1. Instructional Design and Lesson Planning.

Applying concepts from human development and

learning theories, the effective educator consistently:
d. Selects appropriate formative assessments to monitor learning

For the second-grade science lesson I planned, students were investigating balloons, and using
their observational skills to figure out if what was inside was either a solid, a liquid, or a gas. The
formative assessment I picked was observational notes. While students were investigating, and
learning, I walked around and took note of the discussions and actions taking place. I made sure
to write what senses the students were using, if any. I believe this assessment was appropriate for
this lesson because how the students conducted the investigation reflected what was taught
during the lesson.

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;
This is a picture of a new seating arrangement I set up. How the room is set-up allows students to
easily focus on their work, and have easy access to the teacher if they need help. By each table
group there is a supply station, allowing students to quickly access their personal materials.

b. Manages individual and class behaviors through a well-planned management system;

http://caleighbaldwin.weebly.com/intern-blog/teaching-an-attention-getter

I use the attention-getter eyes on me. I will say 1-2-3 eyes on me and the students will repeat

1-2 eyes on you. This strategy works well because the students know to drop everything they

are doing, and look at the teacher.

c. Conveys high expectations to all students;

During my transitions, it was important to convey my expectations. The classroom I am in uses

CHAMPS: conversation level, help, activity, movement, and participation. Before every transition,
one student is asked to adjust the CHAMPS based on the activity they are about to do. The

CHAMPS is displayed on the board so that students are aware of the expectations.

d. Respects students cultural linguistic and family background;

I labeled common objects around the room in both English and Spanish so that my ELL student
could easily recognize common English words and the non-ELL students can recognize the
Spanish words, making it easier for the whole class to communicate.
e. Models clear, acceptable oral and written communication skills;

Myself, and my CT, encourage strong accountable talk within the classroom. Students are able to
talk with each other through the day, in every subject. It is important that everyone is kind and
using friendly words, even when disagreeing.

f. Maintains a climate of openness, inquiry, fairness and support;

Before my first day of interning, my CT asked me to write an about me letter so she could send

it home with the students. This letter promoted support and a climate of openness to the parents

and the students because they were informed of my presence and about me. The letter also

promoted support because it was in English and Spanish to make it easier for them to read.

g. Integrates current information and communication technologies;

All of the lessons I do while in my classroom, I perform some aspect of them under the elmo.
The elmo is a great tool for modeling directions and assignments. I have noticed that when I
do not use the elmo to model, students are lost and confused.

h. Adapts the learning environment to accommodate the differing needs and diversity of students
In order to plan a lesson on place value, I had to analyze what type of learners my students were.
After watching them learn previous lessons, I realized that they would not benefit from a lecture
or an activity that did not allow movement or them to use their hands. I thought of a dice activity
for the students to figure out place value. The activity involved each student have a dice, and
using the dice to make their own numbers, and then model that number four different ways. The
excitement of not being assigned a math page, or even the same problem as the rest of the class,
created excitement.

i. Utilizes current and emerging assistive technologies that enable students to participate in high-
quality communication interactions and achieve their educational goals.

Part of the morning routine for students is logging onto I-Station and completing 20 minutes

worth of work. Once students completed their bellwork, I oversaw telling particular students to

log into I-Station. I-Station allows students to learn more English and participate in

communicating through technology.

3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and
comprehensive knowledge of the subject taught to:
d. Modify instruction to respond to preconceptions or misconceptions

One of the major misconceptions during my solid, liquid, gas balloon activity was that students
would investigate the balloon as opposed to what is inside of the balloon. In order to make sure
that did not happen, I had to make sure I verbally stated the purpose of the experiment, several
times. After stating it, I also asked the students what the purpose of the experiment was to see if
they understood.
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
 After a place value lesson, students were given an exit ticket that required them to represent a
number four different ways. I analyzed each students exit ticket, and my notes during the lesson,
in order to see if there was a specific representation I should go over again the next day. For
example, the exit ticket showed me that thirteen out of sixteen students got the written portion
wrong, but my observational notes told me that they struggled in that area because they were not
using their resources to spell the number names correctly. This means that the next day I need to
sit the students down and tell them that they need to use their resources because spelling counts,
and maybe do a practice problem or two after.
5. Continuous Professional Improvement. The effective educator consistently:
b. Examines and uses data-informed research to improve instruction and student achievement
 My current research plan/wondering is how to use visuals to improve writers workshop and
writing mechanics. First, I implement a plan. Then I collect data. After, I state whether it worked
or not. If the plan did not work, I go back to my research and find new ways to improve.

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.

When writing lesson plans, I always use initials. It is important to respect students privacy by
not personally identifying them, by name. Keeping personally identifiable information obtained
in the course of professional service is part of the Code of Ethics.