FEAPS Portfolio

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
I currently intern in fifth grade and when I create a lesson plan I first look at the standard that
needs to be taught as well as the scope and sequence from our district. I have my lesson plans
and a printout of the scope and sequence along with the standards for each subject in a binder.
For instance, with reading (ELA) I follow the standards which usually involve being able to
identify the main idea and details or analyzing a text. I also write the learning goal or I can
statement for the students to copy on their assignment which is a rewording of the standard so
the students know what they are learning. I also make sure to refer back to that standard when
creating problems or assignments that will challenge the students so they master that standard. I
also have students use a hand signal of thumbs up, down, or in the middle to check their
understanding of the concept in order to determine if I can move on or clarify any
misconceptions.
http://www.cpalms.org/Public/ToolkitGradeLevelGroup/Toolkit?id=10
1b: Sequences lessons and concepts to ensure coherence and required prior knowledge;
I fulfill feap 1b is various ways in the classroom. One way is I may teach a lesson on a certain
topic like, adding and subtracting fractions, and then show a video from brainpop on the same
exact topic. I have the students write notes on both my lesson and the video to ensure coherence
of the topic. When I started the fraction lesson I began with a basic rundown of what a fraction
was even though my fifth grade students first learned fractions in third grade. Then, each day I
sequenced the lessons based off what my team discussed and taught each skill needed that built
off the other skill. Another example with fractions is I taught least common multiple which deals
with whole numbers in order to practice their multiplication skills before moving on to lowest
common denominator which deals with comparing and equivalent fractions. I have accomplished
this indicator by making sure students understand concepts before moving on to the next skill
and constructing the lessons in a day by day sequence based on their previous days mastery.
https://www.brainpop.com/math/numbersandoperations/addingandsubtractingfractions/
1c: Designs instruction for students to achieve mastery;
As I am interning in fifth grade, I know my students will be required to take FSA testing for all
subjects; math, reading, science, and writing. As I create lessons and choose practice problems, I
choose problems that I know they will be tested on based off of study guides, FSA test preps, and
blue prints provided by our district to prepare our students. For instance, in Math I choose word
problems because I know they will be given word problems on tests. I also choose the
challenging questions that require critical thinking skills like in reading and writing. I challenge
my students everyday by giving them work at their ability level or slightly above. Recently, I had
the students working on a fractions real-word problems worksheet. I assigned each table group of
students a questions and explained they had to solve the problem as a group. Then they had to
share with the class how they solved the problem and what the answer was. I have met this
indicator by creating my lessons and instruction for students to be challenged and achieve

mastery of a topic or skill as well as providing feedback to them. I work with my students
individually as needed to make sure they understand and are meeting their full potential.

1d: Selects appropriate formative assessments to monitor learning;

The most common formative assessment I use to monitor learning is a worksheet the students
complete after I give a lesson. I find a worksheet that aligns with that days lesson and the
students must complete and turn in so I can determine if they understood the lesson. I have also
designed exit tickets that my students have to complete after a lesson to turn in for me to check
understanding and monitor their progress. In addition, I observe how they work and determine
those students that need to engage in small or are ready to move on. I feel I have mastered this
indicator in all aspects of my internship because I am always monitoring my students learning
based off their work and formative assessments. I provide them with quick and specific feedback
too so that they are aware of their progress too.
http://www.commoncoresheets.com/
I have fulfilled indicator 1e in many ways as a way to better my students learning. In
kindergarten, I work with a small group of students on their reading skills and letters and sounds.
I either look over the data my CT has collected or give my own diagnostic assessment to see
their progress of learning their letters and sounds. I then use this data to determine what letters
we will go over in small groups and which ones they have mastered. I plan what books or
reading excerpt they will be able to read fluently based off what they know. When I was in fourth
grade, I gave the Elementary Reading Attitude Survey to all my students to plan lessons based
off their attitudes towards reading. I knew which students loved to read and which ones I might
have to accommodate based off student interest.
ERAS

1f: The way I have shown I have accomplished developing learning experiences that require
students to demonstrate a variety of applicable skills and competencies is through a recent lesson
moon phases. After teaching a lesson on moon phases and watching a video I then had the
students create the eight moon phases using oreo cookies. They were able to use the skills they
learned through the whole group discussion, their moon phases worksheet they labeled, and the
representations from the video in order to create them using oreos. Then they had to fill out a
worksheet, drawing the moon phases and labeling its position in reference to the sun and earth.
The purpose is to have the students demonstrate skills and show knowledge in various ways of
moon phases. I evaluated the students using a rubric that was pre-made specifically for the oreo
activity.

