Midterm/Final Assessment of Intern Progress: Level 3

Intern Name: Sheyla Santini Date: 11/30/23

INTERN (for FEAPs 1-4):

● Please place a * next to FEAPs that reflect areas of growth or strength in your practice.

● Please circle FEAPs that reflect areas in need of development

● Place comments and goals in the box provided below each FEAP. Name and refer to specific
Level 3 FEAPs in each comments and goals box; Include link to your FEAPs portfolio for FEAPs
you have demonstrated so far. (Level III targeted FEAPs are underlined and in bold.)
● DO NOT circle a selection for “Performance Evaluation”. This will be completed in collaboration
with supervisor and CT.
FEAPS Portfolio - Sheyla Santini (weebly.com)
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;
*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 variety of data, independently and in collaboration with colleagues, to evaluate student
learning outcomes, adjust planning and continuously improve the effectiveness of lessons.
*f. Develops learning experiences that require students to demonstrate a variety of applicable skills and
competencies.

PERFORMANCE EVALUATION (FEAP 1):

EXEMPLARY ACCOMPLISHED PROGRESSING REQUIRES ACTION

Comments Goals: (Connect with specific FEAPs)

a. I have implemented this FEAP in my
practice by making sure that all of my
lessons correlate to standards that are
being taught in the classroom. For
example, when I did my light energy
review I made sure to look at the unit
review and include all of the standards
that were taught. I aligned my physical
properties lesson with a state standard
and had it visible for my students to
see.
b. I have shown this FEAP when I made
sure that my students had the required
prior knowledge to complete my
review lesson. I planned my physical
properties lesson based on three
lessons and combined them in a way
a. My goal is to make sure that I am
meeting the needs of students at all
levels. Not only do I want to differentiate
and provide more support but also find
ways to enrich my gifted students.
b. My goal is to continue to find ways to
incorporate my students' prior knowledge
in my lessons.
c. My goal is to find new ways to design
my lessons that are engaging for my
students but also lead them to achieve
mastery.
d. I want to find new ways to formatively
assess my students without assessing
them too much.
e. I want to use more data to form groups
based on instructional needs to better
 that made sense for the students based support my students.
on their prior knowledge. f. I want to find different ways to have my
c. I have designed my lessons with students demonstrate their knowledge
specific goals and objectives in mind that would benefit all types of learners.
that will help my students achieve
mastery of standards. (review game)
d. I have used different kinds of
formative assessments that have
allowed me to see how effective my
lessons were. For example, when
doing my rounding activity I used
their worksheet as an assessment. I
also did a pre-assessment when I did
my review. I had students write some
physical properties about an animal
from a video on a sticky note and put
them up on a class anchor chart. I used
this as a formative assessment.
e. My CT and I grade our student’s
quizzes and exit tickets as soon as they
take them and then call them over if
they need extra support based on their
scores. My CT and I checked math
QMT scores and compared it to their
first QMT results to further plan
instruction.
f. During my lessons I am asking my
students to demonstrate their
knowledge in a variety of ways. For
example, for my rounding lesson I had
a hands-on demonstration and during
my review game they were using
technology. I asked my students to
demonstrate their knowledge of
physical properties in multiple ways;
by using stickers, drawings, and even
a game.

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;
 *b. Manages individual and class behaviors through a well-planned management system;
*c. Conveys high expectations to all students;
*d. Respects students’ cultural and family background;
*e. Models clear, acceptable oral and written communication skills;
*f. Maintains a climate of openness, inquiry, fairness and support;
g. Integrates current information and communication technologies;
*h. Adapts the learning environment to accommodate the differing needs and diversity of students;
i. Utilizes current and emerging assistive technologies that enable students to participate in high-
quality communication interactions and achieve their educational goals.
PERFORMANCE EVALUATION (FEAP 2):
EXEMPLARY ACCOMPLISHED PROGRESSING REQUIRES ACTION

Comments Goals: (Connect with specific FEAPs)

