FEAPs:

1a: Aligns instruction with state-adopted standards at the appropriate level of rigor.
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.


1b. Sequences lessons and concepts to ensure coherence and required prior knowledge:
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.

 
1c. Designing instruction for students to achieve mastery:
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.


1d. Selects appropriate formative assessments to monitor learning:
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.
 
1e. Uses diagnostic student data to plan 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. 

1f. Develops learning experiences that require students to demonstrate a variety of applicable skills and competencies:
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.
 

2a. Organizes, allocates and manages the resources of time, space, and attention:
Attention getter
Throughout my time in this classroom, I used the "give me five" attention getter. 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.
Artifact:













2b. Manages individual and class behaviors through a well-planned management system:
Establish clear expectations
For the lining up students observation, I made sure that I established clear expectations for my students. I did a review of the expectations for lining up to leave the classroom and hallway behavior with my students before I let them line up. I was able to prepare and manage the behaviors of my students by creating and following my lesson plan. The routines and procedures were well-planned out and helped support student behavior.  
Artifact:














  

2c. Conveys high expectations to all students:
Set higher expectations for my students in order to prepare for a change in routine
The hallways that the students usually walked down to get to lunch were being painted on the day of the observation. Since this was the case, I had to change my procedures and have my students follow a different path. Once my students were lined up and I knew I had their attention, I told them that we would have to go through a different path to get to the cafeteria since the hallways were being painted. Also, I told them about the specific change in the regular routine that I wanted them to do (take a left on the main hallway instead of a right). I set even higher expectations for them regarding hallway behavior and staying in line since this would be unfamiliar for the students.
Artifact:

















2d. Respect students' cultural, linguistic, and family background:
Respecting student's linguistic background
When I was planning a Reading lesson for a small instructional group, I had to figure out how I would accommodate potential ELLs that would be in the group. One thing I did was keep my student's language background in mind with how their home language transfers to English. An example of this is how the /m/ sound transfers to all languages, but the mb spelling pattern does not transfer. Also, the /n/ sound transfers in most languages, but the kn and gn spelling patterns do not transfer. I also try to pick books that would not offend any cultures.
Artifact:















 
2e. Models clear, acceptable oral and written communication skills:
Clear Directions
For a small instructional group lesson, I helped my students understand my expectations by modeling clear and explicit directions. My students understood what they were supposed to do for a phonics activity since I told them that they were going to write a word with me and sound the word out with me. I helped them understand how they would  read a book by telling them that we are going to whisper-read the book and I helped them make their sequence of events chart by explaining that they would write about the events of the story in the order that they happened in. When I was providing my expectations, I used clear language by speaking at an appropriate speed and utilizing appropriate vocabulary.
Artifact: 















2f. Maintains a climate of openness, inquiry, fairness and support:
Anchor Chart
When the class was doing a lesson on perimeter, I created an anchor chart about perimeter for them. I was able to help the students understand perimeter through a clear and concise chart that had a summary of everything about the perimeter of an object. 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.
Artifact:














 




2g. Integrates current information and communication technologies:
Using technology during a lesson
To integrate technology into a small instructional group lesson, I decided to create a Kahoot game that I would use to assess their knowledge. I was able to increase student engagement during the lesson since they were excited to play the Kahoot game. After each question, I would see how many students got the question right and provided them with feedback on why the answer is correct. By using technology, I was able to increase the lessons effectiveness and made the students more excited to participate.
Artifact: : https://create.kahoot.it/share/lamb-in-a-jam-kahoot/fd713a68-537a-4150-847e-64e371fcf562













 

2h. Adapts the learning environment to accommodate the differing needs and diversity of students:
Repeated directions for students that struggle with paying attention
Throughout my observation, I made sure to repeat the directions multiple times so I would know that my students understood them. I was able to repeat the directions before we left the classroom and when we were walking in the hallway. I did this to help my students that have a hard time paying attention. 
Artifact:
















2i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals:
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. 
 

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:
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. 

3c. Identify gaps in subject matter knowledge:
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.

3d. Modify instruction to respond to preconceptions of misconceptions:
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. 
3e. Relate and integrate the subject matter with other disciplines and other life experiences:
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. 

3f. Employ higher level questioning techniques:
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:
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.
 
3h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students:
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. 

3i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement:
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. 

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:
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. 

4b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery:
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. 

4c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains:
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. 

4d. Modifies assessment and testing conditions to accommodate learning styles and varying levels of knowledge:
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. 

4e. Shares the importance and outcomes of student assessment data with the student and the students parent:
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. 

4f. Applies technology to organize and integrate assessment information:
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. 
 

5a. Designs purposeful professional goals to strengthen the effectiveness of lessons based on student needs:
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. 

5b. Examines and uses data-informed research to improve instruction and achievement: 
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. 

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.