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
This past week I taught a math lesson on 3-D shapes in my Kindergarten class. I focused on
FEAP 2a which is organizes, allocates, and manages the resources of time, space, and
attention. When I first taught a lesson this semester, I went way over on time and my CT
encouraged me that I would get better with time management. I decided I needed to write out a
mini lesson plan so I could plan out what I wanted to cover in each 5 minute time interval. When
I taught a second lesson on shapes, through the use of a booklet, I made sure to check the clock
frequently. At one point I realized I was giving too much time per page so I decided to speed up a
little bit and only allow 2 minutes of individual work time per page which was plenty. I ended up
finishing the lesson right as it was time for specials so I smoothly transitioned the students into
lining up for specials.

I taught a lesson this week on nocturnal animals where my students had to fill out a graphic
organizer with me. During my lesson I made sure to keep track of time and flow through my
lesson at the right speed to provide the most effective instruction. I had the students sit in their
spots on the carpet and I would call on students with a quiet hand to answer a question I posed
about nocturnal animals. I would ask students thumbs up or down if they agreed or disagreed
with their peers response to manage all the students attention. If students were blurting out
answers I would have them go move their color as I expect a quiet hand raised.
2b. Manages individual and class behaviors through a well-planned management system
My lesson was very student centered so I had to rely on managing the individual behavior by
making sure my group of students worked collaboratively and respected when each other had a
turn to speak. A few times I had to remind them to keep their bubbles in their mouth as well as
keep their hands to themselves during the activity. Overall, it went well and I received positive
feedback from my supervisor.
Also during my lesson, I used techniques to manage the classroom behaviors to get the students
focus back and to keep them quiet when I was explaining directions and content.
I had one student who is very bright, continue to call out without raising her hand. I tried
different techniques to relieve this issue. I tried ignoring it through the technique of extinction
and giving an overall reminder to keep bubbles in and to raise your hand. By doing this I was
able to get the behavior under control better.
While I was in the classroom this past week, I implemented an individual behavior plan to the
student who is always blurting out and up out of her seat. I gave her four pebbles to use
throughout the day if she wanted to share something with me or my CT so that she wouldn't blurt
out or keep bothering us while we are teaching. When she chooses to share something, she must
bring us a pebble. At the end of the day she gets them back to restart for the next day. So far it
has been working and her behavior is more under control then before. As far as an overall class

behavior plan, I have started implementing my teachers clip up/down chart. When I teach a
lesson or see a behavior problem, I now feel confident with telling a student to clip down. I also
use Kagan strategies to manage the classroom.
2c. Conveys high expectations to all students
There are high expectations conveyed to the students throughout the day and one is when we line
up to go to specials or lunch. I had the opportunity to line them up and take them to music on
Monday. I expressed to them that they must have their bubbles in their mouths and wings in their
back as we were to walk quietly to the music room. As I took them out of the classroom, they
walked quietly in a perfect line to the music room and walked in quietly. They really are a great
group of students and the majority of them listen well when it comes to rules and procedures.
In the classroom this week I accomplished a few new things for classroom management. One
being that I implemented a RESPECT rewards system for all my kindergartners. The purpose is
to promote respect in the classroom with our peers and to the teacher. I have been noticing
instances where they are not respecting the teacher or each other and that it one of my biggest pet
peeves. So, I had bought some Halloween colored pencils for my students, but instead of just
giving them out the students have to earn them by being respectful. I feel this relates closely to
FEAP 2c, as I have conveyed high expectations to all my students to be respectful.
2d. Respects students cultural linguistic and family background
I learned when working with young students, you have to keep in mind that they dont all go
home to the typical family structure of mom and dad. When I would talk to my students
individually or as a whole group about sharing something with family at home, I would typically
say show mom or grandpa, aunt or sister because some of them dont have a dad at home or
live with their grandparents.
One of our students is Jehovah witness, so when I teach a lesson, I make sure not to discuss
holidays in depth with her or make her participate in anything that would be against her parents

