FEAPs Midterm/Final Conference Intern Name: Abigail Whitmore Date: 2/25/22 New Florida Educator Accomplished Practices (FEAPs) Please place a * next areas that your intern has demonstrated growth or is an area of strength. Please circle FEAPs that reflect areas in need of development Place comments and goals in the box provided below each FEAP Please circle the evaluation rating for each FEAP domain after discussion with your intern. “1 Instructional Design and Lesson Planning. Applying concepts from human development and leaning teers, re effective educator consistently 2. Alig instruction with tate-adopted standards atthe appropriate evel of or b, Sequences lessons and concepts o ense coherence and requied prior knowledge; € Designs instruction for students to achieve mastery, 4. Selets appropriate formative assessments to monitor learning: €- uses variety of data, independently and in collaboration with colleagues, to evaluate student learning outcomes, adjust planning and continuously improve the electiveness of lessons £. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies. Requits Action Comments Ms. Whitmore aligns instruction with district approved curriculum guides and lesson plans. She takes the resources and modifies them to best fit the needs of the students in order for them to achieve mastery. Learning to sequence lessons in order to censure required knowledge is acquired. Becoming easier as | am present at internship everyday as opposed to once or twice a week. Ivays ensuring I am aligning my instruction withthe state standards. Adjusting the instruction to meet my students needs by using other resources outside of the district materials “Goals: (Connect with specific FEAPS) 1d: Consistently use checklists in order to formatively assess students’ understanding. Organize checklist data to form groups for the next day. Je: Utilize math monthly assessment data to focus on specific standards students need support with. Ms. &8, Organizes, allocates, and manages the resources of time, space, and attention; '. Manages individual and class behaviors through a well-planned management system; ‘.Conveys high expectations to all students; 4. Respects students’ cultural and family background; . Models clear, acceptable oral and written communication skills Maintains a climate of openness, inquiry, fairness and support £: Integrates current information and communication technologies; h. Adapts the learning environment to accommodate the differing needs and diversity of students; |. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals. Pentonance Evatusrion (FEAP 2) Exewmaay Accommusneo iments ‘Ms. Whitmore’s leaning environment has improved tremendously. She portraits herself vith a lot more confidence. She shows respect for students” cultural and family background, She also uses multiple accommodations to differ the needs and jiversity ofthe student population. Improving upon using a variety of classroom ‘management strategies in order to manage students’ behavior. Group points, candy, \%] | highlighting positive behaviors, etc. Using morning meetings as a way to respect students’ cultural/family background, Also maintaining a climate of openness by allowing students to choose the questions for ‘our meetings. Goals: (Connect with specific FEAPs) 2a: Pace myself through lessons by using a personal timer. Use visual timers consistently in order to hold students accountable for the time. 2e: Utilize anchor charts for organization of ideas so students can reference back to recent topics. 2h: Assist ELL students by utilizing physical models and/or pictures more frequently. Ms,knowledge of the subject taught to: 2. Deliver engaging and challenging lessons; ’b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter; Identify gaps in students’ subject matter knowledge; <. Modify instruction to respond to preconceptions or misconceptions; €. Relate and integrate the subject matter with other disciplines and life experiences; {. Employ higher-order questioning techniques; £8. Apply varied instructional strategies and resources, including appropriate technology, to teach for student understanding; h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students; i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement; |. Uslize student feedback to monitor instructional needs and to adjust instruction, p ‘nuuunon (FEAP Exewnuany Accommusico Requires ACTION ‘Ms, Whitmore instructional delivery has also Goals: (Connect with specific FEAPs) improved drastically. She is able to different students she has. She is able to employ multiple strategies and resources including ‘technology to teach students understanding. She is also able to utilize students’ feedback {0 better instruct them to achieve mastery. Ce (Differentiating the content in order to meet Ad) mny students’ needs through using a varity of ‘instructional materials. Using physical models, pictures, or standard algorithm in wrder to meet each each students” needs, ¢ instruction based on the group of 3d: Consider students’ prior knowledge when entering the lesson by using entrance tickets. This will ensure I am able to utilize student feedback to adjust instruction, 3g. Utilize student feedback at the end of the lesson by asking students to rate their understanding, 3f, Hold all students to a high standard by asking higher-order thinking questions,Integrating students” lives into the content ‘Attempting to modify instruction to identify sreconceptions and misconceptions. 74, 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; ', Designs and aligns formative and summative assessments that match learning objectives and lead to mastery; ¢. 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; €, Shates the importance and outcomes of student assessment data with the student and the student's parent/caregiver(s}; and £. Applies technology to organize and integrate assessment information, Excmruany Accom Prosressi Requies AcrioN Comments Ms. Whitmore has experienced multiple yssessment techniques and resources to ‘interpret the Scores. She has analyzed data rom iReady, monthly assessment, quizzes nd classwork. Based on the data, she has Iscon able to identify unique needs and/or ends that need to be readdressed. Improving upon meeting students’ needs by analyzing multiple data points (math monthly, iReady, etc.). Using these assessments 10 ‘guide instruction and identify gaps in students’ understanding, Uses formative assessments daily to guide ‘small group instruction. Students complete problems on whiteboards, desks, and turn in work so | am able to formatively assess their Goals: (Connect with specific FEAPs) 4b: In addition to formative assessments, utilize summative assessments in order to understand students” understanding of the unit as a whole. 