My FEAPS Portfolio:

FEAP 2:

The Learning Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:

a. Organizes, allocates, and manages the resources of time, space, and attention:

I demonstrated the FEAP 2a by completing a morning meeting in my classroom. I managed attention, time, and space, through the setting of expectations on our Power Point and verbally during the morning meeting. I also allowed the students a fair amount of time to share without allowing for much off topic conversation, and chose activities that would work in our classroom space. 

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

I was also able to demonstrate FEAP 2b by setting the expectations before transitioning my students to line up, and managing behaviors through the management system that my CT has put into place for the hallway, with verbal warnings that do not create shame or disruption, but reiterate the expectations. 

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c. Conveys high expectations to all students:

I demonstrated FEAP 2c when I created and displayed this ELA anchor chart in my classroom. I conveyed high expectations for my students by writing the standard that is expected of all third grade students in this section on the anchor chart. 

I included a photo of this anchor chart as evidence. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

d. Respects students’ cultural linguistic and family background:

As you read through the analysis I have attached, you will see that as I worked with an ESOL student in my internship, I was able to collect important and knowledgeable data while respecting my students' cultural and family background.

 

e. Models clear, acceptable oral and written communication skills:

I demonstrated the FEAP 2e by modeling clear and acceptable written communication skills by writing a code the students needed to crack to help them fulfill a portion of their SRA lesson. I have also included an image from my level 4 internship where I demostrated this FEAP through a power point presentation introducing myself to my students. 

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

Below I have provided a snippet from a CT observation that displays how I was able to maintain a climate of openness, inquiry, fairness, and support during my instruction by allowing for students' questions, as well as setting expectations so that students worked together and provided help to each other during their independent work. 

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g. Integrates current information and communication technologies:

In my current district, we have a computer program called Lexia where my students are able to practice and develop their literacy skills based on their needs. As the teacher, I am able to see if they are not passing certain sections of their online literacy work, and I am provided with a lesson that I can use to reteach and/or teach this skill to my individual students. 

h. Adapts the learning environment to accommodate the differing needs and diversity of students:

In the photograph that I have attached, you will see a portion of an observation form filled out by my USF supervisor, showing how I was able to meet FEAP 2h through a lesson I taught and she observed. 

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j. Creates a classroom environment where students are able to demonstrate resiliency as outlined in Rule 6A-1.094124, F.A.C. :

In my classroom an environment where students are able to demonstrate resiliency, through their monthly learning and implementation of couty wide resiliency skills that are taught and help up in the classroom. 

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FEAP 1:

Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently:

    a. Aligns instruction with state-adopted standards at the appropriate level of rigor

As you read through the lesson plan that I have attached, you will see I created and performed this lesson for all my students with my specific inquiry student in mind, you will see that I aligned the instruction with state-adopted standards at the appropriate level of rigor while also accommodating the needs of my students that are ELLs. 

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

I am able to meet this FEAP by creating lessons that are sequenced and require my students to use prior knowledge to make connections with the text as well as using the proper strategies for students to show comprehension/understanding. Two of the ELA lessons that I have taught during Black History Month were first about the Underground Railroad and then about Harriet Tubman. The understanding of the first text required some prior knowledge from the students and the second text about Harriet Tubman required prior knowledge from the previous text about the Underground Railroad. 

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c. Designs instruction for students to achieve mastery

This lesson plan has been designed to support my students in mastering the standards so that they are able to use strategies to find the central idea of a text as well as make connections with the lesson that the author is wanting the reader to learn from the text. 

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    d. Selects appropriate formative assessments to monitor learning 

   Here is an example of a formative assessment (comprehension quiz) that we wrote to understand where our students were at in using the text to understand theme/central idea, etc. 

 

 

 

 

 

 

 

 

 

 

e. uses variety of data, independently and in collaboration with colleagues, to evaluate student learning outcomes, adjust planning, and     continuously improve the effectiveness of lessons.  Throughout my internship I have been able to meet this FEAP by collaboarating with my cooperating teacher during and after lessons, for feedback on what I am doing effectively and what adjustments I can make. The evidence below shows a portion of my CTs feedback from a lesson I taught.

 

 

 

 

 

 

f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies: Throughout my "Bike Like Sergio" lesson plan, you will see various skills that my students are expected to apply during reading from, reading fluently, stopping, jotting down their thinking, sharing with partners and as a whole group, as well as making connections to the text and applying it to their lives. 

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FEAP 3:

Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:

a. Deliver engaging and challenging lessons:

b. Deepen and enrich students' understandings through content area literacy strategies, verbalization of thought, and application of the subject matter: I have met both FEAPS 3a and 3b through the writing and implementation of my lesson plans. Below are lesson plans that I have written and implemented that keep my students engaged with considerate book choice and challenge them to use background knowledge and other various skills/strategies. 

c. Identify gaps  in students' subject matter knowledge

d. Modify instruction to respond to preconceptions or misconceptions: I have been able to meet FEAPs 3c and 3d through the writing and implementation of my literacy lesson plans. In both lesson plans you will see in my step- by- step portion of my plans, the flexibility that is provided throughout to adjust the instruction as well as the misconceptions I presumed they would have and I address them during the lesson to provide my students with needed support. 

 

 

 

 

 

 

e. Relate and integrate the subject matter with other disciplines and life experiences: Here I have provided example's of student literacy work where they are being asked to apply their learning to their own lives.

 

 

 

 

 

 

 

f. Employ higher-order questioning techniques;

g. Apply varied instructional strategies and resources, including appropriate technology, to teach for understanding. Here I have provided excerpts from my cooperating teacher's feedback from one of the lessons I have taught during literacy where she states my use of higher order questioning strategies, resources, and technology to support student's learning meeting FEAPs 3f and 3g.

 

 

 

 

 

 

 

 

 

h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students. The photos I've included shows my writing of a student's thinking during our reading discussion, for my students who are not able to write this independently during our stop and jot. 

I. Support, encourage, and provide immediate and specific feedback to students to promote student achievement. Students pull relevant details out of the text and share their thinking where I jot it down with their initials on a chart to gauge their understanding as we work through our text. 

j. Utilize student feedback to monitor instructional needs and to adjust instruction. After our math tests, students receive immediate feedback by the teacher (myself) as a whole group and then students use that feedback to fix and explain their incorrect work.

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FEAP 4: 

4a. 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. Data from our state assessments like the FAST Reading is used to place students in their tiered small groups as well as providing them with support during instruction. 

4b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery. Our third grade team works together to design formative assessments like the quiz shown below that align with standards and learning objectives. We also teach the learning objectives and standards presumed to be on the state summative assessments.

4c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains. Looking at the first picture this is one of the tools we use to monitor student's progress over the school year so they are provided with the support in the specific areas they need, as well as making sure testing scores and class scores are aligning. 

 

 

 

 

 

 

 

 

 

 

4d. Modifies assessment and testing conditions to accommodate learning styles and varying levels of knowledge. Here is our class accommodation list, during assessments we provide some students with extended time or placement rearrangement (for engagement) during testing, we also have two students who receive oral presentation outside of the classroom during testing. 

 

 

 

 

 

 

 

 

 

 

 

4e. Shares the importance and outcomes of student assessment data with the student and the students parent.  Throughout the semester we are in conferences, phone calls, etc. with parents and other school staff to communicate assessment data. Recently, our third grade team held a meeting for parents to understand 3rd grade promotion testing requirements, as well as "good causes" for promotion and explanation to parents about their individual student's assessment scores.

 

 

 

 

 

 

4f. Applies technology to organize and integrate assessment information:

This link to my data collection excel sheet helps me to meet FEAPs 4f, using technology to organize my formative assessment data that I used to support my level 3 inquiry. 

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FEAP 5:

5a. Designs purposeful professional goals to strengthen the effectiveness of lessons based on student needs:

I have provided a snippet below of a CT observation where she watched me perform a lesson that I had written to provide a review for students on the states of matter, where they reviewed and participated in a classroom carousel observing and writing down the different states of matter in multiple stations around the classroom. To best develop this lesson I needed to research what would be best to effectively teach my students this topic.  

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5b. Examines and uses data-informed research to improve instruction and achievement

5c. 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: 

This link to my inquiry paper that I have worked on throughout my level 3 internship helps me to meet FEAPs 5b, as I use the data I have collected to discover if strategies I implemented help my instruction, as well as 5c, I collected various forms of data in collaboration with my CT to adjust my lesson plans that I am performing.

 

 

5d. Collaborates with the home, school, and larger communities to foster communication and to support student learning and continuous improvement. Throughout the year we communicate with parents to provide their student's support and keep them updated on their improvement and needs using dojo messenger. We also use this app to communicate with the school as a whole between teachers and administration.

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5e. Engages in targeted professional growth opportunities and reflective practices:

Below I have included photographs of post observation discussions that I participated in with my CT, allowing for me to engage in professional growth opportunities and reflective practices so that I will be a teacher who leads the classroom with effective and constantly growing instruction.

 

 

 

 

 

 

 

 

 

 

5f. Implements knowledge and skills learned in professional development in the teaching and learning process. 

Throughout my level four internship we've had professional development every Thursday. We were taught during one meeting how to use the 5Ws and the 1H to teach our students to write a gist of our reading and we have been applying this method in our classroom, seeing some improvement in our student's summary writing. 

 

 

 

 

 

 

 

 

 

 

 

FEAP 6:

 Professional Responsibility and Ethical Conduct. Understanding that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to State Board of Education Rules 6B-1.001 and 6B-1.006, F.A.C., and fulfills the expected obligations to students, the public and the education profession.:

Here I have included a link to my ethics performance task that I completed in LAE 4424 during my level three internship. This task allowed me to reflect on what I am doing in the classroom and outside the classroom to be professional and ethical, representing what it means to be a techer well.

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