wishes. I remember when they came in during open house and explained their beliefs so I make
sure to account for them when I teach.
2e. Models clear, acceptable oral and written communication skills;
As we began our lesson on Tuesday with the dot cards, I gave clear directions that I wanted them
to give a thumbs up when they had the number in their brains or head. Then when I would say
reveal to show me the number they saw with their fingers. I would then call on a student to share
aloud what number they saw. I would also choose some students to explain how they got their
number, (i.e., by counting or just knowing). We then turned to calendar talk and we went through
the process of identifying yesterday, today, and tomorrow. I did a point of attention by purposely
writing 16 instead of 15 for the date and they quickly told me I was wrong. This was a brief
formative assessment to show if they recognize their numbers as well as if they were paying
attention. As far as written communication skills, it is hard to implement because being in
kindergarten most of the students cant read yet or are just learning how to read. However, when
I do use written communication when teaching new content, I often write the word on the board
and have the students help me spell it out. Then they can refer back to it and be able to read it as
we sounded it out together. In addition, when I taught a writing lesson using their power words, I
had students tell me a sentence using their power word. Then I wrote it in the teacher notebook
but projected through the use of the document camera so students could copy it down.
2f. Maintains a climate of openness, inquiry, fairness and support;
During bathroom breaks, I attempted to implement FEAP 2F with the students left sitting on the
carpet to keep them engaged. I asked questions like "tell me something you learned today" and
have students share their thoughts openly. I also allow them to ask me questions and I try to be
fair to all the students.
I am only at internship on Mondays and Tuesdays each week. The bell rings at 9:25 and the
students start to come in and I make sure to be waiting near the door to great each student by

their name, with a smile. I sometimes give complements if I like their shirt or dress. A few
students like to give me hugs and I except to support them with reassurance that I do care about
each and every one of them. Who knows, that might be the only affection they get. Once the day
has begun and I teach calendar time I call on students and ask what the day and date is. When a
student answers, I respond with, are you sure and then tell them good job when they get it
correct. Sometimes, during independent work time, if a student asks a question, I kneel or sit
beside them in order to get on their level. Since I am in kindergarten, it may make the student
nervous or anxious if I am towering over them.
2g. Integrates current information and communication technologies;
I introduced my CT to the Class Dojo app at the beginning of the school year to use as a way to
award and take away points from students as well as to communicate with parents. When I am
there I have the task of managing the class dojo and awarding points based on specific behaviors
like being on task and being responsible. If students are disrespectful or not on task then I take
away points. I also take pictures of student work and share with parents so they can see what
their children are learning throughout the day. This aligns with FEAP 2g that entails integrating
current information and communication technologies.
In the classroom this week I taught a Science lesson that dealt with parts of a plant and how
plants grow. In order to effectively teach this concept, I found a video on youtube called "the
plant song." I used the video as a visual representation for learning about plants. The students
were well engaged and got up and danced as we acted out parts of the video to help remember
important concepts.
When I taught on my own for two days, I noticed that my students had been working hard and
needed a brain break. I decided to implement the videos to learn their blends and digraphs, as I
am in kindergarten. These videos are interactive dances that allow the students to get up and

