Florida Educator Accomplished Practices Met
"The Florida Educator Accomplished Practices (FEAP's) are Florida's core standards for effective educators and provide valuable guidance to Florida's public school educators and educator preparation programs throughout the state on what educators are expected to know and be able to do. The Educator Accomplished Practices are based upon three (3) foundational principles. Those principles focus on high expectations, knowledge of subject matter, and the standards of the profession. " - FL Department of Education
In the University of South Florida's College of Education, I will have met all the requirements of the 6 Educator Accomplished Practices. Therefore, I am adequately prepared with a common language and comprehension of the statewide understanding of expectations for the quality of instruction in education and the professional responsibility of teachers.
In the University of South Florida's College of Education, I will have met all the requirements of the 6 Educator Accomplished Practices. Therefore, I am adequately prepared with a common language and comprehension of the statewide understanding of expectations for the quality of instruction in education and the professional responsibility of teachers.
1. Instructional Design and Lesson Planning
Applying concepts from human development and learning theories, the effective educator consistently:
1a. Aligns instruction with state‐adopted standards at the appropriate level of rigor: In order to ensure that my lessons and their objectives align appropriately with designated standards for my students, I have included applicable standards in each lesson plan. See lesson plans: (1) (2) (3)
1b. Sequences lessons and concepts to ensure coherence and required prior knowledge: My University Supervisor recognized the coherence of my lesson sequences, as you can observe by her notes of a previous observation.
1a. Aligns instruction with state‐adopted standards at the appropriate level of rigor: In order to ensure that my lessons and their objectives align appropriately with designated standards for my students, I have included applicable standards in each lesson plan. See lesson plans: (1) (2) (3)
1b. Sequences lessons and concepts to ensure coherence and required prior knowledge: My University Supervisor recognized the coherence of my lesson sequences, as you can observe by her notes of a previous observation.
1c. Designs instruction for students to achieve mastery: To promote mastery of academic learning, I offer consistent differentiation and opportunities for extensions to instruction. Below, in a math and a social studies lesson plan, I have demonstrated lesson design for mastery with the success of all learners in mind.
1d. Selects appropriate formative assessments to monitor learning: Formative assessment relative to the content of each lesson are featured in the lesson plans below. Formative assessments may include, teacher observations, checklists, discussion responses, signals or questions being asked that guide instruction. The :Evaluation Plan" of these documents addresses formative assessment methods.
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1e. Uses diagnostic student data to plan lessons: Prior to beginning instruction, it is important to consider students' prior knowledge from which to build bunderstanding. Considering students' background knowledge is especially important for planning concept development in the classroom. In order to offer my learners effective instruction that maximized their learning potentials, I provided a pre-quiz prior to two sequential lessons. Below, you can view the pre-quiz and assessment results. Beneath the quiz and data table, lesson plans that were constructed as a result of the pre-quiz are available.
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1f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies: To engage learners and promote the application of skills in a variety of ways, I have utilized multiple activities during most lessons I have taught thus far. This practice can be viewed by considering the "Step-by-Step Plan" of any lesson plans posted on this blog. I have included the Step-By-Step plans from a lesson on gravity. This particular lesson included investigative journaling, an experiment, a read aloud and a discussion.
2. The Learning Environment
To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:
2a. Organizes, allocates, and manages the resources of time, space, and attention: Effectively managing time and attention in the classroom environment can be accomplished through nonverbal cues. Through research, reflection and presentation I confirmed research that suggests that more feelings and intentions are understood non-verbally than verbally (Mehrabian & Wiener, 1967). I believe it is important to practice nonverbal cues and responsive body language to support desirable behavior in the classroom, as well as to address inappropriate behavior that pertain to time, space and attention. In the classroom, I have practiced proximity, purposeful facial expressions, redirection and other strategies to manage time, space, and attention. I have also practiced and reflected upon effective attention getting strategies in the classroom.