a. I have used many timers to time my
lessons and I have also used attention
getters to allocate my students’
attention. When doing my small
groups for my lessons I am allocating
the space of our classroom by having
each group g to a different part of the
classroom.
b. I have started to plan out my
management routine for my inquiry
project and have also tried to
implement a pencil policy in class. I
started to implement my management
system and it is going great! The
students have already begun to receive
their awards for good behavior
c. I convey high expectations for all of
my students by holding them
accountable for their work and
behavior. I have used the strategies
that my CT has put in place like the
blurt beans. I convey high
expectations for my students and hold
them accountable. I do this with the
management plan that I created as
well as having a checklist for them on
their desks for them to check off for
themselves.
d. I have always maintained a positive
and respectful outlook on all of my
students’ cultures and backgrounds.
e. I have modeled clear oral
communication by clearly expressing
my directions to my student and
a. My goal is to better manage my own
time because I always run out of time for
my lessons.
b. My goal is to continue to work on my
management system and make changes
as needed.
c. My goal is to find new ways to convey
these expectations for my students.
d. My goal is to find ways to incorporate
their cultures and backgrounds into
lessons to help my students make
connections with the material.
e. My goal is to make sure that all of my
students are listening when I am
communicating orally before I continue.
f. My goal is to continue to find ways to
incorporate inquiry into my lessons.
g. My goal is to find ways to use
technology for communication.
h. My goal is to find new ways to adapt the
learning environment to support my
students and I want to learn how to
further differentiate my lessons and
assessments.
i. My goal is to learn more about assistive
technology and how I could incorporate
it in my classroom.
 repeating myself when needed. I
demonstrated clear written
communication by creating anchor
charts and modeling how to write in
their notebooks during science. I also
put out group instructions written on a
paper as well as on a voice recorded
button where I recorded my voice
saying the instructions.
f. I have always maintained an open
climate with my students where they
can communicate with me and their
peers and I have always offered
support to my students when needed. I
always start my science lessons by
asking them what they wonder and
sparking an interest in them and
allowing for inquiry.
g. I have incorporated technology into
my lessons but they have not been
specific to communication.
h. I have used different media in my
lessons which could be a
differentiation for my students. For
example, I have taught using videos,
technology, and games. For the
differing needs of my ELL students, I
provide instructions for them in
different formats. I provide written
instructions and verbal instructions. I
also provide many opportunities for
students to work together and
collaborate.
i. I have learned about assistive
technology in my courses but have not
yet used any in my internship.

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;
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 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;
j. Utilize student feedback to monitor instructional needs and to adjust instruction.

PERFORMANCE EVALUATION (FEAP 3):

EXEMPLARY ACCOMPLISHED PROGRESSING REQUIRES ACTION

Comments Goals: (Connect with specific FEAPs)

a. I have tried to deliver engaging
lessons by making them creative. I
have created racing games to practice
rounding, used enticing presentations
and have created a digital game as a
review. I also make lessons engaging
by creating hands-on demonstrations
like the one in my associative property
lesson where I had a student-led
demonstration.
b. I have shown verbalization of thought
when I did a science lesson where I
wrote down our thoughts on an anchor
chart as we talked out loud. I also
model how they can write their
thoughts in their notebooks.
c. I have tried to find gaps in student
learning by giving my students a pre-
assessment before my lesson to see
what information they need to review.
In my physical properties lesson, I did
a formative assessment where I had
students write something on a sticky
note and put it on a class anchor chart.
I used this to identify gaps in their
learning before continuing my lesson.
d. I think that I can do this by asking
a. My goal is to continue to find new ways
to make my lessons more engaging and
to find ways to make them more
challenging.
b. My goal is to find new ways to use
literacy strategies to further benefit my
students in different subject areas.
c. I would like to find ways to identify gaps
in my students’ learning in other ways
other than tests.
d. I want to find new ways to identify
student misconceptions.
e. My goal is to find new ways to
incorporate what we are learning into
their lives.
f. My goal is to come up with ways to
incorporate higher order thinking
questions and challenge my students.
g. My goal is to find new varied
instructional strategies to teach for
student understanding.
h. My goal is to differentiate my future
lessons by instructional needs.
i. My goal is to practice providing specific
feedback to my students.
j. My goal is to be able to adjust my
instruction based on the feedback of my
 students what they know about a topic students.
before beginning the lesson and then
modifying what I teach based on their
misconceptions. I also plan for
possible misconceptions in all of my
lesson plans.
e. I have tried to have the students make
connections with what they are
learning in their lives by asking them
to identify examples that they have
seen in their lives. For example, we
were talking about arrays and we had
a discussion on where in the real
world we can find objects in an array.
In science we were measuring mass
with a balance scale. I connected math
by showing them the difference
between 1 gram and 1 kilogram and
incorporated a math topic.
f. I am not sure if I have done this yet
but I could do this by asking bonus
questions that are more challenging. I
ask higher order thinking questions
during my lessons to further the
students' understanding of the topic.
g. I have used a variety of technology for
my lessons. For example, I used a
kahoot for my review game. I also
incorporate digital multimedia like
videos to support my students'
learning.
h. I differentiated lessons by having
students working together and by
providing modeling for students that
need it. I also provided instruction to
my students in different ways to
differentiate for my ELL students.
i. I have shown my students support and
have encouraged them to try their best
in class. I gave my students immediate
feedback when I had them write their
answer on a sticky note as a formative
assessment for my physical properties
lesson.
j. I collected feedback on my lesson by
comparing my student’ knowledge
 before my lesson and after my lesson,
but I did not modify my lesson after
because it was the end of the unit.
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 student’s
parent/caregiver(s); and
f. Applies technology to organize and integrate assessment information.