move while learning about blends and digraphs like /bl/ and /ch/. They enjoyed it and dance and
sing along, even humming the songs after the videos are over.
2h. Adapts the learning environment to accommodate the differing needs and diversity of
students; and,
During my time in the classroom this week I was able to implement a new seating chart that I cocreated with my CT. It was a change that needed to be done as part of our classroom
management plan as well as the learning environment. I feel this closely relates to FEAP 2h:
Adapts the learning environment to accommodate the differing needs and diversity of students.
Since we are getting to know our students better, we have noticed that we have high achieving
and low achieving students. My goal was to place at least one high achieving student at each
table and then place our low students close to the teachers desk as well as looking at who gets
along with each other. Once we got everyone seated you could tell the difference in the
atmosphere of the classroom. The chitter-chatter had subsided and everyone seemed to be getting
along well. Something I learned through this experience and did not think of when I was creating
the seating chart was that some students do not deal well with change, especially in kindergarten.
One of our friends broke down in tears once she got to her new seat and I felt so bad. But with
some scaffolding she was good by the end of the day and was getting along with her new table
friends, who might I note were very supportive when she was upset. Overall, I had another great
week in the classroom and will be conducting my first observed lesson next week.
2i. Utilizes current and emerging assistive technologies that enable students to participate
in high-quality communication interactions and achieve their educational goals.
My classroom has a few students who have struggled with learning how to write. In this case, I
help them by providing them with a pencil grip and show them how to correctly hold a pencil. I
sometimes even hold their pencil and write a word with them, then have them do it on their own.
As this is the only instance of assistive technology used In my classroom, I visited a fourth grade

classroom to learn how to use assistive technology. One student in particular has autism and
struggles with staying on task. He wears head phones to cancel out loud noises that may affect
him so that he can focus and do his work. He also struggles with writing but he uses an app on
the IPad where he types what he wants to write and then copies it down on his paper. It helps so
he can visually see what the letters look like in order to clearly write them out on paper. Our
school has two ESE specialists, one of which came in and worked with this student for a portion
of the day.
Classroom Management
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
I have improved since day one in the classroom on delivering engaging and challenging lessons.
When I first gave lessons I focused too much on it being fun and engaging rather than
challenging and engaging. One way I have accomplished this is by using nearpods when
conducting a lesson. We had to create a technology based lesson and I chose to use Nearpod to
teach the C.O.P.S. editing strategy. I also used these little gift boxes I made and had 4 volunteers
come up to open them and reveal what each letter represented in the editing strategy. I had
questions embedded in the Nearpod where students had to answer along the way as I gave my
lesson to challenge them and keep them engaged in the lesson. I have also realized that making
anchor charts to go along with a lesson and showing videos helps make delivering a lesson more
engaging for the students and challenges them to make connections based on prior knowledge
and experience in relation to the lesson.
https://app.nearpod.com/market?view=npList&element=library&ar=lb
I recently accomplished engaging students in learning when I taught a lesson on LCM. I found a
resource online where students have a capital M that they glued into their interactive
notebooks to represent multiples. I then had them take notes around it and use the M to find
the least common multiple between two numbers and then explain why it is important when
comparing and adding fractions. The use of this strategy allowed them to focus on the concept
itself and they continued to draw M as they worked out other problems.

3b: Whenever I give a math lesson, I adhere to the SIP plan and have the students take out their
math journals. I have them take notes based on what the lesson I am teaching. I usually provide
some sort of representation to glue into their notebook as part of their interactive notebook. For
example, when I taught a math lesson on GCF I had the students take extensive notes on what
greatest common factor was and how to use it to simplify fractions. I then gave them a giant F
and we used it to list out the factors of two numbers and then identify the greatest factor between
those two numbers.

3c: The way I identified gaps in student knowledge was mainly through my inquiry on reading
comprehension. I worked with two students this semester trying to figure out how they were not
on a fifth grade reading level and how to bridge that gap. I applied several reading
comprehension strategies to make them better readers as this is where they both lacked
proficiency. For example, I implemented the strategy of focusing on main idea and details and
they completed tasks during whole group and individually. In class we used a graphic organizer
where they identified the main idea and key details then had to write a paragraph based on that. I
would then meet with them frequently to go over their progress.
Inquiry APA Paper Revised.docx

3d: Recently, in ELA we have been covering reading a passage and making inferences based off
of what they read. A common misconception among the students was that an inference was the
same as a prediction. In a class discussion, I called on students to explain what an inference was
and to give some examples. I also had them explain what a prediction was. I wrote some of their
responses on the board and then asked if they were the same. The students then realized they
were not the same. As we continued to work on ELA I did a reading assignment with them,
modeling how to make an inference. I then had them work with a partner on a similar
assignment. The next day to review, I had the students complete a similar task on their own to
make sure they clearly understood how to make an inference based off a test and that the
misconception was cleared up. After grading their work, the majority of students understood how
to correctly make an inference.
https://docs.google.com/document/d/1KzncWTIAgyTWEIPBLpsS1uW12p-FLdlNTy5xnHepwA/edit
3e: Relate and integrate the subject matter with other disciplines and life experiences
As I started taking over math, we began a new unit on fractions. Throughout this whole unit on
fractions I have made sure to not only teach fractions as parts of a whole but to relate fractions to
the real world. I ask the students what jobs require you to use fractions. The majority of their
responses were a teacher or a baker. I made sure to relate fractions to measuring, converting
measurements, going to the grocery store, etc. It is important to relate any subject on concept you
are teaching to the real world because then students understand the importance of that topic. It
shows that there is a purpose in learning it and that it might be part of your future job one day.
..\5th grade\Math Olympics.docx
3f: Employ higher order questioning techniques
Lately, when I teach a math lesson or reading lesson, I make sure to ask the students higher level
questions. I try to focus on asking them the why and how do you know that or get that
answer. If a student asks a questions, I try to say well you tell me or why do you think that.
I have been working hard on not just accepting their answers but continuing to ask questions and
build off of what they know. It is important they understand the why and how because the
concepts they are learning, especially in fifth grade, involve deeper level thinking.
Fraction Week 1.docx

3g: I have used choral response in math to make sure students understand a formula or rule. It is
useful because it allows students to remember a math concept to a tune or beat. For example,
when I taught the students the formula for area and volume I had them repeat the formulas over
and over again aloud. Another way choral response was incorporated was based off a video we
watched on how to multiply fractions. The common phrase from the video was multiply
acrossmultiply across. Each time I would review this concept I had the students chorally
respond this phrase. It just sticks in their head easier so they remember it for future use.
https://www.youtube.com/watch?v=4ghdMifXuFE
3h: A way I differentiate instruction in the classroom is for one of the students I have who has
autism, J.M. I had him last year in my 4th grade internship class and glad I have the opportunity
to continue to work with him. In order to meet his needs, I often times have to have him work at
the back table either by himself or with me next to him. I also have to give him an assignment in
steps or he either only completes a portion of the assignment for his daily grade. He is very sweet
but often needs someone to work with him that is patient but firm with him.
I have also differentiated instruction for other students who need extra time to complete
assignments or who I accept only doing a portion of an assignment. For some of my students,
assignments take them a really long time to complete and therefore I am okay with allowing
them extra time to complete it. I also sometimes tell them to just do the first 5 problems because
I know they get frustrated with doing any more than that. As long as I know they are trying and
completing their work, I differentiate as necessary.
US O3.docx
3i: In order to support students learning, I try to grade their work in a timely manner. I give them
immediate feedback and share their progress when they achieve something good. I also pull them
aside when I have concerns about an assignment or task to explain what they can do better.
Recently, the students completed a writing assignment where I used a rubric to grade their
constructed response. I made sure to leave notes on their paper underlining good things they did
and circling things they could fix. I then passed back their papers in a timely manner so they
could remember the assignment and compare their results to the assignment.
In math, we do several worksheets a week and I use an excel spreadsheet to keep track of who
has turned in what assignments. I then make a missing work message on the board and list the
names of students who are missing work. I allow them until Friday of that current week to make

up any assignments and turn them in. I then provide feedback to those who have turned in
everything and those who still need to finish assignments as homework for the weekend.
5th grade math data.xlsx
3j: utilize student feedback to monitor instructional needs and to adjust instruction
There was an assignment that students had to complete a few weeks ago and several of them did
not do well. I didnt understand because I thought they were given enough time and that they
understood the concept. I decided to talk with those students who performed poorly to
understand what went wrong. One student in particular said that because I timed her it made her
feel nervous and she could not finish because she was worried about the time. I had started
timing them because transitions were taking too long but I was also timing them on how long
they had to complete an assignment. However, I took the students feedback into account and now
I use a countdown for transitions and no longer time them with an alarm during work. I just give
them verbal warnings of how much time they have left to work. It is important to take into
account students feedback and adjust your instruction because you dont want to hold your
students back or make them feel uncomfortable in the classroom.

