FEAPs:

1a: Aligns instruction with state-adopted standards taking into consideration varying aspects of rigor and complexity.
Aligns Instruction with Standards
In this lesson plan, I was able to align my instruction with the State-Adopted Standards, which were SC.4.P.10.4, SC.4.N.1.4, and SC.4.N.1.6, at appropriate levels of rigor. This can be seen in my lesson plan with the standard SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations as multiple parts of my instruction are aligned with this standard. During the Direct Instruction, I showed my students a model of how they should set up their journal with the date, title, hypothesis statement, data chart, and observations column. I made sure that I explained to the students why they should set up their journal like this and distinguished the purpose of the Observation chart. This part of my lesson will promote SC.4.N.1.6 since I am helping my students understand the difference between inferences and observation; I am also helping them understand how they should write down the data that they collect in their journal, which will help them with keeping records of clear data from the experiment. During the Guided Practice/Investigation, I made sure that the students would write down what they saw during the investigation in the Observation column and I made sure that they recorded the distance of the water flow in their journal for each hole. This is aligned to SC.4.N.1.6 since having my students track the observations that they made by writing them down in their Science Journal. This meets FEAP 1a since I am aligning my instruction with state-adopted standards with appropriate levels of rigor.
Artifact: Supervisor Observation Lesson Plan- Week 4
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 







1b. Sequences lessons and concepts to ensure coherence and required prior knowledge:
Sequences Science Lessons to Ensure Students Have Prior Knowledge
For my science lessons this week, I made sure that I sequenced them in a way that will allow them to gain prior knowledge that they might need for specific activities or lessons. For example, I had my students complete their Online Word Labs + Vocabulary Foldables on Monday which would allow them to gain knowledge about the vocabulary words for this part of the chapter, which were vibration, sound wave, frequency, and pitch. The supports for these activities, which include Spanish transitions, images, and text-to-speech tools, ensure that students are able to complete this activity and have an understanding of the vocabulary for this week. As a result, the students will be able to have the background knowledge needed in order to participate in the Hands-On Investigation that we would be doing on Wednesday, which requires students to have knowledge about vibrations and sound waves since they would be documenting how the rubber band vibrated and the sounds it made when it was plucked. Students that had knowledge about vibrations and sound waves were able to complete this part of the activity successfully by documenting accurate information in their journals. Also, I planned on doing a read aloud of Chapter 7.3 as a group on Thursday in order to help students gain more knowledge about sound energy and vibrations. During the read aloud, I would ask my students questions about how sound energy can be transferred in real world locations such as the barbershop in order to help students bridge personal connections to the material that they are learning. The activities that I had my students complete on Monday, which were the vocabulary foldables and online word lab, will help the students have background knowledge on the reading material and allow them to participate in class discussions as they read the text. This meets FEAP 1b since I was able to sequence lessons and concepts to ensure coherence and required prior knowledge.
Artifact: Weekly Lesson Plans- Week 3

















 
1c. Designing instruction for students to achieve mastery:
Gradual Release Strategy + Daily Formative Assessments (IXL Group Jam)
In my Math Lesson Plans for this week, I intentionally designed my instruction to build my students up towards mastery in multiplying fractions by whole numbers. I follow a consistent, structured instructional strategy during my Math block every day that involves slowly releasing responsibilities from myself (the teacher) to the students, which is known as the “I Do, We Do, You Do” strategy. I would directly model how to solve a problem on the Smartboard in front of my students (I Do), then I would put another problem on the board and guide my students through solving the problem as they completed it on their own Whiteboards (We Do), and then I would put up another problem on the board and give my students some time to solve the problem on their own which would require them to show their own work and explain how they solved the problem on their own. During the Group Jams, which were Formative Assessments that I had my students do daily, I would monitor the progress of my students by seeing how many students got a specific problem wrong, which would allow me to provide them with feedback and demonstrate how to solve the problems that they are struggling on. By monitoring the progress of my students on IXL, I can assign them specific action plans for Standards that they need to practice and I can call them to the back table if I feel like they need my support on certain problems. This meets FEAP 1c since I am designing my math instruction for students to achieve mastery in multiplying fractions with whole numbers by following a gradual release strategy, monitoring my students on IXL to see how they are progressing on that standard, and calling my students to the back table if I feel like they need extra help on a certain problem.
Artifact: Weekly Lesson Plans- Week 6 (Math)






















1d. Selects appropriate formative assessments to monitor learning:
Checking Science Journals During Vocabulary Activity
In this lesson plan, I was going to introduce some new science concepts to my students since we were about to begin a new chapter. As a result, I had to decide how I would incorporate formative assessments so I could effectively monitor my students as they learned the new material. During this lesson, my students would do their Vocabulary Foldables by drawing a picture of the word, writing the definition in their journal, and completing an Online Word Lab activity which was connected with the Vocab Foldables activity. In order to see how they were doing with learning the new vocabulary, I decided that I would check their vocabulary foldable to see if they included an illustration with the definition of the vocabulary words (speed and motion) that they were learning and their Online Word Lab to see if they answered each question correctly. If the students made a drawing of each vocabulary word, wrote down the correct definition of each word, and completed their Word Lab, I would allow them to continue to the next activity. If they were missing something for the Foldables or the Word Lab, I would provide effective and timely feedback to them that would help them understand what they need to improve on. By doing this as a Formative Assessment, I was able to see how well my students were understanding the new vocabulary terms by looking at their definitions and illustrations for these terms. I also used an Exit Ticket assessment at the end of the class which required my students to state the difference between speed and motion. Students would be assessed on their ability to clearly outline how these two vocabulary words are different by stating the definitions of these words with a 1-2 sentence response. They would write their response on a Post It Note and stick it on the door so the teacher can review the Exit Ticket later in the day.  This is aligned with FEAP 1d since I was using an appropriate formative assessment that would allow me to effectively monitor my students as they were learning in the classroom.
Artifact: CT Observation Formative Assessments- Week 5
 




















1e. Uses diagnostic student data to plan lessons:
Using Diagnostic Student Data To Create New Reading Groups
In this classroom, we have book clubs where students read novels and have discussions about the books. I love this idea since the students were reading appropriate grade-level books that were entertaining and allow them to think critically as they discuss the book. At this time, the groups of students were finishing the novels that they were currently reading. My CT and I began discussing how we should manage the next set of reading groups, which would involve re-arranging the groups of students and picking the books that they would begin reading once they are done with their current books. To organize the students into groups, we would use FAST ELA Grade 4 PM2 student data and arrange the students into groups based on their scores/performance from that diagnostic assessment. We divided our students based on that data into three different groups, which was a low group, a medium group, and a high group. Now that the students were divided into groups, I was able to select the next set of novels that my students would read during book club, which my CT allowed me to have full control over. After doing some research on the books that were available at the school, I was able to choose How to Eat Fried Worms by Thomas Rockwell for the lower group of students, Because of Winn Dixie by Kate DiCamillo for the medium group of students, and Number the Stars by Lois Lowry for the higher group of students. This meets FEAP 1e since I used student diagnostic data (FAST ELA Scores) to plan and create reading groups for my students.
Artifact: Book Club Groups February Sheet





















1f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies:
Students Demonstrate Scientific Thinking + Communication Skills During Lesson
In this science lesson, I was able to develop the learning experiences of my students by having them demonstrate many applicable skills and competencies. One instance where this can be seen in my lesson plan was when I had my students engage in scientific thinking by having them create a hypothesis statement before they begin an experiment, participate in Hands-On Learning by having them measure the distance of water flow with a specific unit of measurement (centimeters), record the observations that they found during an investigation, and make a claim based on the hypothesis and data/observations from the investigation. This experience gave my students an opportunity to show their ability to think scientifically and record data/notes from an investigation in their journals. This lesson also required students to demonstrate communication skills that involve speaking and listening to the teacher and other students. One part of the lesson plan where students had to demonstrate these skills include the turn-and-talk where they had to share examples of moving water. During this discussion, students had to talk about their example of moving water with a partner, listen to their partner as they share their example of moving water, and then respond to the teacher if they were called on to share an example of moving water. This activity requires students to demonstrate communication skills by having a conversation with a partner by sharing your thoughts, listening to your partner, and then responding to the teacher’s question appropriately if they were called on. This meets FEAP 1f since the lesson plan I designed requires my students to demonstrate a wide variety of skills and competencies.
Artifact: Supervisor Observation Lesson Plan- Week 4
 





















