Reflection on Implemented Lesson Plan Rubric

                                    (Bring this completed to post conference)

Students will complete a reflection on each evaluated lesson as well as submit the reflection with the lesson plan (same submission) on Chalk and Wire.

Questions for Reflection on Implemented Lesson Plan Rubric

1. What were your specific areas of pedagogical strengths and weaknesses in this lesson?

2. How did YOUR teaching impact student learning?

• Reflect on a specific moment during your teaching where you observed that one or more students were or were not understanding the content as you anticipated.
• Why do you think this happened?
• Why do you think there were different levels of understanding?  

3. Reflect on your use of classroom management strategies to promote engaged learning and positive behaviors across different categories of students (i.e. different socio-economic groups, different ethnic groups, and different ability levels different personality groups).

4. In what areas do you think you need to grow as a professional in order to further develop your knowledge and skills to positively impact student learning and behaviors?

2 - Videotape and reflection.

The preservice teacher must video tape Lesson Plan #2 implementation (via cell phone, computer, tablet, etc.) then complete the Self-Video Reflection Guide.  In addition, the preservice teacher must pair with another preservice teacher to watch each other’s video then complete a Peer Video Reflection Guide individually, on each other’s videos. These reflection guides will be assessed and must be uploaded to the FSC Portal.

• Please get your videotaped lesson to the person doing your review no later than 10/24.
• Review a peers lesson and provide feedback to her by 10/28
• Your reflection is due by 10/30

This is You............and this is who you will review.

• Ann                    Bethany
• Bethany             Jasmine
• Jasmine             Brooklyn
• Brooklyn           Emily
• Emily                  Kayleigh
• Kayleigh             Nicole
• Nicole                  Ann

Teacher Practices Reflection Paper

FEAP: 6.EV.1, 6.EV.2, 6.EV.3

PEC: 6.1, 6.2, 6.3, 6.4, 6.5

UCC: h, i, j

50 points

The teacher candidate will write a 3-4 page reflection which identifies situations in the educational setting that relate to the Code of Ethics including educational law.

• It must include communication with the cooperating teacher, other teachers on the grade level/subject area, and any other educational professionals. 
• It should be relevant to your current field assignment and classroom.
• Please follow this outline for your reflection: (write in APA style) (Use headers within your paper for each section)

Title

Introduction -introduce the topic

• Demonstrate an understanding of the code of ethics and describe a personal situation where ethics played a role in the learning process related to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida.
• Identify three situations in the educational setting and described complete detail how the Code of Ethics related to the situations including educational law. 
• Describe three methods to protect students from issues potentially harmful to student learning, mental or physical health, and/or learning as it relates to educational law.
• Discuss
• Professional attitude and appropriate attire
• Teacher candidate responsibilities
• Student confidentiality
• Describe how professionalism with colleagues, school personnel, and community members, support the learning of all students

Conclusion -summary

• Must be uploaded to the Chalk and Wire by the due date

 Assessment Summary PowerPoint

• FEAP: 1.EV.3, 4.EV.2, 4.EV.3, 5.EV.1, 5.EV.2
• ESOL Standards: 4.1.c, 5.1.a, 5.3.b
• ESOL C&S: 10.1, 11.1, 11.2
• PEC: 1.1, 1.10, 4.4, 4.5, 4.6, 5.3, 5.5
• UCC: d
• TPI: 2.1

                     50 points

Upon completion of a lesson plan that has been implemented within EDU 4400, the teacher candidate will practice analyzing, interpreting with assistance, and evaluating a variety of formative and summative performance based assessments with the assistance of the cooperating teacher that aligns with standards based instruction to monitor student progress, mastery, and learning gains. 

The teacher candidate will collaborate with colleagues on the data collected from a variety of sources and use data-informed research to assist in evaluating learning outcomes and adjust instruction as needed to continuously improve instruction.

The assessment data will be presented using a PowerPoint which includes:  

Create your presentation in your own words.  Be creative with your presentation. Don't be wordy-- use bullets and chunk information . Use your own words to explain it.  Organize your information. 

About your PowerPoint presentation

Your presentation should be clean, free of errors, attractive, and have a header with what is required for each slide.  Insert a footer with your name and class.  You will save as a PDF to upload.  You may work together on slides 1-5 but slides 6-10 should focus on your specific classroom. Use the rubric.       

Slide 0  TITLE PAGE, your name, class/grade, table of contents

PART 1:  Your assigned school (school-wide data) (You may work with other field study students at your school)

• Slide 1– background on your school, demographics, school grade
• Slide 2 - PCSB testing calendar, explain how the calendar affects your students, what is expected of them, explain the purpose FSA, ramifications of assessment results
• Slide 3 What types of assessments used at your school (schoolwide) to monitor student progress, mastery, learning gains (describe each test and purpose)
• Slide 4 - Identify appropriate uses of alternative assessments (e.g. authentic, performance-based, peer- and self-assessments) as well as measurement concepts (e.g. reliability, validity), test characteristics, and uses of norm-referenced and criterion-referenced assessments to evaluate content area learning 

PART 2:  Your classroom (work with your CT on this section)

Slide 5 – ELL students -

• Classroom demographics 
• how do you identify factors such as cultural and linguistic bias that affect the assessment of ELLs? 
• How do you determine appropriate accommodations, modifications of classroom tests, including test items and tasks, during formal and informal assessments for ELLs at varying English proficiency levels?

Slide 6 -Types of Classroom Assessments

describe what formative and diagnostic assessments are used with your students. What is their purpose? analyze and explain how data from selected formative and diagnostic assessments are effective in monitoring and planning for student learning.

• Example:  Istation, STAR, AR

Slide 7 –Monitoring student progress

• How do you monitor student progress?  Is it ongoing? 
• How do you analyze and evaluate the student’s strengths and weaknesses based on data? 
• How do you monitor mastery and learning gains?  How do you apply appropriate intervention strategies?  Give specific examples. 

Slide 8 -Collaboration with Peers

How do you collaborate with colleagues to review data to assist in evaluating learning outcomes and adjust instruction as needed? Group students?  Plan, adjust instruction? Show examples of student data or how you use it to group students

Slide 9 Address these questions…

1. How do you keep parents informed of student’s progress? 
2. What about parent conferences? 
3. Data nights or parent workshops? 
4. How do you prepare students for testing? 
5. How do you keep parents informed of the curriculum?

Part 3:  Reflection from your three lessons

Slide 11-13:  Formative and Summative Assessments

• Slide 11 - Lesson 1
• Slide 12 - Lesson 2
• Slide 13- Lesson 3

  Lesson #
  Standard
  Objective
  Formative
  Summative
  Data
  What did it tell you?
  How do you know if student’s master the lesson objective
  How will this data drive your instruction?

Slide 14:

1. How does your reflecting your instruction support your personal continuous improvement and professional goals?  
2. How does data drive your instruction?

Experience Action Plan

The teacher candidate, FSC supervisor, and cooperating teacher will collaborate to recognize the teacher candidate’s areas of strength and areas needing growth. A Clinical Experience Action Plan will be a working document to be discussed following each observation/evaluation during field study placements. The teacher candidate will work toward achieving a designated goal after collaboration with the FSC supervisor.

The Action Plan must be scanned and uploaded to the EDU Fieldwork Portal Page (different than the FS portal page) by the due date