Technology Reflection
4. Assessment. The effective educator consistently:
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
The way I fulfill this indicator is by analyzing student scores from quarterly checks, formative
assessments such as student work and observations, and tests to determine how students are
progressing and what I need to teach next. For instance, we recently finished a unit on
multiplying and dividing fractions. I noticed that I have some experts in the class who have
mastered this topic and are able to complete practice problems easily and correctly. I also noticed

based on student work that there are some students who are really low in math and are unable to
understand this concept. Some of the experts were willing to work with the other students to help
them understand the topic. Then, when I analyzed the data from quarterly checks, which
represented the quarter I have been teaching, the math percentage went down ten percent. I then
realized that I needed to reteach some concepts before moving on to decimals and percents. I
have also done this in other subjects, more specifically in ELA.
https://docs.google.com/document/d/123ZyNi52SZyvJE_btXoQsWFt3VN_6bMkkAeZz6rX6Y/edit
4b.
I have achieved 4b mainly when I was in fourth grade. I tended to teach a lot of math lessons and
therefore conducted many formative assessments to gauge how students were grasping a
concept. I also used summative assessment to see if students were learning and mastering the
concept. For example, I created a summative assessment of an adding fractions concept for
fourth grade and gave it to students in preparations for the upcoming FSA testing. In
kindergarten as well, I conduct observations as formative assessments to test the students
understanding of a skill by having them explain to me what they did on an assignment and why.
Overall, I have created both formative and summative assignments and made sure they aligned
with what my students were learning and lead to mastery of the objective.
FEAP 4-Midterm, Final Goals
4c. Uses a variety of assessment tools to monitor student progress, achievement and learning
gains.
As I have been interning for two years now, I have learned new types of assessments to
implement to gauge students learning and monitor their progress. The formative assessments I
use are worksheets, exit tickets, observations, and other student work. The summative evidence I
use are teacher made tests, tests from the textbooks, and pop quizzes. An example of formative
evidence is an exit ticket to assess if students have understood what I taught in a math lesson,
like something to do with fractions. The worksheets and constructed responses students complete
after a lesson are used to determine if students have understood a lesson and who I need to pull
for small group. The summative assessments I use are tests I make based off learned skills or
tests from the textbook like for Science. The students have a textbook called science fusion and
they usually complete the test at the end of each unit. I am able to use these varieties of
assessments to determine how students are doing in each subject and what they have mastered
and still need help on.

4d. Modifies assessment and testing conditions to accommodate learning styles and varying
levels of knowledge.
I have a few students that have learning disabilities or need accommodations when we take a
test. I allow the students to move to a back table or desk if they feel they cannot focus in their
table group when taking a test or working on independent work. I do not question them as I
observe that they are usually the best decision to better their learning. One student who has
autism usually has to work with me or my CT at the back table. I usually give him a few steps at
a time to complete a task in order for him to finish his work. Sometimes, I have to call down to
the ASD pod and have him go work on his assignments there where it is more one-on-one
instruction. A few other students need extra time to finish a test or assessment. If I see that they
are working hard and not talking I allow extra time in order to have completed assignments. As a
teacher, I work with my students in order to meet their needs and provide them with what they
need in order for them to be successful. It may include extra time, a different seat, or help
guiding them through an assessment by encouraging them.
CT O1-5th.docx
4e. Shares the importance and outcomes of student assessment data with the student and the
students parent/caregiver(s)
After we take a test, I quickly grade it and share the grade with the student. The next day, I go
over frequently missed problems so that students can understand their mistakes. I also
implemented class dojo and sent a letter out to parents so they could join and I could
communicate with them. I award points based on behavior and how they did in each subject. I
often times share with parents, through class dojo, how their child did on a recent test or if they
passed a reading counts quiz. When it was parent night, I talked with one parent while my CT
spoke with another and informed them of their students progress and how they did on the recent
test. We discussed ways they could improve and if they needed additional help or a reteach of the
lesson.
https://teach.classdojo.com/#/classes/56a0f76906dd50842a334443/points
4f. Applies technology to organize and integrate assessment information.
The way I have used technology to organize and integrate assessment information is through
excel. I recently created an excel spreadsheet to keep track of my students progress in
completing their worksheets and assignments in math. I list the title of the assignment and
checkoff who has turned it in and received a grade. It allows me to keep track of who is turning
in assignments and who is not. It is usually the same students who do not turn in their work and
they are also the low achieving students. I then determine a way to motivate them to turn in their
work and work with them to master the content.
5th grade math data.xlsx

5. Continuous Professional Improvement. The effective educator consistently:

I am currently a member of SCATTER; Suncoast Area Teacher Training and Educational
Research program at USF since Fall 2014. I have attended at least 15 workshops for professional

development as part of being a member of SCATTER. Some of these workshops include the
Tampa Bay Area Writers Project (TBAWP), Gifted Learners, Avid tutor training, Grant writing,
and more. As I learn more strategies and techniques from these workshops, I find a way to
implement them into my time at internship. One lesson idea I learned from TBAWP was having
students compare and contrast certain features from a famous title book vs the movie based off it,
like Romeo and Juliet. Students were able to compare and contrast the characters, setting,
storyline, etc. All in all, by going to these workshops as an intern, I am able to easily incorporate
new strategies I learn into the classroom to improve my teaching.
SCATTER Workshops

6. Professional Responsibility and Ethical Conduct. The effective educator consistently:

For each indicator below provide (1) brief statement of the way you have met this FEAP,
(2) Justification of how this evidence demonstrates youve met this FEAP, and (3)
Hyperlink to Evidence
d. Maintains positive and productive relationships with colleagues
When I interned in fourth grade, I went on Tuesdays and that was the same day fourth grade had
PLCs. I attended almost every PLC and was able to see and work with the other fourth grade
teachers as they planned out lessons and upcoming curriculum. I currently intern in kindergarten
and miss out on the day they do PLC but I still manage to speak with the other kindergarten
teachers and get advice from them on teaching ideas and lessons. I also work collaboratively
with my CT now and in the past by co-teaching together and remaining respectful when working
together. Ive met this FEAP because I work well with others and am always positive and polite.
e. Adheres to daily schedule and attendance policies
I am always about 30 minutes early to internship each day I am required to go. I have never
missed a full day but have had to leave early once due to a doctors appointment. I made up my
time, however, the following week by coming in early. I always sign in and out daily and record
my time in the classroom on my sign-in sheet that my CT approves each week as well. I have
fulfilled this indicator because I have written proof that I have attended each day according to the
attendance sheet.
f. Maintains professional appearance
I currently attend internship two days a week, Mondays and Tuesdays. Monday has been deemed
motivational Monday and I wear a USF related t-shirt with jeans and either closed shoes or
sandals with straps. On Tuesday, I either wear khaki pants or black dress pants with dress shoes
and my USF COEDU polo collared shirt. I maintain professional appearance by adhering to the
dress code implemented by my elementary school. I also have proof of this on my sign-in sheet
that my CT fills out each week as there is a place where she has to circle that I have maintained
professional appearance.
g. Demonstrates professional use of communication.
I always communicate through the use of email or verbal interaction. Although my CT and I
sometimes text, anything important I send through email to maintain a professional record of our
discussions. I know I have fulfilled this as I keep my emails as records and have had no
complaints on my professional use of communication.
h. Exhibits emotional stability and mature judgment.

I always have a positive attitude when I enter the classroom. Even when I feel sick or am
stressed, I never let it show when I step into the classroom in front of my students. When
something happens to my students and I need to discipline them, or send them to the nurse I
always try to use the best judgement and not embarrass them but let them know I care. My CT
can account for this as I have improved on communicating with kindergarteners when it comes to
discipline or concerns.
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