Florida Educator Accomplished Practice: 2010

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

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

file:///C:/Users/rooj/Desktop/School/Internship/CT%20Observation%20LP.pdf

This lesson plan shows how I used the math standard the students were learning to plan my
review with them before their test. The lesson plan includes the standard and the variety of
problems and methods the students would need to become proficient in the standard.

b. Sequences lessons and concepts to ensure coherence and required prior knowledge;
c. Designs instruction for students to achieve mastery;
d. Selects appropriate formative assessments to monitor learning;
e. Uses diagnostic student data to plan lessons; and
f. Develops learning experiences that require students to demonstrate a variety of applicable
skills and competencies.

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;

- http://brycethompson.weebly.com/blog/supervisor-observation-2

I chose this blog because this was one of the first whole-group lessons I had done. This
lesson forced me to keep the students' attention through a read aloud, transition them back to
their seats from the carpet, and then explain an activity for pulling key facts from the text.

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

- http://brycethompson.weebly.com/blog/buiding-community

I selected this blog for this FEAP because this activity deviated from our class' normal
schedule. I had to split the class into small groups so they could do a sorting activity on healthy
and unhealthy items. I had to be very explicit with my directions on what to do so the students
would be able to remain on task as I went from group to group.

c. Conveys high expectations to all students;

d. Respects students cultural linguistic and family background;
This picture shows a student listing the causes and effects in a book they read. The story depicted
a young Hispanic boy in a classroom with many students from different backgrounds. This
diverse portrayal more accurately represented the population of students at my school.

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

- http://brycethompson.weebly.com/blog/writing-on-the-board

This blog details one of my first times writing on the board for my class, and I remember
being very intentional with how I wrote my letters because I knew my students were watching
me write. If I want them to have proper handwriting, then that means I need to model correct
handwriting for them on the board.

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

http://brycethompson.weebly.com/blog/reflect-and-connect-blog-4
 I chose this blog because it focuses in on how one of my greatest goals as an educator is to make
sure that each student is treated fairly, and I want to use my field experience to learn how to
achieve that.

g. Integrates current information and communication technologies;

http://www.nationalgeographic.com/

One of the biggest things we talked about in our science course was about following different
scientific groups and institutions. The information that companies such as National Geographic
provide us with keep our students up-to-date and engaged with the scientific community.

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

The image shown to the left is a fidget cushion that is on the seats of two
students in my class. These two have difficulty sitting at their desks throughout the day, and these
cushions provide them a great way to move around, stay focused, and not disturb their
classmates.

i. Utilizes current and emerging assistive technologies that enable students to participate in high-
quality communication interactions and achieve their educational goals.

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

a. Deliver engaging and challenging lessons;

http://brycethompson.weebly.com/blog/ct-observation-29373810

This blog reflects on a math review I led while my CT observed. The lesson required the students
to go around the classroom and solve different types of problems they would have on their test.
The students were engaged by the, around the world aspect of the review, and also challenged
by the content itself since I wrote the practice problems based off the test.

b. Deepen and enrich students understanding through content area literacy strategies,
verbalization of thought, and application of the subject matter;
c. Identify gaps in students subject matter knowledge;
d. Modify instruction to respond to preconceptions or misconceptions;
e. Relate and integrate the subject matter with other disciplines and life experiences;
f. Employ higher-order questioning techniques;
g. Apply varied instructional strategies and resources, including appropriate technology, to
provide comprehensible instruction, and to teach for student understanding;

http://brycethompson.weebly.com/blog/supervisor-observation-26831737

This is a reflection of when I tried to use the reading response strategy, tableau, in my classroom.
It was a new type of activity for the students and my first time teaching using it. Overall, the
lesson did not go the way I planned, but it has challenged me to continue finding new teaching
strategies to engage my learners.

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

individual differences in students;
This is a picture of a students work after reading a book about kangaroos and how they mature.
My focus for this artifact is the writing. Every student in the class is at a different place in their
writing, so the expectations for the assignment varied for each student. All students were held to
the grade level standard, but some students struggled more with writing their letters facing the
right way while others, like the one above, had some trouble with how to properly capitalize
letters in writing.

i. Support, encourage, and provide immediate and specific feedback to students to promote
student achievement; and
j. Utilize student feedback to monitor instructional needs and to adjust instruction.
4. Assessment. The effective educator consistently:

a. Analyzes and applies data from multiple assessments and measures to diagnose students
learning needs, informs instruction based on those needs, and drives the learning process;
b. Designs and aligns formative and summative assessments that match learning objectives and
lead to mastery;
c. Uses a variety of assessment tools to monitor student progress, achievement and learning
gains;
d. Modifies assessments and testing conditions to accommodate learning styles and varying
levels of knowledge;
e. Shares the importance and outcomes of student assessment data with the student and the
students parent/caregiver(s); and
f. Applies technology to organize and integrate assessment information.

5. Continuous Professional Improvement. The effective educator consistently:

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

students needs;
The picture above depicts an activity we did in our teaching science course. After a semester of
learning, we were to identify the methods and activities we would use in our own classrooms
from the ones given to us. We then wrote down what we felt it meant to be a great science
teacher. I strive to exemplify these qualities every time I step into the classroom.

b. Examines and uses data-informed research to improve instruction and student achievement;
c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate
learning outcomes, adjust planning and continuously improve the effectiveness of the lessons;
d. Collaborates with the home, school and larger communities to foster communication and to
support student learning and continuous improvement;
e. Engages in targeted professional growth opportunities and reflective practices; and
f. Implements knowledge and skills learned in professional development in the teaching and
learning process.

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