2b. Manages individual and class behaviors through a well-planned management system: Through reflection, I have considered and developed my own philosophy of classroom orchestration, in relation to behavior management. Research on teacher authority has also influenced my behavior management system. Classroom management is the binding force between students and teachers that contributes to a positive classroom environment. Through a mutual exchange of cooperation, respect and trust, the teacher and students will form a supportive and inclusive community. To me, the teacher’s power comes from a referent authority base. Very good!The students behave according to the teacher’s wishes as a result of their positive relationship with that teacher and their perception of the teacher as a decent person, who cares about them and their learning, and has the students’ best interest in mind (Levin & Nolan, 2014). This is accomplished through supportive communication, both verbal and nonverbal, that expresses an interest in the students’ needs, interests, wants and opinions. Learners will support each other and the teacher will facilitate learning.
2a. Organizes, allocates, and manages the resources of time, space, and attention: Effectively managing time and attention in the classroom environment can be accomplished through nonverbal cues. Through research, reflection and presentation I confirmed research that suggests that more feelings and intentions are understood non-verbally than verbally (Mehrabian & Wiener, 1967). I believe it is important to practice nonverbal cues and responsive body language to support desirable behavior in the classroom, as well as to address inappropriate behavior that pertain to time, space and attention. In the classroom, I have practiced proximity, purposeful facial expressions, redirection and other strategies to manage time, space, and attention. I have also practiced and reflected upon effective attention getting strategies in the classroom.
2b. Manages individual and class behaviors through a well-planned management system: Through reflection, I have considered and developed my own philosophy of classroom orchestration, in relation to behavior management. Research on teacher authority has also influenced my behavior management system. Classroom management is the binding force between students and teachers that contributes to a positive classroom environment. Through a mutual exchange of cooperation, respect and trust, the teacher and students will form a supportive and inclusive community. To me, the teacher’s power comes from a referent authority base. Very good!The students behave according to the teacher’s wishes as a result of their positive relationship with that teacher and their perception of the teacher as a decent person, who cares about them and their learning, and has the students’ best interest in mind (Levin & Nolan, 2014). This is accomplished through supportive communication, both verbal and nonverbal, that expresses an interest in the students’ needs, interests, wants and opinions. Learners will support each other and the teacher will facilitate learning.
2c. Conveys high expectations to all students; Prior to, during and after the vocabulary lesson, students were held to high behavioral and academic expectations. They were all invited to respond to the text and encouraged to create a personally meaningful and accurate response to reading. Each student was held to behavioral standards of respect and participation.
2d. Respects students’ cultural and family background: In an effort to better understand the community my students are a part of, I conducted a community investigation. While creating a Performance Task, I chose to send a letter home introducing the unit and task in both English and Spanish.
2d. Respects students’ cultural and family background: In an effort to better understand the community my students are a part of, I conducted a community investigation. While creating a Performance Task, I chose to send a letter home introducing the unit and task in both English and Spanish.
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2d. Continued: In an effort to further my own understanding of student's lives outside of school, I have researched various factors that play a role in student's backgrounds. I have consulted literature on poverty, institutional inequity's impact on students, and reasons behind a lack of parental engagement. From that, I have recognized that individual students’ learning patterns can be manifestations of cultural expectations that occasionally differ from our own (Dack & Tomlinson, 2015). “They [poor people] lack access to health care, living-wage jobs, safe and affordable housing, clean air and water- conditions that limit their abilities to achieve their full potential” (Gorski, 2008). Teachers can foster equality of opportunity in response to the achievement gap in education regardless of poverty in the classroom by holding high academic expectations for all students, enhancing family involvement, incorporating the arts and analyzing materials for class bias (Gorski, 2013). I am now aware of factors that inhibit student success and methods I can practice to ensure all students have an equitable opportunity to learn.
2e. Models clear, acceptable oral and written communication skills: Modeling appropriate communication is not only accomplished through friendly and accountable verbal dialogue, but appropriate body language and other methods of expression. Clear and acceptable written communication is evidenced by my contribution to anchor charts, as well as responding to students' personal writing with appropriate spelling and clear communication.
2f. Maintains a climate of openness, inquiry, fairness and support: In order to ensure each student feels supported, welcomed and respected by myself, I made efforts to greet my students and get to know their interests. I have maintained an inquiry climate by always improving my own teaching practice through research (case studies and inquiries), as well as my final inquiry, which considers fairness in the classroom by accommodating the needs of students with disabilities.
2f. Maintains a climate of openness, inquiry, fairness and support: In order to ensure each student feels supported, welcomed and respected by myself, I made efforts to greet my students and get to know their interests. I have maintained an inquiry climate by always improving my own teaching practice through research (case studies and inquiries), as well as my final inquiry, which considers fairness in the classroom by accommodating the needs of students with disabilities.
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2g. Integrates current information and communication technologies: In an effort to provide students with an exceptional education, I have utilized online resources to further my own educational development and teaching pedagogy. In lesson planning, I have utilized CPALMS to locate appropriate standards. Also, I have been blogging my experiences as a pre-service educator to keep record of my professional growth and provide resources to other teachers from my lesson plans. The Florida Center for Reading Research offers valuable resources for teachers when planning lessons or creating Reading centers. Finally, I am able to interact with my peers through blogging and responding to their posts. To the left, you can see my comment on a peer's reflective blog about our collaboration/coaching session.
2h. Adapts the learning environment to accommodate the differing needs and diversity of students: In order to accommodate the learning preferences of students in the classroom, visual learners are provided an aide in understanding of scientific terms (pictured below). During my lesson on gravity and mass, the vocabulary term chart was utilized so students will be able to make connections between the words and their learning activities. The corresponding illustration with the word implies the definition of the term, which is an advantage for English language learners in the classroom.
2h. Adapts the learning environment to accommodate the differing needs and diversity of students: In order to accommodate the learning preferences of students in the classroom, visual learners are provided an aide in understanding of scientific terms (pictured below). During my lesson on gravity and mass, the vocabulary term chart was utilized so students will be able to make connections between the words and their learning activities. The corresponding illustration with the word implies the definition of the term, which is an advantage for English language learners in the classroom.
.2h. Continued: Following my alternative field experience, I differentiated a previously performed lesson to consider what I have learned about the students I worked with at the Boys and Girl's Club. Through engaging in conversations about the student's interests and needs, I was able to create accommodations that considered their unique personalities. While at the Boys & Girls Club, I have been recording anecdotal notes and observations about student's behaviors, aspirations, interests and struggles. Throughout the lesson, I have referenced the field notes I took while conversing, working with and observing the students. In this way, I have used a variety of strategies to adapt the learning environment to accommodate all the differing needs and diversity of every student.
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Included in the lesson featured above, I considered student's learning preferences while designing the lesson. "One way of planning for the inevitable variety of approaches to learning in culturally diverse classrooms is to develop a series of continuums along which students may work and which reflect cultural as well as personal patterns... The idea when using the continuums is to plan for a range of approaches that reflect a variety of points on these spectrums, rather than favoring only those approaches that are familiar and comfortable for the teacher," (Dack & Tomlinson, 2015). Inspired by Dack and Tomlinson's insight, I created a simple continuum (pictured to the left) to gather the perspective of some of the students at the Club. By considering student's learning preferences, I could better plan activities that inspire their engagement. Villegas and Lucas state that learning about student's lives, including their favorite activities, concerns and strengths will allow educators to respond effectively to an increasingly diverse student population (2007).
2i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals: The document below presents my understanding of Assistive Technology's ability to foster academic excellence and make content area understanding accessible to all students.
3. Instructional Delivery and Facilitation
The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:
3a. Deliver engaging and challenging lessons: To demonstrate my accomplishment of engaging my students and offering challenges to promote learning, I have included my University Supervisor's formative evaluation notes (below) of a science lesson conducted this semester.
3a. Deliver engaging and challenging lessons: To demonstrate my accomplishment of engaging my students and offering challenges to promote learning, I have included my University Supervisor's formative evaluation notes (below) of a science lesson conducted this semester.
