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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;
Evidence:
Science Taste and
Smell lesson.docx

This lesson shows that I know how to locate the standards and apply them to lessons I
make. It also shows that I can choose standards based on the levels of the students
and grade I am teaching.
b. Sequences lessons and concepts to ensure coherence and required prior knowledge;
Evidence:
Ten Day Unit
Plan.docx

During a previous semester I had to write a ten-day unit plan, that covered
biographies and research writing. In addition, students learned to write in cursive. The
unit required students to learn about primary and secondary sources, completing a
graphic organizer, and point of view in order to complete the paper.
c. Designs instruction for students to achieve mastery;
Evidence:
Critical Task part
2.docx

In this example, students showed mastery of the topic by answering a variety of


questions about the topic. The questions required students to show different levels of
difficultly.
d. Selects appropriate formative assessments to monitor learning;
Evidence:
Critical Task part
2.docx

A division test I created during a class on assessment. The assessment includes


several different ways to students to respond to questions including short answer,
matching, and multiple choice.
e. Uses diagnostic student data to plan lessons; and
Evidence:

During the previous semester I worked with a student on learning her letters and
sounds. This is the base line data that I used to help me decide how I was going to
work with the student. Based on how she was doing I would try different strategies to
help her learn her letters and sounds.
f. Develops learning experiences that require students to demonstrate a variety of
applicable skills and competencies.
Evidence:

https://sites.google.com/a/mail.usf.edu/rainbows-rainbows-everywhere/

I created this webquest to teach students about rainbows. The students follow step by
step directions which included watching a brainpop video, conducting three
experiments and writing a paper about the experiments. The lesson combined science,
math, and writing into the project.
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;

Evidence:
http://amandahenderson.weebly.com/creating-and-differentiating/category/feaps-2a
b. Manages individual and class behaviors through a well-planned management system;
Evidence:
http://amandahenderson.weebly.com/creating-and-differentiating/category/feaps-2b
c. Conveys high expectations to all students;
Evidence:
http://amandahenderson.weebly.com/creating-and-differentiating/category/feaps-2c
d. Respects students cultural linguistic and family background;
Evidence: I interviewed a five-year-old male student. He is African American. I
learned a lot about this student and was surprised by some of the information. He has
three younger siblings and lives with both parents. From observations in class, I knew
he was good at drawing, so when he said that he liked to color I was not surprised. I
did not realize that he also liked writing. Below is the transcript of my interview.
Interview Questions
1. Who is in your family?
Mommy, daddy, grandma, auntie, and sisters, brother.
2. Tell me about you caregivers?
Mom takes care of sister, takes care of brother
Dad takes care of little brother, gets told to change little brother
3. What are you siblings like?
Sister 4 as tall as JY, doesnt want be his friend
Sister 2 rough, bad, mean and gets in trouble
Brother 1 crawls, stands in playpen, puts face in TV
4. Are any of them older than you? If so, who?
No
5. Are any of them younger than you? If so, who?
Zaria 4, Jadia 2, Jameri - 1
6. What are your favorite things to do at home?
Help mom cook, play with tablet at grandmas house
7. What is your favorite story?
A Bug in your Ear
8. What is your favorite subject?
Homework writing and coloring
e. Models clear, acceptable oral and written communication skills;
Evidence:

Before I wrote this on the board, I explained the instruction to the students verbally.
The verbal instructions are more important than the written. Also throughout the
reading response, I remained them of the instructions. I did correct the spelling
mistake on the board as well.
f. Maintains a climate of openness, inquiry, fairness and support;
Evidence:
http://amandahenderson.weebly.com/creating-and-differentiating/category/feaps-2f
g. Integrates current information and communication technologies;
Evidence: I took a photo of one student's agenda that I had written I note in. The
student was talking often that day. He was very upset about the note. The student's
mother did write back. She asked her son about the talking as was told that a
classmate was part of the problem. My CT decided to move the other student. This
was an effective plan as the male student's behavior improved.

h. Adapts the learning environment to accommodate the differing needs and diversity of
students; and
Evidence:
http://amandahenderson.weebly.com/creating-and-differentiating/category/feaps-2h
i. Utilizes current and emerging assistive technologies that enable students to participate
in high-quality communication interactions and achieve their educational goals.
Evidence:
http://amandahenderson.weebly.com/creating-and-differentiating/category/feaps-2i
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;
Evidence:

https://sites.google.com/a/mail.usf.edu/rainbows-rainbows-everywhere/

In this lesson students interacted with a variety of tools to increase engagement.


