FL Educator Accomplished Practices:

Heather Williams

(a) Quality of Instruction.

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;

These are the standards that I followed and taught during my lesson (I collected
them from CPALMS):

MAFS.3.OA.1.3-Use multiplication and division within 100 to solve word

problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using
drawings and equations with a symbol for the unknown number to represent the problem.
MAFS.3.OA.2.6-Understand division as an unknown-factor problem. For
example, find 32 8 by finding the number that makes 32 when multiplied by 8.
MAFS.3.OA.4.8-Solve two-step word problems using the four operations.
Represent these problems using equations with a letter standing for the unknown quantity. Assess
the reasonableness of answers using mental computation and estimation strategies including
rounding.

b. Sequences lessons and concepts to ensure coherence and required prior knowledge;

I listed the information and background knowledge that my students needed to understand in the lesson I
taught. Here is the information I included into my math lesson:
Students will work towards fluency with multiplication and division facts and computation in a variety
of ways. They develop a meaningful sense of operations and the actions they represent as they think
about the context of things that come in groups, and solve story problems. They develop a visual image
for multiplication, and for the "size" of various facts through the arrays, which also help them see and
understand properties of multiplication and division. Two-step problems also help students make such
connections and to use what they know to solve more difficult problems. Practice also comes in many
forms -- multiplication and division games, story and cluster problems, bare number problems, Ten
Minute Math activities, and regular classroom math activities. The real benefit is that all of these
activities support both learning and practice.

c. Designs instruction for students to achieve mastery;

If a student is have some difficulty with the content of my lesson I will provide the following:
Provide extra class discussion. Give extra examples from the worksheet. More
group talk and partner share or provide an outline that the student could follow
during the lesson so that they could use it as a reference in their groups or to help
with homework.

If a student is mastering the content quickly I will provide the following:

Allow the students who get the concepts to work on their own independently and
complete their own reference worksheet and allow them to help their table
partners complete their worksheets and homework.

FL Educator Accomplished Practices:

Heather Williams

d. Selects appropriate formative assessments to monitor learning;

I will be conducting a:
Formative assessment: I will roam around the room as the students work
together to solve the division problems with their partners, as well as by listening
in on their discussion and the answers to my questions in class. I will provide the
class several workable practice problems during the lesson and then I will give
them a ticket-out-the-door worksheet where there is a problem on there that
they have to work out on their own and bring it to me in order for me to see where
they are at on the math scale. 1-needs help still with setting up the problem and
figuring out the proper math strategy to use. 2- was able to show me some of their
work and was partially able to answer the problem given. 3- the student was able
to show all of their work, how they solved the problem and was able to explain to
me how they came up with their answer.

Summative assessment on today's lesson: I will be use the daily homework

assignment to determine whether the students are grasping the concept of
division.

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.
At the beginning of each lesson I explain and remind the students their learning goals and the current unit
scale goals they must work to achieve during the unit.
The current learning goal that the students used for my math lesson was the following:
I can recognize when to use division to solve an equation.
The current math scale that the students used for my lesson was the following:
Scale 3.0: I can 1) choose an efficient strategy to solve a discussion word problem and explain why
it is the most effective way. 2) Solve 2 step word problems using the four operations.
Scale 2.0: I can 1) use a variety of strategies to fluently divide within 100 in a word problem. 2)
Define strategies to solve division word problems within a 100. 3) Solve division problems within
100.
Scale 1.0: with prompting and support, I am working on completing a 2.0 task.
The way we track our students progress of the learning goals and scales we have set forth is by the use of
the application called Plickers.
Plickers is a powerfully simple tool that lets teachers collect real-time formative assessment
data without the need for student devices.
Before I start each lesson, I do a little description of what we will be working on today in our
lesson and then I have the students pull out there math scale and learning goal and we discuss
what is expected of each student. Then I allow the student to determine what they think
mentally what level they are at before the lesson as well as at the end of the lesson given each
day. The system actually keeps track each day so you can go back and evaluate from the start of
the unit to either the current day or at the end of the unit.

FL Educator Accomplished Practices:

Heather Williams

f. Develops learning experiences that require students to demonstrate a variety of applicable skills and
competencies
Learning experiences should be designed to allow students to process and apply learning in a manner that
is appropriate based on student needs and provides for continued learning through expansion. Learning
experiences should include a variety of skills and competencies that lead to mastery of academic standards.
I do the following daily in each lesson I teach:
Organize students to interact with new knowledge:
o During our math block each day we work on a problem of the day, a we-do problem,
you do problem with your table partners and then a I-do problem where each student
has to work on one to two problems on their own and they have to show their work.
o For example: Problem of the dayMs. Vila paid a mechanic $256 to fix her car. She was
charged $166 for parts plus the cost of labor which was $9 per hour. How many hours did
the mechanic work on Ms. Vilas car?
Organize students to practice and deepen knowledge:
o During our math block each day we allow the students to work on 2-3 math review fluency
questions to get them ready for new active knowledge for todays lesson. For example:
213=7, 8 x 7=56, 310+125=435, 540-387=153
o Then in order for me to see how much my students learned in todays lesson I do a ticketout-the-door word problem or problems at the end of the lesson and before we go outside
for recess.
o For example: Bobby is going on a road trip. He has 21 days of vacation. He wants to visit 7
states. He wants to spend equal amount of days in each state. How many days can he spend
in each state? The students then have to solve it on the sheet I provided for them and bring it
up to me when they are finished. I then use their math scales of 1, 2, or 3 to determine what
level they are currently at and to see what each student has learned. This info that I collect
helps me to see who needs additional support or small group help.
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; and
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;
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;

FL Educator Accomplished Practices:

Heather Williams
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.
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.
(b) Continuous Improvement, Responsibility and Ethics.
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.
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.