3b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter: “Students should receive individualized opportunities to verbalize, write, or otherwise create something using the lesson’s material,” (Willis, 2007, pp. 110). Applying the subject matter by creating something new presents a higher level of understanding. In order to present student understanding of common themes in Langston Hughes poems, the learners were asked to write their own “Inspired by Langston Hughes,” poems with a similar message to the 5 poems they analyzed. These poems were displayed at a parent night during Black History Month to celebrate the contributions of Langston Hughes to the Harlem Renaissance and contributions to the arts. Below, you can download the lesson plan to support this subject matter application.
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us_2_langston_hughes.docx |
3c. Identify gaps in students’ subject matter knowledge: Gaps in subject matter knowledge can be determined through pre or post-lesson quizzes and formative assessment gathered during instruction. Below, you can view various Exit Tickets or writing assessments that have indicated any misunderstanding or inadequate knowledge regarding a lesson's objectives. Writing as a response allows for the learners to fully demonstrate their understanding in a way that is appropriate for their level of knowledge.
3d. Modify instruction to respond to preconceptions or misconceptions: With consideration for a pre-quiz given , I was able to address students' incorrect prior knowledge. Prior to the lesson, the majority of students demonstrated a general understanding of historical fiction elements. However, the class’ pre-quiz results indicate an area of need to address figurative language, especially personification. With this is mind, I planned to revisit the pre-quiz with students to act as a measure of formative assessment during the lesson and to set the stage for learning. Below, a lesson plan document is highlighted to exemplify instructional changes that were made.
3e. Relate and integrate the subject matter with other disciplines and life experiences: While exploring theme, and celebrating Dr. Seuss’ 113th birthday, the students read Dr. Seuss novels to find the author’s message. As a class, we discussed “The Lorax” and made connections to deforestation, animal endangerment, pollution, habitat loss, and environmental conservation efforts. Earth Science principles were woven into this lesson, as well as a discussion of Economics content, supply and demand (the Thneed factories). Students were asked how they could plant their own “Truffula seed,” and follow Dr. Seuss’ message (the theme of “The Lorax”). Below the lesson is available to review the multi-disciplinary standards and aspects.
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lesson_plan.docx |
3f. Employ higher-order questioning techniques: Before beginning a unit on Dr. Seuss, students were guided to build background knowledge on the famous author. By beginning with a K-W-L chart, students reflected on their current knowledge of Dr. Seuss. Then, students were prompted to create their own question to guide reading, which led the learners to an inquiry mindset. As the learners read two different sources they added answers to their questions, new learning, and created additional questions. Below are photos of 3 student’s KWL charts for Dr. Seuss (3/1/2017-3/3/2017).
3f. continued: To promote higher-order thinking, students were asked to determine the theme of various Dr. Seuss texts. Students were scaffolded through questions that promote connection-making and examining cause and effect to identify the author’s message. My CT remarked that theme is a more complex concept for 4th graders to understand and apply. Students made inferences about characters, analyzed the plot of the texts, and applied learning to their own life in order to find the theme of each story (3/2/2017). Students then presented their creations to the class (3/3/2017). Below are photos of anchor charts that students created as they engaged in this process
3g. Apply varied instructional strategies and resources, including appropriate technology, to teach for student understanding: The integration of interactive technology is a valuable resource for learning and offers development of the skills like technological literacy which is necessary for a technology-focused modern society. In the classroom, I integrated technology during a math lesson including two videos and an interactive Powerpoint. You can view the lesson and Powerpoint here.
3h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students: In order to identify and meet the learning preferences of my students, I conducted surveys with the learners and their classroom teacher to accommodate instruction according to their preferences. Below, the responses of various above, on and below level learners to the "Learning Style Multiple Intelligences Survey" (also pictured) have been charted for comparison. A sample of two student's "Star of the Week" (home background) papers are also included. The information obtained from these surveys led to differentiation in instruction according to student's learning preferences.
3h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students: In order to identify and meet the learning preferences of my students, I conducted surveys with the learners and their classroom teacher to accommodate instruction according to their preferences. Below, the responses of various above, on and below level learners to the "Learning Style Multiple Intelligences Survey" (also pictured) have been charted for comparison. A sample of two student's "Star of the Week" (home background) papers are also included. The information obtained from these surveys led to differentiation in instruction according to student's learning preferences.
3i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement: My University Supervisor observed an ELA lesson on January 18th, 2017 in which the culture of learning was supported by immediate feedback provided to students. I have "Accomplished" this culture through varying questioning techniques that allow for immediate feedback and guide the lesson as formative data. Students are asked to respond with their thumbs up or down to indicate understanding, present their group's answers, or are asked questions through a random selection method. While working, I frequently rotate the room to conference with individual students and provide feedback. My U.S.'s observation chart is can be viewed by clicking here.
3j. Utilize student feedback to monitor instructional needs and to adjust instruction: As a part of my inquiry, strategies of Universal Design for Learning were implemented in lesson planning and the implementation of the teaching and learning process. Students were able to recall their own evaluation of the effectiveness of a UDL-based learning environment by responding to written surveys and sharing during structured conversations. By completing the simple, scaled survey students were able to rate their opinions of layers in lesson design (videos, graphic organizers), choice in representative of knowledge (report style), and reflect on their own level of engagement during instruction. Below, a few examples of student responses are provided. With consideration for 17 students’ responses, the average response to the 4 UDL-based questions was above a 4, which implies that learners found UDL enjoyable and effective, and therefore were engaged in the learning process. From this survey, I considered their desire for multiple representations of content area material in multimedia formats, as well as choice in the presentation of knowledge, in further instruction.
4. Assessment
The effective educator consistently:
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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: To the left, you can open a document that presents my analysis of a theoretical mathematics class, presented in my Measurement Methods course, that considers high-scoring students and those who did not perform equitably in comparison to their peers. Assignments that could be a source of concern were identified. After examining student performance, I made data informed decisions to respond to student learning.
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4b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery: With consideration for a standard's level of cognitive demand within the knowledge domain of Bloom's taxonomy, I am able to determine appropriate measurable objectives that align with the standard. The formative and summative assessments proposed align with the teaching scenario, taxonomy levels, and objectives previously determined.
4c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains: Following each ELA unit, students are asked to complete selected response, or short response, tests that indicate their understanding of words in context, a major standard for 4th grade. I created many unique assessments for students to best showcase their understanding of vocabulary words. The tests were scored for accuracy, analyzed, and applied when driving instruction for the next week. Below, you can download a sample of the tests created.
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4d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge: Below, you can open a document which presents modifications and accommodations for assessments made to meet the needs of individual learners (pseudonyms applied). The learners presented are a student who is an English language learner, as well as a student receiving ESE services.
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task_4_adaot_accomod_assessments.docx |
4d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge:
4e. Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s): With consideration for the results of a criterion-referenced and a norm-referenced assessment, I have demonstrated competency of communicating student growth, achievements and areas for improvement with parents or other stakeholders in the child's education. The students' strengths or needs based on the content area scores are addressed, as well as how I will address the individual student's learning needs. Also, the criterion-referenced assessment results' raw score, confidence band, and performance level are discussed with the parents. For the norm-referenced test, the student's overall achievement subject score for both mathematics and reading in relation to group performance is commented on. This includes discussing her raw score (“scale score”), percentile, percentile bands, and stanine score.
4e. Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s): With consideration for the results of a criterion-referenced and a norm-referenced assessment, I have demonstrated competency of communicating student growth, achievements and areas for improvement with parents or other stakeholders in the child's education. The students' strengths or needs based on the content area scores are addressed, as well as how I will address the individual student's learning needs. Also, the criterion-referenced assessment results' raw score, confidence band, and performance level are discussed with the parents. For the norm-referenced test, the student's overall achievement subject score for both mathematics and reading in relation to group performance is commented on. This includes discussing her raw score (“scale score”), percentile, percentile bands, and stanine score.
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4f. Applies technology to organize and integrate assessment information: To plan for instruction that is responsive to a rhetorical assessment, which was created as an Excel document or chart, I analyzed students' performance and made appropriate instruction decisions (see file download below).
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critical_task_6.docx |
Also, when planning responsive instruction for sequential lessons, I created multiple tables to display data from diagnostic, formative and summative assessments. These tables were created in Microsoft Word to give an overall impression of the lesson's effectiveness.
5. Continuous Professional Improvement
The effective educator consistently:
5a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs: In order to develop my teaching pedagogy, I intend to improve my utilization of assessment and offer a variety of demonstration of learning opportunities to all students. I identified, researched and applied my goal, which you can witness here.
5b. Examines and uses data-informed research to improve instruction and student achievement: In order to improve my own teaching practice, I have considered modern research-based articles written by practitioners in the field. By summarizing, synthesizing and reflecting on research, I am able to apply concepts of learning styles in the classroom to benefit my learners. In pursuit of my previous inquiry, I found that each researcher values a student-centered approach that supports facilitating the needs every unique and diverse learner brings to the classroom.
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: Below, you can download a document containing two sequential lessons, which were adjusted based upon data-driven decision making from formative and summative assessments. The lesson plans, as well as detailed reflection, exhibits data-based adjustments during planning and instruction to improve the effectiveness of an ELA lesson.
5a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs: In order to develop my teaching pedagogy, I intend to improve my utilization of assessment and offer a variety of demonstration of learning opportunities to all students. I identified, researched and applied my goal, which you can witness here.
5b. Examines and uses data-informed research to improve instruction and student achievement: In order to improve my own teaching practice, I have considered modern research-based articles written by practitioners in the field. By summarizing, synthesizing and reflecting on research, I am able to apply concepts of learning styles in the classroom to benefit my learners. In pursuit of my previous inquiry, I found that each researcher values a student-centered approach that supports facilitating the needs every unique and diverse learner brings to the classroom.
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: Below, you can download a document containing two sequential lessons, which were adjusted based upon data-driven decision making from formative and summative assessments. The lesson plans, as well as detailed reflection, exhibits data-based adjustments during planning and instruction to improve the effectiveness of an ELA lesson.
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conected_lessons.pdf |
5d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement: In the beginning of the new year (2017), I sent the parents of my students an introductory letter that shared my excitement to work with their learners and my own educational experience. The letter expressed my desire to involve parents and at home partners in their child’s educations. Below, you can read the letter that was presented to parents.
On January 18th and March 2nd, I attended Parent Conferences where I spoke to parents of students who are English language learners (with a translator present), stakeholders in the education of students with disabilities, and the responsible guardians of other students in the classroom. At these conferences I was able to discuss the success of the caregiver’s learner in our classroom, as well as their life outside of the school. This included conversations focusing on the student’s extracurriculars or enjoyed activities beyond the classroom. Sharing the students’ work examples allowed me to present to parents where the 4th grader was achieving, compared to the learner’s standards-based goals in the classroom. County writing rubrics were provided, as well as websites for additional online learning to ensure that parents could support learning at home. A section of my notes from the evenings are provided below.
Within the school community, I participated in weekly faculty meetings with professional development opportunities and administrator presence, as well as Private Learning Community meetings with a variety of educators. One of the PLC’s included monthly data meetings for Response to Intervention with the other 4th grade teachers. Also, I was an active member of the Social Studies Committee with teachers from various grade levels and specialties, where I helped to plan Black History Month, Women’s History Month, Poetry Month, and other celebrations in the school. In addition, we planned and implemented demonstrations at the schoolwide monthly assemblies. As part of the Social Studies PLC, I was able to present the accomplishments of one of our meetings at the following schoolwide faculty meeting. At the meetings I attended I took detailed notes as a record of professional development, school activities, and information shared. I participated in the collaborative activities and discussions designed to promote the enhancement of community amongst faculty and staff, as well as support the school’s functioning.
I was given the honor of being the Intern Fellow for Spring of 2017. This position allowed me to provide my peers with any additional support they may need throughout their final internship. To commemorate the success of my peers, I created bags with various school supplies, candy, and my contact information, as well as a note of celebration (pictured below). Throughout the semester, I provided my peers with resources to pass their FTCE examinations and to include in their classroom. I was available for peer observations, as well as reminders about and assistance with assignments. It was a blessing to be able to support the amazing future educators I worked with. I look forward to joining the education field with a generation of insightful, competent and creative teachers.
I was given the honor of being the Intern Fellow for Spring of 2017. This position allowed me to provide my peers with any additional support they may need throughout their final internship. To commemorate the success of my peers, I created bags with various school supplies, candy, and my contact information, as well as a note of celebration (pictured below). Throughout the semester, I provided my peers with resources to pass their FTCE examinations and to include in their classroom. I was available for peer observations, as well as reminders about and assistance with assignments. It was a blessing to be able to support the amazing future educators I worked with. I look forward to joining the education field with a generation of insightful, competent and creative teachers.
As a member of the community, I was able to participate in local fundraisers and events outside of the school. I attended two Literacy Nights at the local Barnes and Noble Bookstore where I was able to shop to benefit the school, student art was displayed, and learners performed readings and music. In addition, I attended multiple Fall Festivals throughout my two years at Colson. These events invite the community to join the school for food, games, and prizes that support each grade financially. This also allowed for casual conversations with parents, caregivers, and students within the community. In an effort to connect students with their own community, I chaperoned and led a field trip to Nature’s Classroom. Students were immersed in an outdoor educational experience which connected them to the environmental aspects of their own community with an academic focus. Below, I have a photo of my learners exploring native Florida.
As a USF student, I am an active member in the SCATTER Honors Organization which advocates excellence in education through research, professional development, and community service. I have attended workshops by professionals in the field, contribute to University activities, and performed community service to graduate with the highest regard, as a SCATTER V.I.T.A.L. My final Collaborating Teacher and I worked together for a year in the classroom to ensure all of our students felt welcome and like integral parts of the learning community. Together we ensured that student’s families were also involved in the process. As demonstrated by my midterm evaluation, included below, completed by my CT, I received an Extemporary for FEAPS 5, including FEAPS 5d. In my summative evaluation, my CT considered me as the second level of Accomplished for “participating in a Professional Community.”
5e. Engages in targeted professional growth opportunities and reflective practices: In order to grow as an educator, I have immersed myself in presentations of modern research and participated in presenting my own inquiry at the National Association for Professional Development Schools (NAPDS) Conference 2017. The three-day conference in Washington focused on partnerships between local schools and Universities, showcasing research interns completed throughout the program. I presented my final semester inquiry, “Effective Inclusion in Intermediate Elementary,” as part of a student poster session. I also attended multiple keynotes and research presentations. Additionally, I have engaged in a variety of workshops presented by SCATTER, the honors association for USF’s College of Education. This includes the Success Summit, a multi-workshop event designed for Final Interns to be bets prepared for entering their career as an educator.
5f. Implements knowledge and skills learned in professional development in the teaching and learning process: As a result of my attendance at the Florida Council for Exceptional Children Conference, I was driven to base my final inquiry on including students with disabilities in the general education classroom through Universal Design for Learning. As a teacher researcher, I find it important to consider modern practices in the profession and apply them in the classroom to best meet the needs of all students in my classroom. For further information, consider the Background and Purpose section of my final inquiry paper (below).
6. Professional Responsibility and Ethical Conduct
Throughout my Elementary Education Cohort program I have had the opportunity to participate in multiple collaborative activities with my peers. In addition to presentations, I worked with a group of amazingly competent fellow future educators to teach a psychology class, participate in a Book Club, lead a Morning Meeting, present on various concepts, theories and models, and learn through research with a Professional Learning Community. I am lucky to be on the journey of pursuing education with colleagues that demonstrate the same values for learning, responsibility and research that I practice. In addition to positive relationships with my peers, I have collaborated with my Professors, Collaborating Teacher and University Supervisor to maintain a productive relationship that benefits my academic and professional development.
Another demonstration of completion of my responsibilities and maintaining ethical conduct, would be my timeliness and dedication to my program. For my internship, I was never late to a school day. I arrived early and remained active and present in the classroom throughout the entire day. In my classes, I was not excessively late and attended class regularly. I turned assignments in on time and completed. The grades I have earned reflect my own dedication to perfection, as well as a thorough understanding of the pedagogy, content area knowledge, and practice involved in the art of teaching. Throughout my internship experience, I remain well-groomed and appropriately dressed. I wore professional black or khaki pants/skirt, black or tan flats and my USF College of Education polo. Also, I ensured that my tattoos were completely covered with a sweater or sleeve while on school grounds.
In communication with my peers, professors, corresponding teacher and university supervisor I have maintained a professional and personable relationship. Ensuring positive and productive speech when discussing successes and areas for improvement has maintained a professional atmosphere. Correspondence verbally and through e-mails/texts have been respectful and demonstrate proper mastery of the English language. Taking responsibility for myself and my education has always been my primary concern. This involves presenting honesty, responsibility and respect at all times (Code of Ethics #5: Obligation to the profession of education requires that the individual: (a) Shall maintain honesty in all professional dealings). I am consistently able to make decisions based on the consequences that will follow. My timeliness, attitude, dedication and work ethic are reflective of my mature decision-making process. Not only do I consider how my actions will benefit my own professional development, but I am aware that my actions influence the students I interact with. I will continue to remain a positive role model that demonstrates mature judgment and appropriate emotional responses. My students are aware that I am proud of their development and proud of my own work.
Another demonstration of completion of my responsibilities and maintaining ethical conduct, would be my timeliness and dedication to my program. For my internship, I was never late to a school day. I arrived early and remained active and present in the classroom throughout the entire day. In my classes, I was not excessively late and attended class regularly. I turned assignments in on time and completed. The grades I have earned reflect my own dedication to perfection, as well as a thorough understanding of the pedagogy, content area knowledge, and practice involved in the art of teaching. Throughout my internship experience, I remain well-groomed and appropriately dressed. I wore professional black or khaki pants/skirt, black or tan flats and my USF College of Education polo. Also, I ensured that my tattoos were completely covered with a sweater or sleeve while on school grounds.
In communication with my peers, professors, corresponding teacher and university supervisor I have maintained a professional and personable relationship. Ensuring positive and productive speech when discussing successes and areas for improvement has maintained a professional atmosphere. Correspondence verbally and through e-mails/texts have been respectful and demonstrate proper mastery of the English language. Taking responsibility for myself and my education has always been my primary concern. This involves presenting honesty, responsibility and respect at all times (Code of Ethics #5: Obligation to the profession of education requires that the individual: (a) Shall maintain honesty in all professional dealings). I am consistently able to make decisions based on the consequences that will follow. My timeliness, attitude, dedication and work ethic are reflective of my mature decision-making process. Not only do I consider how my actions will benefit my own professional development, but I am aware that my actions influence the students I interact with. I will continue to remain a positive role model that demonstrates mature judgment and appropriate emotional responses. My students are aware that I am proud of their development and proud of my own work.
Upon completion of the NIH’s training course regarding protecting human research participants I have retained the necessary ethical guidelines to perform a respectable study in Elementary classrooms. The rights and welfare of research subjects are protected by the investigator’s application of respect for persons, beneficence and justice. By building a relationship of trust, respect and honesty researchers are able to conduct proper studies that comply to guidelines established by The Belmont Report and 45 CFR 46. In the classroom, I will ensure the ethical treatment of students by applying the same principles. As an intern, and teacher, it is important to consider consent, anonymity and equitable treatment while observing and participating in classroom activities. The NIH’s certification training course has led to personal understanding of my obligations to protect students’ rights in the classroom.
The Code of Ethics of The Education Profession in Florida includes (2) The educator’s primary professional concern will always be for the student and for the development of the student’s potential. The educator will therefore strive for professional growth and will seek to exercise the best professional judgement and integrity.
My own professional development has been furthered through participation in the Honors program for the College of Education, the Suncoast Area Teacher Training and Education Research (SCATTER). I have attended multiple workshops that have furthered my professional knowledge, as well as allowed me to learn from accomplished professionals in the field. Through volunteering, professional development, and research, I am able to become a highly effective educator. Below, you can view various write-ups I have done of workshops and conferences I have attended.
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Attendance at the State Council for Exceptional Children Conference 2016 in Lido Beach.
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