1g. Provides classroom instruction to students in prekindergarten through grade 12 that is age and developmentally appropriate and aligned to the state academic standards as outlined in Rule 6A-1.09401, F.A.C., and is consistent with s. 1001.42(8)(c)3., F.S.:
Age and Developmentally Appropriate Instructional Strategies for my Class
During my time in this classroom, I was able to provide classroom instruction to my 4th Grade students that was developmentally appropriate and aligned with the state academic standards. This can be seen in the classroom instruction that I deliver to my students for Math block. The primary strategy that I use during this time, which is a gradual release strategy (“I Do, We Do, You Do”), is very appropriate for my Fourth Grade students. A gradual release strategy is appropriate to use with these students since it helps them build an understanding of what they are learning with modeled instructions from the teacher (I Do, We Do) which will eventually lead them towards solving the problems independently (You Do). Other appropriate strategies that I use with them are doing problems on whiteboards and solving real-world problems. Whiteboards are highly effective and appropriate for these students since they allow them to easily show their work to demonstrate their thinking while also allowing me to provide them with clear and effective feedback based on what I think will help them solve these problem, whether it is stating that they forgot to complete a step or telling them that they wrote down a wrong number. I learned from my CT that providing students with real world problems (with their name mentioned in the problem) will help them understand the problems more clearly by looking at them with a real-world context and it will get them more engaged with solving the problems since they can see themselves. Using IXL and Group Jams as a tool to monitor student progress, collect data, and reinforce certain math concepts is appropriate for these students since it helps my students achieve mastery in the appropriate state academic standards while also helping me understand how I can further improve my instruction. By providing my students with this instruction ensures that it is meeting the appropriate grade-level standards without lowering the expectations that I have for my students. Creating problems for my students such as “3 x ½” and “Marley read 1/4 of a chapter in her new book every day. So far, she has been reading her book for 9 days. How many chapter has Marley read so far?” are aligned with the standards MA.4.FR.2.4 and MA.4.AR.1.3 while also being appropriate for school.
Artifact: Weekly Lesson Plans- Week 6 (Math)





















2a. Organizes, allocates and manages the resources of time, space, and attention:
Using School-Wide Attention Getter
Throughout my time in this classroom, I used an attention getter by saying "(school name)...(school mascot)." As I would say each word, the students would respond with a phrase indicating that they were paying attention to the teacher. I used this attention getter since my students were already familiar with it due to their school using it as an attention getter. I used it to get their attention when they were sitting at their desks. Once the students were at an appropriate noise level, I began to give my students instructions. This meets FEAP 2a since I am effectively managing my students' attention. 
Artifact: Video of Attention Getter Screenshot













2b. Manages individual and class behaviors through a well-planned management system:
Use of ClassDojo Points System
During my time at this school, I used Class Dojo, a digital tool, in order to effectively track and manage the behavior of my students. This is a tool that allows teachers to manage the behaviors of the students and communicate with students and parents in the class with updates in the classroom both publicly and privately. This was the first time that I have ever used ClassDojo even though I have heard of this tool; however, I must say that I really enjoy using this tool so far. It’s great that I can easily monitor and manage the class behaviors since there is a points system that is based on how well-behaved the students are. For example, if a student is keeping their hands to themselves and sitting at their desk quietly, I am able to give them a DojoPoint for practicing self-control in the classroom. Some other behaviors that get students DojoPoints are showing respect towards others, being on-task while working, and achieving their goals by not giving up on challenging tasks! This meets FEAP 2b since I am managing class behaviors through an effective management system.
Artifact: ClassDojo Points Screenshot














  

2c. Conveys high expectations to all students:
Establish High Expectations When Establishing a New Routine for my Students
During my first two weeks of my internship in this classroom, a goal that I wanted to accomplish was establishing at least one new classroom procedure; however, I thought that would be very difficult since this classroom was already very organized and I did not want to throw off the flow of the students. Thankfully, I was able to come up with a procedure that wasn’t too difficult and implementing it in the classroom made a lot of sense. Due to recent vandalism in the bathrooms located in our building, I decided to introduce a bathroom/water sign out sheet for my students to use in the classroom. Students will sign their name and the time that they left the classroom to get water or use the bathroom. I encouraged my students to use this sheet by reminding them that the sheet will let us know who is currently out of the classroom and telling them that they will get a Dojo Point if they are able to complete those steps. I always thought it was odd that my classroom did not have a sign out sheet when I joined during my first few days since the bathrooms were outside the classroom, but I’m thankful that the students were able to respond to this new procedure well since they are consistently signing on that sheet. This meets FEAP 2c since I am conveying high expectations to my students about a new procedure for the classroom.
Artifact: Bathroom Sign-Out Sheets

















2d. Respect students' cultural, linguistic, and family background:
Send Introduction Letters Home in Different Home Languages to Families
Setting a good impression on the families of my students was one of the most important things I needed to accomplish in order to ensure that my Final Internship experience will go smoothly over the course of the next few months. To do that, I decided to send an introductory letter home to the families involved in this classroom. In this letter, I wanted to ensure that the parents will know why I will be in this classroom, how long I will be in the classroom, and that I will support the students and their families to the best of my ability during my time in this classroom. As I was writing this letter, I asked my CT about the home languages of the students and their families since I did not want there to be any transition issues when sending these letters home to the caretakers. I learned that while most of the families primarily spoke English, there were a few families that spoke Spanish at home. As a result, I sent letters that were written in English to families that mostly spoke English, and Spanish translated letters to the families whose home language was Spanish. This meets FEAP 2d since I am respecting the cultural and linguistic backgrounds of the families involved in this classroom.
Artifact: Introduction Letters















 
2e. Models clear, acceptable oral and written communication skills:
Clear Directions to Set Up Transition
When you start a transition in the classroom, it is crucial that you model clear and explicit directions to ensure that your students understand what the expectations are for a smooth transition. This is especially important if you are moving to a different area of the school for something like recess or specials. My students are able to understand my expectations for what they should do during a transition since I am able to explain what they need to do step-by-step. As shown in the first image, I am getting the attention of my students by using the school-wide attention grabber, which helps me convey my directions more effectively since I know that they are listening. I then have my students complete “step 2,” which is them standing up and waiting quietly either behind their desks or on the carpet in this case. Once I know that my students are ready, I will ask them to complete “step 3,” which is to line up at the door in a single file line and to wait quietly. My students know these expectations since they were practiced heavily throughout my internship and I reward the students with Dojo Points if they are following these specific expectations. This meets FEAP 2e since I am modeling clear directions for my students during a transition.
Artifact: Transition to Specials Video Screenshots















2f. Maintains a climate of openness, inquiry, fairness and support:
Anchor Chart
When the class was doing a lesson on fractions, I created an anchor chart about mixed numbers and improper fractions for them. I was able to help the students understand mixed numbers and improper fractions through a clear and concise chart that described how they should convert mixed numbers and improper fractions. An anchor chart like this can help the students that struggle with understanding Math-related topics such as ELLs. Being able to have a reference like this while you are doing work will help you successfully understand it. This meets FEAP 2f since I am providing support to my students that might struggle with Mixed Numbers through an anchor chart. 
Artifact: Mixed Numbers + Improper Fractions Anchor Chart














 




2g. Integrates current information and communication technologies:
Introducing Myself Digitally to Families via ClassDojo
As mentioned above, ClassDojo was a tool that I primarily used to manage and track the behaviors of my class. However, it can also be used to communicate effortlessly with the parents, families, or caretakers of all your students. It’s a great communication tool since it is a digital app and it is incredibly easy to translate the messages in over 130 languages. As a result, I decided to introduce myself to the families of my students using ClassDojo as well! I found using this communication technology to be incredibly effective and I began to immediately notice the benefits of using this tool. Some examples of benefits of using this tool were being able to quickly communicate with all the parents rather than sending individualized messages, being able to see who viewed my post/introduction, and not having to translate a message in a different language for the families that might speak a different language. While it is true that some types of technology might overcomplicate some aspects of teaching, ClassDojo is most definitely not difficult to use at all! This meets FEAP 2g since I am integrating current communication technologies into the classroom.
Artifact: Screenshot of ClassDojo Post













 

2h. Adapts the learning environment to accommodate the differing needs and diversity of students while ensuring that the learning environment is consistent with s. 1000.071, F.S.;
Repeated Directions + Praising Students Who Are Meeting Expectations
Throughout this transition, I made sure to repeat the directions multiple times so I would know that my students understood them. I repeated my directions as the students were standing up behind their desks, lining up at the door, and walking in the hallway to the playground. I did this to help my students that have a hard time paying attention. I also praised the students who were doing what they were expected to do. I did this by saying "I like how x student is standing up behind their chair and waiting quietly" or “I like how y student is standing in line and waiting at the door." Whenever I praised a student, I made sure to give them a DojoPoint in ClassDojo since they were showing self-control. I did this to ensure that the students would know what they should be doing while also rewarding the students who were doing a great job. This meets FEAP 2h since I am accommodating my students with differing needs, such as students that might struggle with listening, with accommodations that support a successful learning environment.
Artifact: Video of Transition to Recess Screenshots
















2i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals:
Visual, Auditory, and ESOL Supports in Vocabulary Assignment
When learning domain-specific vocabulary, students with learning difficulties and English Language Learners might have a harder time comprehending the vocabulary when they are seeing the terms for the first time. Since this is the case, it is crucial that students are able to have access to supports that will help them participate in classroom activities and achieve their academic goals. One assignment that I assigned during a Science lesson was an online word lab. The goal of this assignment is to help students fully understand the new vocabulary terms that they will be learning in a upcoming science lesson. This of course would be highly effective since students would have access to a variety of supports that can be used to help them accomplish the assignment. Some supports that they were able to have access to include visual aids (pictures), auditory supports (text-to-speech), and Spanish translations for my students that speak Spanish. This meets FEAP 2i since it is utilizing technology that enables students to achieve their educational goals no matter the specific needs that need to be met in the classroom.
Artifact: Weekly Lesson Plans-Week 3 (see Monday)



















2j. Creates a classroom environment where students are able to demonstrate resiliency as outlined in Rule 6A-1.094124, F.A.C.:
Practicing SOAR Expectations in the Classroom
“Resilience” is a skill that I want all of my students to practice in the classroom. They must show that they will always complete their work, do their best in the classroom, and not give up on a task just because they think it is too difficult. This is crucial since my students will not be able to grow as learners if they quit when they get confused or whenever they make a mistake. My class uses the SOAR expectations as a general set of rules in the classroom. SOAR stands for self-control, on task, achieve your goals, and respect. I’d argue this creates a classroom environment where the students are able to demonstrate this trait since you must show resiliency in order to stay on task and achieve your goals. You must show that you can overcome many different challenges in the classroom in order to complete your work to the best of your ability and achieve academic success in the classroom. This set of rules as a whole requires students to show resiliency by controlling themselves, staying on track to reach their goals, and showing respect towards the teacher and the other students. This meets FEAP 2j since this set of rules does allow students to demonstrate resiliency in the classroom.
Artifact: SOAR Chart
















3a. Deliver engaging and challenging lessons:
I'm a paragraph. Click here to add your own text and edit me. It’s easy. Just click “Edit Text” or double click me to add your own content and make changes to the font. I’m a great place for you to tell a story and let your users know a little more about you. 

3b. Deepen and enrich students' understanding through content area literacy strategies, verbalization of thought, and application of the subject matter:
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3c. Identify gaps in subject matter knowledge:
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3d. Modify instruction to respond to preconceptions of misconceptions:
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3e. Relate and integrate the subject matter with other disciplines and other life experiences:
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3f. Employ questioning that promotes critical thinking:
DOK Questions
During my small group lesson, I asked my students DOK questions that would engage them with a topic and help them expand upon their answers. I would ask them questions at varying DOK levels so I could engage them with different types of thinking and expand on their understanding. After the students finished reading a book, I asked my students DOK questions so I would be able to assess their understanding of the book. Also, I was able to ask my students some DOK questions during the Kahoot so I would be able to help them think critically. I created these questions during my lesson planning, so I knew what I would be asking my students ahead of time.
Artifact:















 
3g. Apply varied instructional strategies and resources, including appropriate technology, to teach for student understanding:
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3h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students:
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3i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement:
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3j. Utilizes student feedback to monitor instructional needs and to adjust instruction:
I'm a paragraph. Click here to add your own text and edit me. It’s easy. Just click “Edit Text” or double click me to add your own content and make changes to the font. I’m a great place for you to tell a story and let your users know a little more about you. 
 

4a. 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:
Scoring Rubrics 
I created scoring rubrics to ensure that I was able to easily analyze data from different assessments, use the data to diagnose learning needs, and adjust instruction based on the data that was found. Each rubric contains a level of mastery in different areas of the assessment that will help me determine where the student is at in terms of performance in that area. These levels include "shows mastery", "needs improvement", and "not present".  This will allow me to easily keep track of the performance of my students and see if my students need any assisstance to improve their learning. The rubrics will also help drive the learning process since the students will be able to clearly understand the feedback that their teacher provides.
Artifact: 

















4b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery:
Assessments Aligned with Specific Learning Objectives
The formative and summative assessments in the Unit Lesson Plan have specific learning objectives that they are aligned with. The purpose of these assessments is that they will lead to mastery in the objectives that are aligned with that assessment. A specific example of this would be the . The specific learning objectives that are aligned with this assessment are "identify uses of figurative language in a text that they read" and "analyze how figurative language influences the meaning of the text." Students that were able to accurately answer the questions in the Kahoot demonstrate mastery for these specific learning objectives. 
Artifact:














 

4c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains:
Different Assessment Tools
I used many different assessment tools throughout this unit. I did this in order to effectively monitor my students for learning gains and progress in their learning. The tools that I used for this unit include Kahoot, a graphic organizer, Five Fun Facts Worksheet, and a Figurative Language presentation. There is a variety tools that are used in these formative and summative assessments which can be graded in order to effective track student progress. Using different assessment tools will help educators track student progress more effectively and accurately since having variation in the tools will help the students demonstrate mastery of the objectives through various means.
Artifact:














 


4d. Modifies assessment and testing conditions to accommodate learning styles and varying levels of knowledge:
Performance Assessment with Differentiation
I created a performance assessment that had differentiation for my students in this unit. Since this performance assessment was designed to meet every specific learning objective in this unit, I needed to include differentiation to ensure that my students have an equal opportunity to demonstrate mastery of these objectives. Some examples of differentiation in this assessment include using English-Spanish dictionaries, usage of text-to-speech tools such as Speechify, adjusted assignments for my gifted students, and printed instructions in the primary language of the student. These methods of differentiation will ensure that the needs of my students are met and that they can successfully complete the assessment. Another example of differentiation that I used was allowing my students to choose a different format that they would use to complete their final project. By allowing my students to have a choice between dowing a Powerpoint, a Tri-Fold Poster, or a poster, it helps my students demonstrate their learning through a method that they feel would be the most effective for them. 
Artifact:
















 

4e. Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s):
Parent/Caregiver Communication Plan 
At the end of this unit, I would follow the parent/caregiver communication plan that I designed. First, I would talk to each student individuall so I can briefly talk to them about how I scored their assessments, that areas that they did well in, and the areas that they could improve on. This will help the students since they will be able to understand what they did well on more clearly and try to improve themselves academically based on that feedback.  I would then invite the parents to my classroom during the next parent-teacher conference night in order to discuss the progress that the student made in the unit. First, I would introduce the unit to the parents by briefly describing the purpose of the unit. I would then share a positive about the student so the parents would be able to hear something positive about their child. Then, I would discuss the areas of the unit that their child would need to improve on in the future. I would also share some teaching strategies that the parents can use in order to help their child's education at home. 
Artifact:














 

4f. Applies technology to organize and integrate assessment information:
Rubrics and Portfolios
IIn order to organize and integrate the information about assessments, I would use portfolios that saves work/assessments from this unit for each student. The two types of portfolios that would be used are a "best works" portfolio and a "growth and learning" portfolio. I would use the best works portfolio if I felt like a student demonstrated their best work in a summative assessment. I would also use a growth and learning portfolio if I notice that a student has made significant progress in an area that they previously struggled with. Along with these portfolios, I would also use rubrics that would be able to effectively score my students and keep track of the areas that they do well in and need improvement in. These rubrics would have clear expectations that my students have to meet in order to demonstrate mastery. The descriptions of these levels includes "shows mastery", "needs improvement", and "not present". These clear descriptions would allow me to easily keep track of my students progress since I would be able to attach it to the assessment. 
Artifact:














 
 

5a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs:
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5b. Examines and uses data-informed research to improve instruction and student achievement: 
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5c. 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:
I'm a paragraph. Click here to add your own text and edit me. It’s easy. Just click “Edit Text” or double click me to add your own content and make changes to the font. I’m a great place for you to tell a story and let your users know a little more about you. 

5d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement:
I'm a paragraph. Click here to add your own text and edit me. It’s easy. Just click “Edit Text” or double click me to add your own content and make changes to the font. I’m a great place for you to tell a story and let your users know a little more about you. 

5e. Engages in targeted professional growth opportunities and reflective practices:
I'm a paragraph. Click here to add your own text and edit me. It’s easy. Just click “Edit Text” or double click me to add your own content and make changes to the font. I’m a great place for you to tell a story and let your users know a little more about you. 

5f. Implements knowledge and skills learned in professional development in the teaching and learning process:
I'm a paragraph. Click here to add your own text and edit me. It’s easy. Just click “Edit Text” or double click me to add your own content and make changes to the font. I’m a great place for you to tell a story and let your users know a little more about you.