our phonics mini-lesson or helping them find the correct long /i/ words that we were looking for. This evidence justifies that I have met this FEAP because it shows a screenshot of my observation video which shows me providing students with specific feedback and support while they read a text.
j. Utilize student feedback to monitor instructional needs and to adjust instruction.
I have met this FEAP by surveying my students each week during my alternative field experience at the Boys and Girls Club this summer. My partner and I handed out index cards and had our students write down which SEED activity they enjoyed the most along with the reasons why they enjoyed these activities. If they did not like either, we had those students write down which activity they liked the least and why, including ideas for what we could do instead. My partner and I read through each of these cards after each day and used the feedback that we received from our students to monitor what they needed (i.e. clearer directions during activities or more creative opportunities during activities) and to adjust instruction accordingly (i.e. give students more explicit instructions as well as opportunities to be creative, to act, etc). This evidence justifies that I have met this FEAP because it is a blog featuring an image with an example of student feedback that was received as well as information about how I used that student feedback during my alternative field experience.
a. Deliver engaging and challenging lessons;
I have met this FEAP by delivering my small group supervisor lesson on how to change laws. This lesson included readings as well as comprehension questions that were discussed as a whole group, in pairs, and individually. This evidence justifies that I have met this FEAP because it shows how I delivered a lesson that engaged my students as well as challenged them.
b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter;
I have met this FEAP by teaching reading lessons where I incorporate content area literacy strategies, verbalization of thought, and application of the subject matter. Recently, I taught a reading lesson for one of my observations where I performed think-alouds during my lesson and I focused on character traits during a choral reading with my students. I also used this focus on character traits to apply the subject matter to the real world by explaining what certain character traits mean and thinking aloud to state how these character traits could apply to my students’ lives. This evidence shows that I have met this FEAP because it has a list of notes that my CT wrote down during my observation. It lists my use of think-alouds as well as my use of character traits.
c. Identify gaps in students’ subject matter knowledge;
I have met this FEAP by administering formative assessments to identify gaps in students’ subject matter knowledge. I administered a pre-assessment to identify my students’ prior knowledge of doubles facts, and, after my lesson, I administered a post-assessment to identify if there were any gaps still left to fill in my students’ subject matter knowledge of doubles minus one. I justified this FEAP by identifying which students struggled with doubles and which excelled. I also justified this FEAP by identifying which students understood doubles minus one and which students still had difficulty with this concept.
d. Modify instruction to respond to preconceptions or misconceptions;
I have met this FEAP by modifying my lesson plan based off of the misconceptions that my students had about the concept of doubles minus one. I used the pre-assessment data that I collected to determine what these misconceptions might be based off of the prior knowledge that my students had about the topic. This evidence justifies that I have met this FEAP because it shows the section of my lesson plan that includes modifications based on misconceptions about doubles minus one.
e. Relate and integrate the subject matter with other disciplines and life experiences;
I have met this FEAP by relating and integrating subject matter in science with other disciplines and life experiences. During one of my supervisor observation lessons, I related the concepts of sinking and floating to how real-life objects sink or float in the water. I gave my students the hands-on opportunity to place objects in a bucket of water to see whether or not they sank or floated. I related this subject matter to writing because my students took notes on the topic sink or float prior to this lesson in their science notebooks. This evidence shows that I have met this FEAP because it is my detailed lesson plan which includes information on how I conducted this sink or float activity with my students during my observation.
f. Employ higher-order questioning techniques;
I have met this FEAP by asking higher-order thinking questions during my lessons. Recently, I taught a reading lesson for one of my CT observations. During this observation, I questioned my students and employed these questioning techniques to encourage my students to think deeper about the character traits of the main character in the text that we were reading. One of my students in particular was struggling at one point in my lesson, but I continued to ask her questions to encourage her to persevere and keep trying until she could figure out the answer. This evidence justifies that I have met this FEAP because it shows my CT’s feedback for this observation, which includes a reference to the questioning that I used with this student in particular.
g. Apply varied instructional strategies and resources, including appropriate technology, to teach for student understanding;
I have met this FEAP by completing my second Supervisor Observation for this semester. I included a demonstration in my lesson as well as whole class instruction. There was also a SMART Board activity and an original music video to incorporate technology. This evidence justifies that I have met this FEAP because it shows how I have applied varied instructional strategies and resources in my lesson as well as appropriate technology in order to teach for student understanding.