PERFORMANCE EVALUATION (FEAP 4):

EXEMPLARY ACCOMPLISHED PROGRESSING REQUIRES ACTION

Comments Goals: (Connect with specific FEAPs)

a. My CT and I often grade their exit
tickets as soon as they take them and
then provide instruction and support
where necessary. I also conducted
multiple assessments during my
review game. I used two formative
assessments in my physical properties
lesson to analyze my students'
learning.
b. During my review lesson I aligned the
formative assessment to the
summative assessment to see if my
instruction benefited my students. For
my physical properties lesson I
aligned a formative and a summative
assessment.
c. I have used a variety of assessment
tools to monitor my students’ learning.
I used my review game, worksheets,
and exit tickets.
d. I sometimes read the test and work to
my students who cannot yet read. I
allow my students to show their
knowledge in different ways on their
formative assessments.
e. I shared information on student
behavior and academics with parents
on parent conference night. I attended
a. I would like to find different ways to
assess my students without it being too
many assessments.
b. My goal is to find new ways to assess my
students and use creative formative
assessments.
c. I want to find ways to differentiate my
assessments for my students.
d. My goal is to learn new ways to modify
the assessments and learning
environment for my students.
e. As I move forward I would like to
continue to communicate with parents to
make sure that my students get the
appropriate support.
f. My goal is to learn how to integrate
technology to integrate assessment
information in my class.
 a second conference night.
f. I have not yet used technology to
integrate assessment information. For
my inquiry project I created a chart to
assess my students behavior after
implementing my behavior
intervention.

5. Continuous Professional Improvement. The effective educator consistently:

*a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on
students’ needs;
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.

PERFORMANCE EVALUATION (FEAP 5):

EXEMPLARY ACCOMPLISHED PROGRESSING REQUIRES ACTION

Comments Goals: (Connect with specific FEAPs)

a. I have been working on creating
measurable and attainable goals for
myself throughout the semester.
b. I have practiced using research to
improve student performance
through my inquiry projects.
c. My CT and I have examined
students' exam scores and have based
instruction on their needs.
d. I was able to talk to parents and
communicate the needs and strengths
of my students during parent
conference night. I attended a second
conference night and was able to
communicate with parents.
e. I have been reflecting on my
practices and finding areas in which I
can grow professionally. I do this by
having post conferences with my CT.
f. I have not yet put to use any
knowledge learned in professional
development.
a. My goal is to create more specific goals
for myself and get them done within
reasonable time.
b. My goal is to learn new ways to
examine student data to better support
their needs.
c. I would like to gain more knowledge on
how I can use different sets of data to
evaluate my students’ learning.
d. My goal is to continue to foster
communication with parents and the
community.
e. My goal is to continue to reflect on my
practices and find new areas of growth.
f. My goal is to continue to learn new
skills that I can use in my teaching.
 *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 State Board of Education
Rules 6B-1.001 and 6B-1.006, F.A.C, and fulfills the expected obligations to students, the public and the
education profession.

PERFORMANCE EVALUATION (FEAP 6):

EXEMPLARY ACCOMPLISHED PROGRESSING REQUIRES ACTION

Comments Goals: (Connect with specific FEAPs)

6. I have adhered to the moral standards and 6. My goal is to continue to grow my
the code of ethics of professional conduct of knowledge on the code of ethics and continue
the education profession of Florida. I have to adhere to professional conduct.
continued to adhere to the ethical and
professional standards and I also reflected on
my practice by compelling the ethics critical
task.

Interns: Please circle the boxes that reflect your participation, performance, and professional obligations
and then answer the questions below.

Category Exemplary Progressing Requires Action

1.Placement No absences One absence More than one absence

Attendance
2.Punctuality Never late Late once Late more than once

3.Placement Communicates ● Adequate ● Limited communication w/ CT

Participation effectively w/ CT about communication w/ CT about teaching assignments
teaching assignments about teaching
● assignments
 ● __________________ _________________ ● _________________________
● Exemplary initiative ● Satisfactory initiative ● Inadequate initiative displayed in
displayed in placement displayed in placement placement
● ___________________ ● ___________________ ● ________________________
● Actively involved in ● Moderately involved in ● Minimally involved in lesson
lesson planning and lesson planning and planning and implementing
implementing implementing instruction
instruction instruction

Seminar Punctuality/ No absences, always One absence, or once More than one absence or tardy.
Attendance punctual, professional, tardy. Usually Not always professional and
and present professional and present.
present
Assignment submission Always on time Once turned in late Late more than once

Comments related to participation, performance Goals related to participation, performance and

and professional obligations - Why did you give professional obligations:
yourself the ratings you did? - I would like to be better at planning for
- I missed two days when I was sick but lessons and instructions.
I made them up within the next two
weeks.
- I have not missed any seminar classes.
- All of my assignments have been
turned in on time.
- I have taken up teaching science
lessons.

_________________________________________________________________
Intern Signature/Date:

_________________________________________________________________
CT Signature/Date

___________________________________________________________________
Supervisor Signature/Date: