FEAPS Portfolio

FEAP 1a.

Aligns instruction with state-adopted standards at the appropriate level of rigor;

• Evidence: Lesson plan for read aloud (Kingdom Keepers) from my level one internship.

• Specific Example: When I completed the read aloud lesson, my objective was based on the standard for fourth grade. (LAFS.4.RL.1.1)

• Justification: My example connects to my evidence because I used my lesson plan to teach this lesson and help the students achieve the objective associated with the standard.

• Further Evidence: My lesson plan and reflection for my first CT and supervisor observation from final internship.

• Specific example: In both lessons, I referred to the star chart for my objective which aligned with state-adopted standards at the appropriate level of rigor for my students. 

• Justification: Both my evidence and my examples align with this FEAP because I aligned my instruction with state-adopted standards. 

FEAP 1b.

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

• Evidence: Second supervisor observation lesson plan in level three internship.

• Specific Example: In my lesson plan, it was sequenced among a span of three days to ensure coherence.

• Justification: My example and evidence connects to this FEAP because my lesson was planned to sequence lessons and ensure coherence. 

• Further Evidence: A week's worth of math lessons I planned for my final internship.

• Specific example: In my lesson plans for this past week, students were finishing up learning numbers 6-10. My students were continuing on with subtilizing and then moved into ordering numbers. The setup from my lesson ensured coherence and required their prior knowledge to meet the learning objectives. My students also did really well on their summative test for this week. 17 out of 20 students passed their summative exam based on my data.

• Justification: My evidence and example connects to the FEAP because I sequenced all my math lessons to ensure coherence for all my learners. 

FEAP 1c.

Designs instruction for students to achieve mastery;

• Evidence: First CT and supervisor lesson plans and reflections in final internship.

• Specific Example: In my CT reflection, I talked about how I designed my instruction based on the data I had from my students to set them up for mastery. In my supervisor reflection, I talked about how I provided multiple opportunities for students to practice and achieve the objective. 

• Justification: Both my evidence and example meet the FEAP because I designed my instruction with my students in mind in order for them to achieve mastery. 

FEAP 1d.

Selects appropriate formative assessments to monitor learning;

• Evidence: My first observation with supervisor during level two internship.

• Specific Example: In my small group lesson, I selected appropriate formative assessments that fits the needs of that group of students to monitor their learning. 

• Justification: My evidence and example connect to the FEAP because with my formative assessment, I was able to monitor the learning of those students and see what they needed most help with.

• Further Evidence: My first supervisor observation during my final internship.

• Specific Example: I created different assessment cards that I used varying on students needs to assess their number fluency. 

• Justification: My evidence and example connect with the FEAP because with my differentiated formative assessment, student learning was monitored accurately. 

FEAP 1e.

Uses diagnostic student data to plan lessons;

• Evidence: Picture of running record I used to analyze and plan lessons.

• Specific Example: The diagnostic student data I collected from running records helped me see where my students are at in their learning, and it helped me plan for an upcoming lesson. 

• Justification: My evidence and example connect to this FEAP because throughout my level three internship, my CT was able to help me look at diagnostic student data (like running records) to prepare to for upcoming lessons.

• Evidence: My first supervisor observation in my final internship. 

• Specific Example: In preparation for planning my lesson for my supervisor observation, I did a pre-test with my students and looked at other diagnostic data to see where my learners were. After reviewing the data, I could see my students were ready to move onto to more challenging concepts. 

• Justification: My evidence and example connect with this FEAP because I was able to review diagnostic student data to plan my lesson accordingly. 

FEAP 1f.

Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies.

• Example: My first supervisor observation in my final internship.

• Specific Evidence: In my observation, students were required to demonstrate a variety of applicable skills in order to meet the learning objective in whole group instruction, and in their math centers. For example, in one center, students had to roll a dice, subitize the number that represents the group of circles, quickly say aloud the number, then write the number on their paper. These are all different skills my learners had to practice.

• Justification: My example and evidence meet the FEAP because students were required to demonstrate a variety of applicable skills and competencies to meet my objective for the lesson.

FEAP 2a.

Organizes, allocates, and manages the resources of time, space, and attention;

• Evidence: The video of my first observation with my supervisor from my level one internship and reflection.

• Specific Example: I allocated and managed my time when I lined up the students in my first observation because I made sure to give students the right amount of time to stop what they were doing and join the line.

• Justification: The example and evidence are connected because the example can be found in my first observation video where I showed a mastery of FEAP 2a.

• Further Evidence: During my final internship, I attended pre-planning and helped my CT move desks and furniture around to best make use of the space we have. 

• Specific Example: I helped organized the furniture and desks to make the best use of our space for our students to meet their needs. 

• Justification: My evidence connects with example because I had to think about how I would organize the space with our students in mind. 

FEAP 2b.

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

• Evidence: Level three CT observation #2 reflection

• Specific Example: In my reflection, I discussed how I was able to manage an individual behavior through the behavior clip-chart system that is already setup in my classroom. 

• Justification: The evidence and example connect to this FEAP because I had to managed a specific behavior during that lesson, and with my reflection, I was able to reflect and how I managed the behavior.

• Further Evidence: Going into my final internship, I continue to implement the use of the clip-chart behavior management system. This helps promote good behaviors, as well as give a visual for students who need one. 

• Specific Example: I referred to this clip-chart just the other day to help manage behaviors and students were able to use the visual as a way of promoting better behavior. 

• Justification: My example matches my evidence because it explains how I have met FEAP 2b.

FEAP 2c.

Conveys high expectations to all students;

• Evidence: The rubric my CT and I refer to in my final internship classroom. 

• Specific example: When we are in writing, we refer to the rubric so students understand what is expected of them.

• Justification: My evidence connects with my example because the students are all held to high expectations in their work and that is communicated to them through me and my CT.

FEAP 2d.