Students had to use skills from math, science, and writing to learn about rainbows.
b. Deepen and enrich students understanding through content area literacy strategies,
verbalization of thought, and application of the subject matter;
Evidence:
Double Dare
Rubric.xlsx

Students wrote a paragraph on the main idea of the story with supporting detail. Prior
to the writing section students were read the story and asked questions related to the
story.
c. Identify gaps in students subject matter knowledge;
Evidence:
Multiplication_1_N
umber_Line.pdf

Can be given as a mini assessment to determine students level of understanding of the


strategy for teaching multiplication.
d. Modify instruction to respond to preconceptions or misconceptions;
Evidence:
Pre-assessment: point of view, primary and secondary sources, cursive writing.
Assure students that this is for me to know where they are at and will not affect their
grade.
e. Relate and integrate the subject matter with other disciplines and life experiences;
Evidence:
https://sites.google.com/a/mail.usf.edu/rainbows-rainbows-everywhere/

Integrates math, science, and writing into a cohesive project. The project covers light,
measurement, and opinion papers.
f. Employ higher-order questioning techniques;
Evidence:

This chart shows the amount and type of higher order questioning I used during a
lesson. The notes were taken by my university supervisor during my lesson.
g. Apply varied instructional strategies and resources, including appropriate technology,
to provide comprehensible instruction, and to teach for student understanding;
Evidence:
h. Differentiate instruction based on an assessment of student learning needs and
recognition of individual differences in students;
Evidence:
Final Lesson
Plans.docx

This example shows how I would differentiate to meet students needs for ELL
students. The evidence shows assessments and general lessons.
i. Support, encourage, and provide immediate and specific feedback to students to
promote student achievement; and
Evidence:

During the writing lesson I conducted, my supervisor collected data on specific praise
I used. I was able to use a variety of different types of praise and for specific
situations.
j. Utilize student feedback to monitor instructional needs and to adjust instruction.
Evidence: Using the game Around the World I determine what the students know
about addition facts. Based on how quickly they answer the problem correctly and
how many cards they struggle with, I add additional fact cards into the deck to
provide challenge and practice with new facts.

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;
Evidence:

Ten Day Unit


Plan.docx

This unit plan contains several quizzes, a performance assessment, and a paper. Each
quiz covers a small mini lesson material that will be used in the paper. Instruction will
be adapted to meet student needs based on how the do on the assessments.
b. Designs and aligns formative and summative assessments that match learning
objectives and lead to mastery;
Evidence: I started using a game called Around the World to assess students
knowledge of addition facts. Kindergarten students are required to learn how to add
numbers to 10. Students are asked to solve an addition problem using any of the
strategies they have been taught, while moving around the classroom.
c. Uses a variety of assessment tools to monitor student progress, achievement and
learning gains;
Evidence:
Ten Day Unit
Plan.docx

Using quizzes and exit tickets, I would be able to track student progress and
achievement. With the information gathered from the quzzies and exit tickets I can
see how students are doing, where they are at on their paper, and how they think they
are doing.
d. Modifies assessments and testing conditions to accommodate learning styles and
varying levels of knowledge;
Evidence:
Final Lesson
Plans.docx

In this example, my partner and I adjusted lessons to meet the needs of ELL students
with varying levels of knowledge of the English language. The changes are
highlighted in blue. The changes accommodate students who are pre-production,
early production, speech emergent, and intermediate fluency.
e. Shares the importance and outcomes of student assessment data with the student and
the students parent/caregiver(s); and
Evidence:

To keep parents informed about the progress their students was making, I sent home
certificates of achievement. The certificates briefly explain what skills the students
have shown mastery of. Most of the certificates cover two to three lessons. The
lessons start with learning letters and sounds and end with word with more than one
syllable. The certificate above was for sight word group one and blending.
f. Applies technology to organize and integrate assessment information.
Evidence:

Dates Tested
4/10/2016
3/31/2016
3/21/2016
3/11/2016
3/1/2016
2/20/2016
2/10/2016
1/31/2016
1/21/2016
1/11/2016
1/1/2016

Dates Tested

I created this graph to show how often I assessed my students while working with
them on basic reading skills. As they showed mastery of a skill I introduced a new
skill. The frequent assessments shows their progress over time.

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