h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students;
I have met this FEAP by differentiating my instruction in my second collaborating teaching lesson. I noticed that some students have trouble seeing the board and that some students have language difficulties, so I created a Jeopardy! style review game where I could project questions and answers onto the board so my students could easily read the text. I also read questions out loud for my students so if they had trouble seeing the board or if they had trouble reading the words on the screen they could hear the questions and answers being stated out loud to them. This evidence justifies that I have met this FEAP because it shows how I differentiated instruction in my second collaborating teaching lesson based on an assessment of my students’ learning needs and how I recognized individual differences in my students.
i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement;
I have met this FEAP by supporting, encouraging, and providing immediate and specific feedback to students during my lessons to promote student achievement. One specific example is during my second supervisor observation for the spring 2017 semester. During this lesson, I taught two guided reading groups. Throughout this observation, I supported and encouraged my students by helping them sound out words and by guiding them to finding key details in their texts. I provided immediate and specific feedback by correcting students as they read texts to me and by either praising students for the long /i/ words that they found during our phonics mini-lesson or helping them find the correct long /i/ words that we were looking for. This evidence justifies that I have met this FEAP because it shows a screenshot of my observation video which shows me providing students with specific feedback and support while they read a text.
j. Utilize student feedback to monitor instructional needs and to adjust instruction.
I have met this FEAP by surveying my students each week during my alternative field experience at the Boys and Girls Club this summer. My partner and I handed out index cards and had our students write down which SEED activity they enjoyed the most along with the reasons why they enjoyed these activities. If they did not like either, we had those students write down which activity they liked the least and why, including ideas for what we could do instead. My partner and I read through each of these cards after each day and used the feedback that we received from our students to monitor what they needed (i.e. clearer directions during activities or more creative opportunities during activities) and to adjust instruction accordingly (i.e. give students more explicit instructions as well as opportunities to be creative, to act, etc). This evidence justifies that I have met this FEAP because it is a blog featuring an image with an example of student feedback that was received as well as information about how I used that student feedback during my alternative field experience.
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;
I have met this FEAP by analyzing and applying data from multiple assessments, including an Elementary Reading Attitudes Survey as well as running records. I used what I learned from these assessments to determine how I could improve my students’ fluency using specific methods that worked for each student. I informed my running records based on what I thought would work best for each individual. I drove the learning process by encouraging my students and giving them ways to improve for the next running record by looking at their results from previous running records. This evidence justifies that I have met this FEAP because it shows an example of the running records that I used for this assessment process.
b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery;
I have met this FEAP by designing and aligning a post-assessment that matched my learning objectives and lead to mastery. I created a post-assessment based off of the learning objective in my lesson plan and I administered it to my students at the conclusion of my lesson in order to see if they had mastered their objective for the day. This evidence justifies that I have met this FEAP because it shows how I have designed and aligned a formative assessment to match a learning objective and lead to mastery of a concept.
c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains;
I have met this FEAP by using exit tickets and graphic organizers as assessment tools to monitor student progress, achievement, and learning gains. During my second supervisor lesson when I taught two guided reading groups, I created assessments based off of the texts that were being used for each group. I used these assessments to monitor how my students were comprehending the texts as well as to monitor whether they were achieving and making learning gains in my groups. This evidence shows that I have met this FEAP because it shows the two assessments that I used in my guided reading groups during my supervisor observation.
d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge;
I have met this FEAP by modifying assessments and testing conditions to accommodate learning styles and varying levels of knowledge as a test proctor. In my classroom, students sat in certain places according to their needs. For example, two of my students tend to get unfocused easily so we sat those two students near each other. This way, we could monitor their levels of focus and tap their desks to remind them to stay on track during the test. I also was a proctor for my trio of ESE students. In this case, I ensured that my students were focused during the test by tapping their desks and the head proctor and I separated students so that they were each sitting at their own table in order to keep students focused, in order for students to keep their answers to themselves, and in order to give students an ample amount of space to work on and complete their test. This evidence justifies that I have met this FEAP because it is a reflective blog about this assessment process that details what I did to accommodate students.
e. Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s); and
I have met this FEAP by engaging in parent conferences with my collaborating teacher. My CT shares the data that I have collected from running records to inform the parents of their students’ progress. This evidence justifies that I have me this FEAP because it shows my reflection from my conference experience, which explains how I engaged in this sharing of assessment data with my CT.
f. Applies technology to organize and integrate assessment information.
I have met this FEAP by using Google Sheets to organize and integrate my pre-assessment information as well as my post-assessment information for my mathematics connected lesson. I documented the scores of my class to determine who had prior knowledge of their doubles facts and who would need assistance in memorizing their doubles facts. This evidence justifies that I have met this FEAP because it shows how I used the technology of Google Sheets to organize and integrate assessment information for my connected lesson.
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;
I have met this FEAP by analyzing and applying data from multiple assessments, including an Elementary Reading Attitudes Survey as well as running records. I used what I learned from these assessments to determine how I could improve my students’ fluency using specific methods that worked for each student. I informed my running records based on what I thought would work best for each individual. I drove the learning process by encouraging my students and giving them ways to improve for the next running record by looking at their results from previous running records. This evidence justifies that I have met this FEAP because it shows an example of the running records that I used for this assessment process.
b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery;
I have met this FEAP by designing and aligning a post-assessment that matched my learning objectives and lead to mastery. I created a post-assessment based off of the learning objective in my lesson plan and I administered it to my students at the conclusion of my lesson in order to see if they had mastered their objective for the day. This evidence justifies that I have met this FEAP because it shows how I have designed and aligned a formative assessment to match a learning objective and lead to mastery of a concept.
c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains;
I have met this FEAP by using exit tickets and graphic organizers as assessment tools to monitor student progress, achievement, and learning gains. During my second supervisor lesson when I taught two guided reading groups, I created assessments based off of the texts that were being used for each group. I used these assessments to monitor how my students were comprehending the texts as well as to monitor whether they were achieving and making learning gains in my groups. This evidence shows that I have met this FEAP because it shows the two assessments that I used in my guided reading groups during my supervisor observation.
d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge;
I have met this FEAP by modifying assessments and testing conditions to accommodate learning styles and varying levels of knowledge as a test proctor. In my classroom, students sat in certain places according to their needs. For example, two of my students tend to get unfocused easily so we sat those two students near each other. This way, we could monitor their levels of focus and tap their desks to remind them to stay on track during the test. I also was a proctor for my trio of ESE students. In this case, I ensured that my students were focused during the test by tapping their desks and the head proctor and I separated students so that they were each sitting at their own table in order to keep students focused, in order for students to keep their answers to themselves, and in order to give students an ample amount of space to work on and complete their test. This evidence justifies that I have met this FEAP because it is a reflective blog about this assessment process that details what I did to accommodate students.
e. Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s); and
I have met this FEAP by engaging in parent conferences with my collaborating teacher. My CT shares the data that I have collected from running records to inform the parents of their students’ progress. This evidence justifies that I have me this FEAP because it shows my reflection from my conference experience, which explains how I engaged in this sharing of assessment data with my CT.
f. Applies technology to organize and integrate assessment information.
I have met this FEAP by using Google Sheets to organize and integrate my pre-assessment information as well as my post-assessment information for my mathematics connected lesson. I documented the scores of my class to determine who had prior knowledge of their doubles facts and who would need assistance in memorizing their doubles facts. This evidence justifies that I have met this FEAP because it shows how I used the technology of Google Sheets to organize and integrate assessment information for my connected lesson.
5. Continuous Professional Improvement. 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;
I have met this FEAP by using data from assessments to develop wonderings about my students. This evidence justifies that I have met this FEAP because it shows how I have analyzed and applied the data that I have collected to inform my instruction as well as to help my students meet their learning goals.
b. Examines and uses data-informed research to improve instruction and student achievement;
I have met this FEAP by using data that I have collected to create and examine a wondering. Through this process, I learned strategies and ways to help my focus student improve in her fluency levels and become more motivated to read for academic purposes. This evidence justifies that I have met this FEAP because it shows how I have examined and used data to improve my instruction and to help my student achieve.
I have also met this FEAP by examining and using observational data as well as pre-assessment data to improve instruction and student achievement during my mathematics connected lesson. I observed my colleague teaching a lesson on doubles plus and minus one to aide me in understanding how I could improve my instruction in a lesson on doubles minus one the following day. I also used the pre-assessment data that I gathered to better understand how to improve student achievement during my lesson. This evidence justifies that I have met this FEAP because it shows how I have examined and used data-informed research to improve my instruction and student achievement during my mathematics lesson.
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;
I have met this FEAP by independently and collaboratively using data to adjust lesson plans and improve in lesson effectiveness during my connected lesson. I worked with my colleague to discuss and adjust plans to teach doubles minus one based on the effectiveness of their doubles plus and minus one lesson. I also worked independently to reflect on how I could improve in this effectiveness individually. This evidence justifies that I have met this FEAP because it shows how I used data and reflected independently to improve the effectiveness of my lessons individually as well as with a fellow colleague.
d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement;
I have met this FEAP by collaborating with the home through an animal research project informational letter from my CT, the teacher next door, and I. This letter communicates information about the research that students will be required to do for homework about their specific animals that were randomly drawn in class. This evidence shows that I have met this FEAP because it shows the letter that my CT, the teacher next door, and I sent home to parents to collaborate with them and support student learning.
I have also met this FEAP by collaborating within my school community during PLC meetings and collaborating with the larger community through SCATTER workshops. The evidence linked above justifies that I have met this FEAP because it shows images of my PLC notes and resources from my SCATTER workshops as well as descriptions of how these collaborative opportunities helped me to foster communication and support student learning and continuous improvement.
e. Engages in targeted professional growth opportunities and reflective practices;
I have met this FEAP by reflecting on my teaching, speaking with my collaborating teacher, and by creating a wondering that focuses on how I can help my focus student grow as a learner. This evidence justifies that I have met this FEAP because it shows how I have engaged in targeted professional growth opportunities by speaking with my CT and also how I have engaged in reflective practices by reflecting on my teaching.
f. Implements knowledge and skills learned in professional development in the teaching and learning process.
I have met this FEAP by incorporating what I have learned from SCATTER workshops into my teaching. For example, I have attended workshops on topics such as movement, academic motivation, and positive phrasing. I have incorporated the knowledge and skills that I have learned from these professional development situations and used it in the classroom to improve my teaching and improve the learning process for my students. An example of this incorporation is my use of positive phrasing throughout the school day as well as in my lesson plans. I choose to compliment students on what they are doing well and giving them ways in which they can improve rather than giving them negative feedback on what they are doing incorrectly with no specific redirection to help them as learners. This evidence justifies that I have met this FEAP because it shows my lesson plan from my supervisor observation where I use positive phrasing as a part of my daily teaching.
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;
I have met this FEAP by using data from assessments to develop wonderings about my students. This evidence justifies that I have met this FEAP because it shows how I have analyzed and applied the data that I have collected to inform my instruction as well as to help my students meet their learning goals.
b. Examines and uses data-informed research to improve instruction and student achievement;
I have met this FEAP by using data that I have collected to create and examine a wondering. Through this process, I learned strategies and ways to help my focus student improve in her fluency levels and become more motivated to read for academic purposes. This evidence justifies that I have met this FEAP because it shows how I have examined and used data to improve my instruction and to help my student achieve.
I have also met this FEAP by examining and using observational data as well as pre-assessment data to improve instruction and student achievement during my mathematics connected lesson. I observed my colleague teaching a lesson on doubles plus and minus one to aide me in understanding how I could improve my instruction in a lesson on doubles minus one the following day. I also used the pre-assessment data that I gathered to better understand how to improve student achievement during my lesson. This evidence justifies that I have met this FEAP because it shows how I have examined and used data-informed research to improve my instruction and student achievement during my mathematics lesson.
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;
I have met this FEAP by independently and collaboratively using data to adjust lesson plans and improve in lesson effectiveness during my connected lesson. I worked with my colleague to discuss and adjust plans to teach doubles minus one based on the effectiveness of their doubles plus and minus one lesson. I also worked independently to reflect on how I could improve in this effectiveness individually. This evidence justifies that I have met this FEAP because it shows how I used data and reflected independently to improve the effectiveness of my lessons individually as well as with a fellow colleague.
d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement;
I have met this FEAP by collaborating with the home through an animal research project informational letter from my CT, the teacher next door, and I. This letter communicates information about the research that students will be required to do for homework about their specific animals that were randomly drawn in class. This evidence shows that I have met this FEAP because it shows the letter that my CT, the teacher next door, and I sent home to parents to collaborate with them and support student learning.
I have also met this FEAP by collaborating within my school community during PLC meetings and collaborating with the larger community through SCATTER workshops. The evidence linked above justifies that I have met this FEAP because it shows images of my PLC notes and resources from my SCATTER workshops as well as descriptions of how these collaborative opportunities helped me to foster communication and support student learning and continuous improvement.
e. Engages in targeted professional growth opportunities and reflective practices;
I have met this FEAP by reflecting on my teaching, speaking with my collaborating teacher, and by creating a wondering that focuses on how I can help my focus student grow as a learner. This evidence justifies that I have met this FEAP because it shows how I have engaged in targeted professional growth opportunities by speaking with my CT and also how I have engaged in reflective practices by reflecting on my teaching.
f. Implements knowledge and skills learned in professional development in the teaching and learning process.
I have met this FEAP by incorporating what I have learned from SCATTER workshops into my teaching. For example, I have attended workshops on topics such as movement, academic motivation, and positive phrasing. I have incorporated the knowledge and skills that I have learned from these professional development situations and used it in the classroom to improve my teaching and improve the learning process for my students. An example of this incorporation is my use of positive phrasing throughout the school day as well as in my lesson plans. I choose to compliment students on what they are doing well and giving them ways in which they can improve rather than giving them negative feedback on what they are doing incorrectly with no specific redirection to help them as learners. This evidence justifies that I have met this FEAP because it shows my lesson plan from my supervisor observation where I use positive phrasing as a part of my daily teaching.
6. Professional Responsibility and Ethical Conduct. The effective educator consistently:
d. Maintains positive and productive relationships with colleagues
I have met this FEAP by having "clock buddies" which my class uses as blog buddies. My colleagues and I all read each other's blogs and leave comments that include feedback. This evidence justifies that I have met this FEAP because it shows the system that my colleagues and I all use to give each other feedback which is part of how we maintain positive and productive relationships with each other.
e. Adheres to daily schedule and attendance policies
I have met this FEAP by arriving to internship on time each Wednesday and by staying through all of seminar each Wednesday as well. This evidence justifies that I have met this FEAP because it shows where I sign in and sign out each Wednesday at my elementary school.
f. Maintains professional appearance
I have met this FEAP by wearing my USF intern polo shirt with dress pants and closed toed shoes every day for internship as well as seminar. I keep my hair and makeup professional as well, and I always wear my USF intern badge when I am interning at my school. This evidence justifies that I have met this FEAP because it shows how I maintain professional appearance while at my internship school.
g. Demonstrates professional use of communication
I have met this FEAP by communicating with my CT through email as well as by communicating in a professional manner in the classroom during lessons. This evidence justifies that I have met this FEAP because it shows my teacher's feedback on my communciation in the classroom as well as my professional conversations that I have with my CT through email.
h. Exhibits emotional stability and mature judgment
I have met this FEAP by keeping my conversations at internship positive, as well as staying positive when blogging. This evidence justifies this FEAP because it shows my blog posts and how my language is mature and also how I keep my emotions to myself rather than displaying them through my posts.
d. Maintains positive and productive relationships with colleagues
I have met this FEAP by having "clock buddies" which my class uses as blog buddies. My colleagues and I all read each other's blogs and leave comments that include feedback. This evidence justifies that I have met this FEAP because it shows the system that my colleagues and I all use to give each other feedback which is part of how we maintain positive and productive relationships with each other.
e. Adheres to daily schedule and attendance policies
I have met this FEAP by arriving to internship on time each Wednesday and by staying through all of seminar each Wednesday as well. This evidence justifies that I have met this FEAP because it shows where I sign in and sign out each Wednesday at my elementary school.
f. Maintains professional appearance
I have met this FEAP by wearing my USF intern polo shirt with dress pants and closed toed shoes every day for internship as well as seminar. I keep my hair and makeup professional as well, and I always wear my USF intern badge when I am interning at my school. This evidence justifies that I have met this FEAP because it shows how I maintain professional appearance while at my internship school.
g. Demonstrates professional use of communication
I have met this FEAP by communicating with my CT through email as well as by communicating in a professional manner in the classroom during lessons. This evidence justifies that I have met this FEAP because it shows my teacher's feedback on my communciation in the classroom as well as my professional conversations that I have with my CT through email.
h. Exhibits emotional stability and mature judgment
I have met this FEAP by keeping my conversations at internship positive, as well as staying positive when blogging. This evidence justifies this FEAP because it shows my blog posts and how my language is mature and also how I keep my emotions to myself rather than displaying them through my posts.