4f Utilize technology to organize assessment information. Ms. kD‘understanding and adjust instruction cordingly. 4. 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 {Implements knowledge and skills learned in professional development in the teaching and learning process. Prarontsan: AP 5): Exenptany AcconmusieD’ Procaessms — Requiats Acton ‘omments ‘Goals (Conmect with specie FEAPS) Ms, Whitmore is an active participant of our grade level PLC's. She is also an active participant of our grade level planning. She | Se: Collaborate more intentionally with is always willing to learn and share her grade-level inter by discussing data and ways snowledge withthe rest of us. She {o improve upon instruction, collaborates with her intern peers towards ;proving her skills asa teacher. Sd: Improve upon collaboration with students” home by sending eters of progress and praise. 1 utilize student assessment data, as well as students’ opinions, in order to adjust instruction, This is accomplished through tudent surveys and discussion during Inorning meetings. ‘engage with my grade-level team in order to plan for future instruction. I discuss ways in which I can improve instruction by laborating with the grade-level intern.‘understanding and adjust instruction accordingly. ‘a. Designs purposeful professional goals to strengthen the effectiveness of instruction based Examines and uses data-informed research to improve instruction and student achievement; ¢. 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; 4. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement; fe. Engages in targeted professional growth opportunities and reflective practices; and { Implements knowledge and skill learned in professional development in the teaching and learning process. AFORMAN. IPEAP. 3): Exenouany“Accoumusito| Procnesin Requires Action Tomments Ms, Whitmore is an active participant of our \2rade level PLC’s, She is also an active Jparticipant of our grade level planning. She is always willing to learn and share her nowledge with the rest of us. She collaborates with her intern peers towards proving her skills as a teacher. 1 utilize student assessment data, as well as students’ opinions, in order to adjust instruction. This is accomplished through tudent surveys and discussion during /morning meetings. engage with my grade-level team in order ‘to plan for future instruction, I discuss ways in which I can improve instruction by llaborating with the grade-level intern Goals: (Connect with specific FEAPS) Se: Collaborate more intentionally with grade-level inter by discussing data and ways to improve upon instruction, ‘5d: Improve upon collaboration with students’ home by sending letters of progress and praise. on students’ needs;6. Professional Responsibility and Ethical Conduct. Understanding that educators are held to 2 high moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to State Board of Education Rules 68-1001 and 68-1.006, FAC, and fulfils the expected obligations to students, the public and the education profession. Requires Acton fomments Ms. Whitmore is very responsible and sonducts herself in a very ethical way, She is lhways very courteous and respectful to all stakeholders. She dresses professionally and hvays has a smile on her face. ‘Adheres to the Code of Ethies by holding each and every student to a high standard \Adheres to the Code of Ethics by maintaining a climate of openness and understanding with each of my students. “Goals: (Connect with specific FEAPs) Continue holding myself to a high professional and ethical standard by reviewing the Code of Ethics and Principles of Professional Conduct regularly. Ms. W answer the questions below. Please circle the boxes that reflect your intern’s participation, performance, and professional obligations and then \ teaching assignments Exemplary initiative ‘displayed in placement ‘Actively involved in lesson planning and category Exemplary Proficient Weeds Atention 7 Placement No absences One absence ‘More than one absence Attendance 2Punctuality Never Tate) late once Late more than once 3 Placement Communicates ‘Adequate Limited communication w/ CT Porticination (effectively w/ CT about ) communication w/ CT about teaching assignments about teaching assignments Satisfactory initiative Inadequate initiative displayed in displayed in placement placement Moderately involved in lesson planning and Minimally involved in lesson planning and implementing instructionimplementing Implementing instruction instruction 1, Inwhat ways is your intern taking the lead in planning and teaching lessons in your classroom? Ms. Whitmore is taking the lead in all aspects of teaching all the lessons, She engages the students, teaches the whole group, divides the class for group or individual work, and wraps up the lessons. Shi also takes the lead in the planning aspect, She goes over the lesson plans before teaching the lessons. She makes sure all the technological resources (power points, links to videos, links to canvas, etc..) are readily available before the lessons start. And plans ahead to link previous lessons to current lesson 2. Inwhat subjects is your intern taking the lead in planning and teaching? Ms. Whitmore is taking the lead in planning and teaching the math and science classes. 3. What would you like to see your intern do next in relationship to taking the lead in planning and teaching lessons? Ms, Whitmore is taking the lead in planning and teaching all lessons. | have taken the back seat and she is leading the class in all aspects. In basic words, she is doing everything a teacher should be doing. Comments Goals related to participation, performance and professional obligations 4 2[25 J2eCT Signature/Date Supervisor Signature/Date: