Lake-Sumter State College Course Syllabus
Course / Prefix
Number
CRN:
Course Catalog
Description:
EPI 0940
Course Title:
Professional Foundations Field Experience
Term:
Fall 2014
1
This course provides a 15 hour field experience segment in a public, charter, or
accredited private school for the EPI 0020 course
10263
Credit:
Kelly Graham
Instructor:
Office Location:
EPI room
129 Lake
Hall LSSC
Leesburg
Contact Information:
Email: [email protected]
Phone: Available upon request
Office Hours:
Email or phone
All students are required to use Lakehawk Mail for official college e-mail communications.
See the college webpage for instructions on activating Lakehawk Mail.
Prerequisites:
STATEMENT OF STATUS OF ELIGIBILITY AND CLEAR BACKGROUND
SCREENING PER STATE REQUIREMENTS. COLLEGE CREDIT NOT
AWARDEDTOWARD DEGREE.
Textbook and Other
Course Materials:
There is no textbook required for this course.


Technology and
Online Computer
Access Requirements:
Course Objectives:
(what the course will
do)
Internet, Microsoft Suite, BlackBoard, printer, travel drive
Access to a computer with a high-speed connection and video and sound
capabilities
Important: If your home/personal computer is not able to perform the tasks for the
course (such as viewing videos), you should consider using the computers on campus
at LSSC. There are no exceptions on assignments for lack of appropriate computer
access.

Firefox is the preferred browser when using Blackboard. Should you have
problems with any Blackboard functions please try using Firefox
http://www.mozilla.org/en-US/firefox/new/ . If you still need assistance please
contact [email protected].
Help can also be found at http://help.blackboard.com/.
At the end of this component, the student will be able to:
 communicate experiences that provide prospective teachers an insight into the
instructional process
 relate educational experiences to course topics in previous EPI courses
 define a broader view of the organization and administration aspects of the
public or private school
 recognize the professional perspective of those in the teaching profession and
identify: FEAPS, Ethics, and Role of the Teacher
support the total classroom mentorship experience via in-depth documentation,
supported by photos and task projects
Student Learning
Outcomes (SLOs)
Assessed in this
Course:
(what the students take
with them beyond this
course)
Academic Integrity:
Important Information
for Students with
Disabilities:
Privacy Policy
(FERPA):
Attendance /
Withdrawal Policies:
Withdrawal Deadline:
Methods of
Evaluation:
Grading Scale:
Quantitative Reasoning: Apply quantitative and symbolic reasoning to obtain
objective solutions to problems and equations
Writing and Reading: Write coherently and effectively, adjusting to a variety of
audiences and purposes, while taking into account others' writings and ideas
Creative/Analytic Thinking: Use appropriate creative and analytic methods to interpret
ideas, solve problems, and present conclusions
Oral and Listening Skills: Communicate effectively for a given purpose within the
specific context of a communication event
Information Literacy: Locate, evaluate and use information from a variety of sources
to take action or make a decision
The successful functioning of the academic community demands honesty, which is the
basis of respect for both ideas and persons. In the academic community, there is an
ongoing assumption of academic integrity at all levels. There is the expectation that
work will be independently thoughtful and responsible as to its sources of information
and inspiration. Honesty is an appropriate consideration in other ways as well,
including but not limited to the responsible use of library resources, responsible
conduct in examinations, and the responsible use of the Internet. (See college catalog
for complete statement.)
Any student with a documented disability who requires assistance or academic
accommodations should contact the Office for Students with Disabilities immediately to
discuss eligibility. The Office for Students with Disabilities (OSD) is located on the Leesburg
Campus, but arrangements can be made to meet with a student on any campus. An
appointment can be made by calling 352-365-3589 and specific information about the OSD
and potential services can be found at www.lssc.edu, then go to “Quick Links” and click on
Disability Services.
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR
Part99) is a Federal law that protects the privacy of a student’s education records. In order for
your information to be released, a form must be signed and in your records located in the
Admissions/Registrar’s Office.
If you wish to withdraw from this course, it is your responsibility to go to the
Admissions Office and withdraw officially from the course. Failure to follow this
procedure will result in a grade of “F” for the course. The instructor will not complete
procedures for you.
The withdrawal deadline for this course is 9/29/14.
Rubric matrix per each assignment. Assignments are listed beginning on Page 3.
Total of 1000 possible points:
A=900-1000
B=800-899
C=700-799
D=600-699
F= 599 or below.
If you earn an F, you will need to retake the class the next time it is offered
Course Calendar:
Classroom Rules and
Policies:
Violence Statement:
Syllabus Disclaimer:
Assignments Policies:
Assignments:
This course begins on 8/25/14. All sessions are on-line. The course ends on
10/18/14. Blackboard will remain active for one week thereafter.
 Students will be held to the standards of student conduct as outlined on
page 24 of the Lake-Sumter State College Catalogue. Any violation of the
code of conduct will be promptly reported for immediate administrative
action which may result in sanctions leading to possible expulsion from
the college.
 Students are expected to exhibit professional conduct at all times during
fieldwork
 Written work is expected to be professional and free of spelling and grammar
errors
 FEAPs/ E-Portfolio assignments are defined and the need for excellence is to
be reflected in the artifacts for final State uploading project.
Lake-Sumter State College has a policy of zero tolerance for violence as stated in
College Board Rule 2.17. Appropriate disciplinary action will be taken in accordance
with Board Rule 2.17.
Information contained in this syllabus is, to the best knowledge of this instructor,
considered correct and complete when distributed to the student. The instructor
reserves the right, acting within policies and procedures of Lake-Sumter State
College, to make necessary changes in course content or instructional techniques
without prior notice or obligation to the student.
 All assignments must be posted on Blackboard per the due dates
 Late assignments will be deducted 50%
 Assignments submitted after 11:59 pm on 10/18/2014 will not be scored.
 15 hour field experience is required for this course
ANECDOTAL RECORDS (300 points) Due by 11:59 pm on 9/21
Anecdotal records are brief written narratives based on observations of student
behavior or performance. Anecdotal records objectively describe an event and the
pertinent details surrounding that event. During your field experience, maintain
daily written descriptions of student behavior and progress. Then, analyze your
records, interpret available data, develop and implement interventions, and reflect
on the effectiveness of those interventions.
LEARNING ENVIRONMENT (300 points)
Due by 11:59 pm on 9/28
The learning environment a teacher creates greatly impacts student behavior and
learning. Use the Learning Environment Spreadsheets to examine this impact.
There are a total of 6 Learning Environment Spreadsheets each addressing a
different aspect of the learning environment. Each sheet has 5 columns: Explain,
Plan, Do, Reflect, and Evaluate. Each column has a statement and several
questions to help guide your response Your responses should be approx. 1
paragraph in length, but will vary based on the complexity level of the questions.
ASSISTIVE TECHNOLOGY (100 points)
Due by 11:59 pm on 10/12
Assistive Technology refers to any electronic software or device that enables a
person with special needs to access technology. While at your school, explore the
assistive technology available, learn to use it, and work with students to
accomplish a task. When you are finished, write a 1-2 page (double-spaced)
reflection describing your experience and ways assistive technology can be
integrated into your future classroom. You may find assistive technology in
classrooms, computer labs, the media center, and a wide variety of other locations
at your school.
PROFESSIONAL DEVELOPMENT MEETING (100 points) Due by 11:59 pm on
9/14
Professional Development refers to a broad range of learning opportunities
intended for growth in one’s career. In order to maintain a professional teaching
license, educators are required to document a certain number of hours of
professional development renewal period. Professional development often takes
the form of meetings, workshops, seminars, labs, mentoring, in-service college
coursework, etc. While at your school, participate in a professional development
opportunity. Describe the topic, participants, and process. Reflect on your
collaboration with others and your own knowledge of the topic. Explain how you
implemented what you learned and any impact it had on students and/or on your
future practices.
ETHICS REFLECTION (100 points) Due by 11:59 pm on 9/14
Examine the Florida Professional Educators’ Code of Ethics and reflect on your
own knowledge and/or observations. Use this information to address the effect the
ethical code on your host teacher, yourself, your students, and your school.
Explain why it is important for teachers to maintain a high ethical standard and
how it affects teacher behavior outside of the school setting.
THANK YOU LETTER (100 points) Due by 11:59 pm on 10/12
Write a 1-page thank you letter/card to your host teacher and post a copy on
Blackboard.
Anecdotal Records Assignment
FEAP Goals:
 2h: adapt the learning environment to accommodate the differing needs and diversity of
students
 3h: differentiate instruction based on an assessment of learning needs and recognition of
individual differences in students
 3i: support, encourage, and provide immediate and specific feedback to students to
promote student achievement
 3j: Utilize student feedback to monitor instructional needs and to adjust instruction
 4f: apply technology to organize and integrate assessment information
 5b: examine and use data-informed research to improve instruction and student
achievement
Directions:
Anecdotal records are brief written narratives based on observations of student behavior or
performance. Anecdotal records objectively describe an event and the pertinent details
surrounding that event. During your field experience, maintain daily written descriptions of
student behavior and progress. Then, analyze your records, interpret available data, develop and
implement interventions, and reflect on the effectiveness of those interventions.
**You do not need to include information for every student every day, but include at least 1
entry for each student over the course of your field experience.
LESSON 1:
1. After observing students in the classroom and delivering instruction, enter
anecdotal records into the ‘Lesson 1’ column of the Anecdotal Records Spreadsheet.
2.
Next, classify each individual entry into 1 of the following color-coded categories:
 GREEN: student exceeded expectations
 YELLOW::student met expectations
 PINK: student required frequent monitoring
 RED: student fell significantly below expectations
 GRAY: student was absent or otherwise unable to participate
3. Use the Anecdotal Records: Lesson 1 form to explain your classifications of students.
LESSON 2:
1. After observing students in the classroom and delivering instruction, enter
anecdotal records into the ‘Lesson 2’ column of the Anecdotal Records Spreadsheet.
2. Next, classify each individual entry into 1 of the color-coded categories (see above).
3. Examine your Anecdotal Records Spreadsheet and use the information to identify 2
students in need of intervention: 1) a student in need of academic intervention; 2) a
student in need of behavioral intervention or support.
4. Examine the Student Data Spreadsheet that you completed during your EPI 0020
fieldwork. Analyze this data and your anecdotal records for the 2 identified students.
Interpret this information and reflect on your knowledge of research-based practices to
provide possible insight into and explanations for these students’ actions. Use the
Anecdotal Records: Lesson 2 forms to complete this step.
LESSON 3:
1. After observing students in the classroom and delivering instruction, enter
anecdotal records into the ‘Lesson 3’ column of the Anecdotal Records Spreadsheet.
2. Next, classify each individual entry into 1 of the color-coded categories.
3. Examine your completed Anecdotal Records: Lesson 2 forms, your Anecdotal Records
Spreadsheet (Lessons 1-3), and the identified students’ academic progress, to further
reflect on your interpretations of the students’ actions.
4. Devise a detailed intervention plan for each of the 2 students. Provide rationales based on
best practices to support your plan. Use the Anecdotal Records: Lesson 3 forms to
complete this step.
5. Implement your interventions when teaching Lesson 4.
LESSON 4:
1. After observing students in the classroom and delivering instruction, enter
anecdotal records into the ‘Lesson 4’ column of the Anecdotal Records Spreadsheet.
2. Next, classify each individual entry into 1 of the color-coded categories.
3. Use the Anecdotal Records: Lesson 4 forms to evaluate the effectiveness of your
intervention plans from Anecdotal Records: Lesson 3 and make improvements, if
necessary.
4. Implement your revised interventions when teaching Lesson 5.
LESSON 5:
1. After observing students in the classroom and delivering instruction, enter
anecdotal records into the ‘Lesson 5’ column of the Anecdotal Records Spreadsheet.
2. Next, classify each individual entry into 1 of the color-coded categories.
3. Review all anecdotal records forms and spreadsheets, as well as student assignments.
Draw conclusions about the 2 students’ need for intervention. Propose long-term
solutions to help meet the needs of your 2 targeted students. Use research-based strategies
and pedagogical research to support your ideas. Use the Anecdotal Records: Lesson 5
forms to complete this step.
Scoring:
This assignment is worth a total of 300 points. See the Anecdotal Records Assignment Rubric for
detailed information regarding how this assignment will be scored.
Submit your completed Anecdotal Records Spreadsheet, your completed Anecdotal Records:
Lessons 1-5 forms, and copies of target students’ assignments on Blackboard by 11:59 p.m. on
9/21/14.
ANECDOTAL RECORDS: LESSON 1
I.
Examine your classifications of students on the Anecdotal Records Spreadsheet.
Write 1 paragraph identifying the student behaviors and actions that make of the
parameters of each classification. How do you determine which student is classified
into which category? Provide specific examples from your field experience in your
response.
ANECDOTAL RECORDS: LESSON 2
Academic Intervention
Examine your Anecdotal Records Spreadsheet and use the information to identify 1 student you
feel is in need of academic support for this topic.
STUDENT: (insert student name here)
I.
Write 1 paragraph explaining the reasons you identified this student for academic
intervention. Use specific details and examples from your anecdotal records.
II.
Examine the Student Data Spreadsheet that you completed during your EPI 0020
fieldwork. Analyze this data and your anecdotal records for this student. Interpret this
information and reflect on your knowledge of research-based practices to provide
possible insight into and explanations for this student’s academic performance. 1
paragraph in length
ANECDOTAL RECORDS: LESSON 2
Behavior Intervention
Examine your Anecdotal Records Spreadsheet and use the information to identify 1 student you
feel is in need of behavior support for this topic.
STUDENT: (insert student name here)
I.
Write 1 paragraph explaining the reasons you identified this student for behavior
intervention. Use specific details and examples from your anecdotal records.
II.
Examine the Student Data Spreadsheet that you completed during your EPI 0020
fieldwork. Analyze this data and your anecdotal records for this student. Interpret this
information and reflect on your knowledge of research-based practices to provide
possible insight into and explanations for this student’s behavior. 1 paragraph in
length
ANECDOTAL RECORDS: LESSON 3
Academic Intervention
STUDENT: (insert student name here)
Examine your completed Anecdotal Records: Lesson 2 forms, your Anecdotal Records
Spreadsheet (Lessons 1-3), and the identified students’ academic progress to respond to the
following:
I.
Identify up to 3 areas of concern for this student.
II.
For each area of concern, propose a detailed intervention strategy and provide a
rationale that justifies the validity of that strategy.
III.
What reasonable goals to you hope to attain for each of the proposed intervention
strategies? How will you measure the success of each intervention?
ANECDOTAL RECORDS: LESSON 3
Behavior Intervention
STUDENT: (insert student name here)
Examine your completed Anecdotal Records: Lesson 2 forms, your Anecdotal Records
Spreadsheet (Lessons 1-3), and the identified students’ academic progress to respond to the
following:
I.
Identify up to 3 areas of concern for this student.
II.
For each area of concern, propose a detailed intervention strategy and provide a
rationale that justifies the validity of that strategy.
III.
What reasonable goals to you hope to attain for each of the proposed intervention
strategies? How will you measure the success of each intervention?
ANECDOTAL RECORDS: LESSON 4
Academic Intervention
STUDENT: (insert student name here)
I.
Describe the specific actions you took to implement your intervention plan and
provide detailed descriptions of this student’s response to intervention.
II.
Evaluate the effectiveness of your intervention plan. Which strategies were successful
and which strategies were not? How do you know? What changes will you make to
improve your intervention plan?
ANECDOTAL RECORDS: LESSON 4
Behavior Intervention
STUDENT: (insert student name here)
I.
Describe the specific actions you took to implement your intervention plan and
provide detailed descriptions of this student’s response to intervention.
II.
Evaluate the effectiveness of your intervention plan. Which strategies were successful
and which strategies were not? How do you know? What changes will you make to
improve your intervention plan?
ANECDOTAL RECORDS: LESSON 5
Academic Intervention
STUDENT: (insert student name here)
I.
Review all data, records, spreadsheets, and assignments for this student. Provide
detailed explanations and conclusions about this student’s need for further
intervention. Propose long-term strategies to help meet this student’s needs. Use
research-based strategies and pedagogical research to support your responses.
ANECDOTAL RECORDS: LESSON 5
Academic Intervention
STUDENT: (insert student name here)
I.
Review all data, records, spreadsheets, and assignments for this student. Provide
detailed explanations and conclusions about this student’s need for further
intervention. Propose long-term strategies to help meet this student’s needs. Use
research-based strategies and pedagogical research to support your responses.
LESSON 1
Student
Name #1
Student
Name #2
Student
Name #3
Student
Name #4
Date:
LESSON 2
Date:
LESSON 3
Date:
LESSON 4
Date:
LESSON 5
Date:
Student
Name #5
LESSON 1
Student
Name #6
Student
Name #7
Student
Name #8
Date:
LESSON 2
Date:
LESSON 3
Date:
LESSON 4
Date:
LESSON 5
Date:
Student
Name #9
Student
Name #10
LESSON 1
Student
Name #11
Student
Name #12
Date:
LESSON 2
Date:
LESSON 3
Date:
LESSON 4
Date:
LESSON 5
Date:
Student
Name #13
Student
Name #14
Student
Name #15
LESSON 1
Student
Name #16
Date:
LESSON 2
Date:
LESSON 3
Date:
LESSON 4
Date:
LESSON 5
Date:
Student
Name #17
Student
Name #18
Student
Name #19
Student
Name #20
LESSON 1
Date:
LESSON 2
Date:
LESSON 3
Date:
LESSON 4
Date:
LESSON 5
Date:
Student
Name #21
Student
Name #22
Student
Name #23
Student
Name #24
Student
Name #25
LESSON 1
Student
Name #26
Student
Name #27
Student
Name #28
Date:
LESSON 2
Date:
LESSON 3
Date:
LESSON 4
Date:
LESSON 5
Date:
Student
Name #29
Student
Name #30
Anecdotal Records Assignment Rubric (300 Points Possible)
10 Points
Confidentiality
Spreadsheet:
Organization
Spreadsheet:
Objectivity /
Accuracy
The confidentiality of
students is maintained
by encoding names
throughout the
assignment. The
encoding is consistent,
clearly-defined, and
easy to understand.
7 Points
The confidentiality of
students is maintained
by encoding names
throughout the
assignment. The
encoding is
inconsistent at times
and difficult to
understand.
The spreadsheet
The spreadsheet
utilized is the
utilized is the
spreadsheet provided
spreadsheet provided
in the syllabus. The
in the syllabus. The
spreadsheet is colorspreadsheet is colorcoded as outlined in
coded as outlined in
the syllabus. The
the syllabus. The
spreadsheet is
spreadsheet is
organized, consistent, inconsistent at times
and easy to
and difficult to
understand.
understand.
Records are brief,
Records are brief,
accurate, and written
accurate, and written
objectively. Pertinent
objectively. Some
details surrounding the pertinent details are
described event are
lacking, which make
included. Personal
records unclear at
interpretations are not times. Personal
included on the
interpretations are not
spreadsheet.
included on the
4 Points
1 Point
0
Points
The confidentiality of
students is maintained
by encoding names
throughout the
assignment, but there
is not clear procedure
and is difficult to
understand.
The procedure for
Not
encoding student
present.
names is not organized
/consistent throughout
the assignment and
confidentiality is
compromised
repeatedly.
The spreadsheet is not
color-coded or
arranged as outlined in
the syllabus.
The spreadsheet is
unorganized,
inconsistent, and
difficult to understand
and/or the spreadsheet
is not color-coded.
Not
present.
The records lack
objectivity and
pertinent details.
Records are not
maintained
objectively. Personal
interpretations are
included throughout.
Not
present.
Spreadsheet:
Record-keeping
Anecdotal
Records:
Lesson 1
CLASSIFICATION
Anecdotal
Records:
Lesson 2
(Academic
Intervention)
IDENTIFICATION
Anecdotal
Records:
Lesson 2
spreadsheet.
There is a color-coded There is a color-coded
entry for each student entry for each student
every day. There is a
every day. There is not
minimum of 1 entry
a minimum of 1 entry
for each student
for each student
included. There are
included. There are
entries every day for
entries every day for
the 2 targeted students. the 2 targeted students.
Descriptions match
Descriptions match
specified color-coding specified color-coding
classifications.
classifications.
Clear parameters are
Clear parameters are
outlined in the
outlined in the
Anecdotal Records:
Anecdotal Records:
Lesson 1 form and are Lesson 1 form. At
utilized and
times, classifications
maintained
are unclear and
consistently
inconsistent with the
throughout the
outlined parameters.
spreadsheet.
The student is
The student is
identified based on
identified based on
observation and the
observation and the
need for academic
need for academic
intervention is clearly- intervention is
identified. Pertinent
accurate. Pertinent
details related to this
details related to this
student’s actions are
student’s actions are
included.
included.
Interpretations are
Interpretations are
accurate, highlyaccurate and researchreflective, and
based. Interpretations
Color-coded entries
are not maintained for
each student every day
and/or there is not a
minimum of 1 entry
included for each
student.
Entries are not
maintained for most
students. Descriptions
do not match colorcoding specifications.
Not
present.
Classifications are
unclear and do not
match details
contained in the
records.
Clear parameters for
classifications are not
established.
Not
present.
The identification is
not clearly-related to
the descriptions
contained in the
anecdotal records.
Some pertinent details
related to this
student’s actions are
missing.
Interpretations are
supported by the
information found in
The student
identification is not
related to the
descriptions contained
in the anecdotal
records. Pertinent
details are not present.
Not
present.
Interpretations are not
supported by the
information found in
Not
present.
(Academic
Intervention)
INTERPRETATION
Anecdotal
Records:
Lesson 2
(Behavior
Intervention)
IDENTIFICATION
Anecdotal
Records:
Lesson 2
(Behavior
Intervention)
INTERPRETATION
Anecdotal
Records:
Lesson 3
(Academic
Intervention)
STRATEGIES
research-based.
Interpretations directly
reference the
information found in
the anecdotal records.
The student is
identified based on
observation and the
need for behavior
intervention is clearlyidentified. Pertinent
details related to this
student’s actions are
included.
Interpretations are
accurate, highlyreflective, and
research-based.
Interpretations directly
reference the
information found in
the anecdotal records.
Multiple detailed
strategies are included.
Strategies are clear,
are directly- related to
the identified
academic needs, and
follow best practices.
Strong rationales that
justify the chosen
strategies are included.
are supported by the
information found in
the anecdotal records.
the anecdotal records,
but lack researchbased explanations.
the anecdotal records
The student is
identified based on
observation and the
need for behavior
intervention is
accurate. Pertinent
details related to this
student’s actions are
included.
Interpretations are
accurate and researchbased. Interpretations
are supported by the
information found in
the anecdotal records.
The identification is
not clearly-related to
the descriptions
contained in the
anecdotal records.
Some pertinent details
related to this
student’s actions are
missing.
Interpretations are
supported by the
information found in
the anecdotal records,
but lack researchbased explanations.
The student
identification is not
related to the
descriptions contained
in the anecdotal
records. Pertinent
details are not present.
Not
present.
Interpretations are not
supported by the
information found in
the anecdotal records
Not
present.
Detailed strategies are
included. Strategies
are clear, are directlyrelated to the
identified academic
needs, and follow best
practices. Strong
rationales that justify
the chosen strategies
are unclear or not
included.
Detailed strategies are
included. Strategies
are loosely-related to
the identified
academic need.
Strategies are unclear, Not
lack important details, present.
and/or are not directlyrelated to the student’s
unique needs.
Anecdotal
Records:
Lesson 3
(Academic
Intervention)
PROPOSED
OUTCOMES
Anecdotal
Records:
Lesson 3
(Behavior
Intervention)
STRATEGIES
Anecdotal
Records:
Lesson 3
(Behavior
Intervention)
PROPOSED
OUTCOMES
Anecdotal
Records:
Lesson 4
(Academic
Proposed outcomes
are clearly-explained
and are reasonable
outcomes for the
proposed strategies.
The proposed
outcomes are
attainable and
measurable.
Multiple detailed
strategies are included.
Strategies are clear,
are directly- related to
the identified behavior
needs, and follow best
practices. Strong
rationales that justify
the chosen strategies
are included.
Proposed outcomes
are clearly-explained
and are reasonable
outcomes for the
proposed strategies.
The proposed
outcomes are
attainable and
measurable.
A clear, detailed, and
objective account of
the academic
intervention and the
Proposed outcomes
lack some clarity, but
are reasonable. The
proposed outcomes are
attainable and
measurable.
Proposed outcomes
are unreasonable
and/or unable to be
measured accurately.
The proposed
outcomes are unclear.
Not
present.
Detailed strategies are
included. Strategies
are clear, are directlyrelated to the
identified behavior
needs, and follow best
practices. Strong
rationales that justify
the chosen strategies
are unclear or not
included.
Proposed outcomes
lack some clarity, but
are reasonable. The
proposed outcomes are
attainable and
measurable.
Detailed strategies are
included. Strategies
are loosely-related to
the identified behavior
need.
Strategies are unclear, Not
lack important details, present.
and/or are not directlyrelated to the student’s
unique needs.
Proposed outcomes
are unreasonable
and/or unable to be
measured accurately.
The proposed
outcomes are unclear.
Not
present.
An objective account
of the academic
intervention and the
student response to
The description of the
academic intervention
and student response
to intervention is
The intervention and
student response
descriptions lack
crucial detail.
Not
present.
Intervention)
IMPLEMENTATION
Anecdotal
Records:
Lesson 4
(Academic
Intervention)
EVALUATION
Anecdotal
Records:
Lesson 4
(Academic
Intervention)
PROPOSED
CHANGES
Anecdotal
Records:
Lesson 4
(Behavior
Intervention)
IMPLEMENTATION
Anecdotal
student response to
intervention are
provided.
A clear and objective
evaluation of the
effectiveness of the
plan is present. The
evaluation is an
appropriate
interpretation of the
evidence provided and
is based on
pedagogical research.
The proposed
changes/improvements
to the intervention
plan are clear,
reasonable, and
detailed. Multiple
sources are utilized.
Specific references to
the intervention plan
and the gathered data
are included.
A clear, detailed, and
objective account of
the behavior
intervention and the
student response to
intervention are
provided.
intervention is
provided.
unclear at times.
A clear and objective
evaluation of the
effectiveness of the
plan is present. There
is insufficient data or
evidence provided.
The evaluation lacks
clarity and/or
objectivity. There is
insufficient data or
evidence provided.
The evaluation is not
clear and no data or
pedagogical research
is included.
The proposed
changes/improvements
to the intervention
plan are clear,
reasonable, and
detailed. References to
the intervention plan
and the gathered data
lack specificity.
The proposed
changes/improvements
to the intervention
plan are reasonable,
but lack important
detail.
The proposed
Not
changes/improvements present.
to the intervention
plan are unclear and/or
unreasonable.
An objective account
of the behavior
intervention and the
student response to
intervention is
provided.
The description of the
behavior intervention
and student response
to intervention is
unclear at times.
The intervention and
student response
descriptions lack
crucial detail.
Not
present.
A clear and objective
evaluation of the
A clear and objective
evaluation of the
The evaluation lacks
clarity and/or
The evaluation is not
clear and no data or
Not
present.
Not
present.
Records:
Lesson 4
(Behavior
Intervention)
EVALUATION
Anecdotal
Records:
Lesson 4
(Behavior
Intervention)
PROPOSED
CHANGES
Anecdotal
Records:
Lesson 5
(Academic
Intervention)
CONCLUSIONS
Anecdotal
Records:
Lesson 5
(Academic
effectiveness of the
plan is present. The
evaluation is an
appropriate
interpretation of the
evidence provided.
effectiveness of the
plan is present. There
is insufficient data or
evidence provided.
objectivity. There is
insufficient data or
evidence provided.
pedagogical research
is included.
The proposed
changes/improvements
to the intervention
plan are clear,
reasonable, and
detailed. Specific
references to the
intervention plan and
the gathered data are
included.
Clear and detailed
conclusions are
provided. Conclusions
are comprehensive,
data-driven and
reference the
implemented
interventions.
Conclusions show a
high degree of
reflection, research,
and interpretation.
See above
The proposed
changes/improvements
to the intervention
plan are clear,
reasonable, and
detailed. References to
the intervention plan
and the gathered data
lack specificity.
The proposed
changes/improvements
to the intervention
plan are reasonable,
but lack important
detail.
The proposed
Not
changes/improvements present.
to the intervention
plan are unclear and/or
unreasonable.
Clear and detailed
conclusions are
provided. Conclusions
are comprehensive,
data-driven and
reference the
implemented
interventions.
Basic conclusions are Basic conclusions are
included but lack
included but lack
detail. Conclusions are clarity.
not data-driven.
Not
present.
See above
See above
Not
present.
See above
Intervention)
SEE ABOVE
Anecdotal
Records:
Lesson 5
(Academic
Intervention)
LONG-TERM
SOLUTIONS
Anecdotal
Records:
Lesson 5
The proposed longterm solutions meet
the unique and diverse
needs of the learner.
Solutions are
comprehensive, datadriven and reference
the implemented
interventions.
Solutions show a high
degree of reflection,
research, and
interpretation.
See above
The proposed longterm solutions meet
the unique and diverse
needs of the learner.
Solutions are
comprehensive, datadriven and reference
the implemented
interventions.
The long-term solution Solutions are unclear,
fails to consider the
difficult to understand,
learner’s unique
or inappropriate.
needs. Solutions are
clear but not datadriven.
Not
present.
See above
See above
Not
present.
Clear and detailed
conclusions are
provided. Conclusions
are comprehensive,
data-driven and
reference the
implemented
interventions.
Conclusions show a
high degree of
Clear and detailed
conclusions are
provided. Conclusions
are comprehensive,
data-driven and
reference the
implemented
interventions.
Basic conclusions are Basic conclusions are
included but lack
included but lack
detail. Conclusions are clarity.
not data-driven.
See above
(Academic
Intervention)
SEE ABOVE
Anecdotal
Records:
Lesson 5
(Behavior
Intervention)
Not
present.
Anecdotal
Records:
Lesson 5
reflection, research,
and interpretation.
See above
See above
See above
See above
Not
present.
The proposed longterm solutions meet
the unique and diverse
needs of the learner.
Solutions are
comprehensive, datadriven and reference
the implemented
interventions.
Solutions show a high
degree of reflection,
research, and
interpretation.
See above
The proposed longterm solutions meet
the unique and diverse
needs of the learner.
Solutions are
comprehensive, datadriven and reference
the implemented
interventions.
The long-term solution Solutions are unclear,
fails to consider the
difficult to understand,
learner’s unique
or inappropriate.
needs. Solutions are
clear but not datadriven.
Not
present.
See above
See above
See above
Not
present.
The writer
demonstrates a strong
sense of standard
writing conventions
(e.g. spelling,
The writer
demonstrates a good
command of writing
conventions. Multiple
errors and/or typos are
The writer
demonstrates a basic
use of writing
conventions. At times,
errors in conventions
Repeated errors in
writing conventions
make the text difficult
to read.
Not
present.
(Behavior
Intervention)
Anecdotal
Records:
Lesson 5
(Behavior
Intervention)
Anecdotal
Records:
Lesson 5
(Behavior
Intervention)
Writing
Conventions
Fluency / Tone
Organization
punctuation, grammar.
etc.); few, if any,
minor errors.
The writer speaks
directly to the reader
in a way that is
individual,
compelling, and
engaging. The
writing has good flow,
rhythm, and cadence.
Sentences utilize
strong and varied
structure.
The organization
enhances the central
theme/idea. The order,
structure, or
presentation of
information is
compelling and moves
the reader through the
text.
present.
take away from
readability.
The writer seems
sincere but not fully
engaged or involved.
The text reads
steadily, but is more
mechanical than
fluent.
The writer seems
indifferent,
uninvolved, or
distanced from the
topic. The reader has
to read several times
to give a fair,
interpretive reading.
The reader is unable to Not
identify and a clear
present.
tone. Some aspects are
confusing as a result
of a lack of fluency
and/or voice.
The organization is
strong enough to move
the reader through the
text without too much
confusion.
The writing lacks a
clear sense of direction;
ideas/ details/events
appear strung together
in a loose or random
fashion; no identifiable
internal structure.
A lack of organization
makes the material
confusing to the
reader. At times, the
organization seems
contradictory to the
evidence presented.
Not
present.
FEAPs Matrix
MASTERS
(analyzes)
2h
adapt the learning
environment to
accommodate the
differing needs and
The teacher
examines a variety
of data to identify
student needs. The
teacher sets goals,
APPLIES
(demonstrates)
UNDERSTANDS
(explains)
The teacher is
informed about the
needs of individual
students and
effectively adjusts
The teacher can
identify and explain
how to implement
research-based
strategies to adjust the
RECOGNIZES
The teacher
recognizes the
importance of
adjusting the
learning
NOT ABLE TO
BE SCORED
Not present.
diversity of
students
3h
differentiate
instruction based
on an assessment
of learning needs
and recognition of
individual
differences in
students
3i
support, encourage,
and provide
immediate and
specific feedback
to students to
promote student
achievement
adapts the learning
environment,
analyzes individual
students’ progress
and behavior, and
readjusts as
necessary.
The teacher reflects
on the
effectiveness of
instruction and
analyzes student
progress frequently
to adjust
instruction to meet
individual student
needs. The teacher
uses a variety of
assessments to
identify individual
students’ needs and
to differentiate
instruction
accordingly.
The teacher reflects
on the
effectiveness of
supporting,
encouraging, and
providing
immediate and
specific feedback
to students to
the learning
environment to
accommodate those
needs.
learning environment
to the individual
needs of learners.
environment to meet
individual needs.
The teacher uses
assessment data to
identify individual
student needs and
adjust instruction
accordingly. The
teacher employs
differentiated
instruction to meet a
variety of student
needs.
The teacher explains
the importance of
using assessment data
to differentiate
instruction. Teacher
can clearly-explain
how to use
assessment data to
drive differentiated
instruction.
The teacher
recognizes the
importance of using
assessment data to
differentiate
instruction.
Not present.
The teacher reflects
on the effectiveness
of supporting,
encouraging, and
providing immediate
and specific
feedback to students
to promote
achievement. The
The teacher explains
the importance of
supporting,
encouraging, and
providing immediate
and specific feedback
to students to promote
achievement.
The teacher
recognizes the
importance of
supporting,
encouraging, and
providing immediate
and specific
feedback to students
to promote
Not present.
3j
utilize student
feedback to
monitor
instructional needs
and to adjust
instruction
promote
achievement. The
teacher describes
specific examples
of providing
immediate
feedback to
individual students
and analyzes the
effectiveness of
these actions on
student
achievement.
The teacher
describes specific
examples of
utilizing student
feedback to
monitor
instructional needs
and to adjust
instruction. The
teacher provides a
detailed analysis of
his/her ability to
effectively adjust
instruction to meet
individual student
needs by
examining student
responses and
student progress.
teacher describes
specific examples of
providing immediate
feedback to
individual students.
The teacher
describes specific
examples of
utilizing student
feedback to monitor
instructional needs
and to adjust
instruction.
achievement.
The teacher explains
the importance of
utilizing student
feedback to monitor
instructional needs
and to adjust
instruction.
The teacher
recognizes the
importance of
utilizing student
feedback to monitor
instructional needs
and to adjust
instruction.
Not present.
4f
apply technology to
organize and
integrate
assessment
information
The teacher
creates, maintains,
and analyzes
quantitative and
qualitative data
spreadsheets. Data
from multiple
sources is clearlyintegrated together
and used to draw
conclusions.
5b
The teacher
examine and use
identifies student
data-informed
needs based on
research to improve data and examines
instruction and
current research
student
related to those
achievement
needs. The teacher
uses these findings
to implement
changes in
instruction, to
reflect on the
effectiveness of
instruction, and to
support individual
student
achievement.
The teacher creates,
maintains, and
analyzes quantitative
and qualitative data
spreadsheets.
The teacher explains
the importance of
creating, maintaining,
and analyzing
quantitative and
qualitative data
spreadsheets. The
teacher can explain
how to do this
properly.
The teacher
recognizes the
importance of
creating,
maintaining, and
analyzing
quantitative and
qualitative data
spreadsheets.
Not present.
The teacher
identifies student
needs based on data
and examines
current research
related to those
needs. The teacher
uses these findings
to implement
changes in
instruction.
The teacher clearlyexplains how to use
data and pedagogical
research to improve
student instruction.
The teacher
recognizes the
relationship between
data informed
research and student
achievement.
Not present.
Learning Environment Assignment
FEAP Goals:






2a:
2b:
2c:
2d:
2e:
2f:
organizes, allocates, and manages resources of time, space, and attention
manages individual and class behaviors through a well-planned management system
conveys high expectations to all students
respects students’ cultural, linguistic, and family background
models clear, acceptable oral and written communication skills
maintains a climate of openness, fairness, inquiry, and support
Directions:
The learning environment a teacher creates greatly impacts student behavior and learning. Use the Learning Environment
Spreadsheets to examine this impact. There are a total of 6 Learning Environment Spreadsheets (1 for each FEAP listed above), each
addressing a different aspect of the learning environment. Each sheet has 5 columns: Explain, Plan, Do, Reflect, and Evaluate. Each
column has a statement and several questions to help guide your response (which you will provide in row 3). Your responses should
be approx. 1 paragraph in length, but will vary based on the complexity level of the questions.
The steps should be completed in this order. The 6 ‘Explain’ and 6 ‘Plan’ columns should be completed before you begin teaching; the
6 ‘Do’ columns should be completed during/immediately after your 1st and 2nd times teaching; the 6 ‘Reflect’ columns should be
completed after your 2nd or 3rd time teaching; and the 6 ‘Evaluation’ columns should be completed after you have finished the 5th/final
lesson.
Scoring:
This assignment is worth a total of 300 points. See the Learning Environment Assignment Rubric for detailed information regarding
how this assignment will be scored.
The FEAPs Rubric will provide information regarding how the FEAPs will be assessed for this assignment. The assignment
spreadsheets have been designed so that you can tell exactly which FEAP level is being addressed in each column: ‘Explain’ and
‘Plan’ responses correspond to the ‘Understanding Level’ of the FEAPs matrix; ‘Do’ corresponds to the ‘Applying Level’ of the
FEAPs matrix; and ‘Reflect’ and ‘Evaluate’ correspond to the ‘Mastered Level’ of the FEAPs matrix.
Submit your 6 completed Learning Environment Spreadsheets on Blackboard by 11:59 p.m. on 9/28/14.
EXPLAIN
PLAN
DO
REFLECT
EVALUATE
Explain the impact of noninstructional duties on the
learning environment
Create a plan for managing
non-instructional
responsibilities when
teaching
Use specific details to
describe how you met
and/or failed to meet noninstructional duties when
teaching
Reflect on your effectiveness
at managing noninstructional duties when
teaching
Evaluate your overall ability to
manage non-instructional
duties and the impact on the
learning environment
Identify a minimum of 5
non-instructional
responsibilities a teacher
has when teaching? How
does managing or failing to
manage these
responsibilities impact the
learning environment?
What steps will you
implement to ensure you
meet these
responsibilities?
How did you implement
your plan (what did you
do?)? How did managing or
failing to manage these
responsibilities impact the
learning environment?
Identify 1 non-instructional
duty you feel you managed
effectively and describe how
it impacts the learning
environment in a positive
way. Identify the most
challenging duty to manage
and describe how the
learning environment was
impacted? What will you do
to improve at managing this
duty?
What impact did your
management of these duties
have on the classroom learning
environment? What was the
impact on student behavior
and achievement?
EXPLAIN
PLAN
DO
REFLECT
EVALUATE
Explain the importance of a
well-planned classroom
management system
Describe your host teacher's
classroom management
system
Reflect on your
implementation of the host
teacher's management
system
Evaluate your overall
effectiveness at
implementing the host
teacher's classroom
management system
Why is it important for a
teacher to do this? How
does classroom
management impact
academic achievement?
Which class rules/procedures
are most strictly-enforced?
Use specific details to
describe how you
maintained/failed to
maintain the host teacher's
classroom management
system
How are you implementing
the host teacher's system?
Describe challenges you've
encountered with the class
and/or individual students.
How did you respond to
these challenges?
Which procedures have
been challenging for you to
implement? What
adjustments/ modifications
will you make?
What impact did your
classroom management have
on the learning
environment? What was the
impact on student behavior
and achievement? Identify 2
aspects of the host
teteacher's classroom
management system that
you would incorporate in
your own classroom and
explain why. Identify 2
aspects you would change
and explain why.
EXPLAIN
PLAN
DO
REFLECT
EVALUATE
Explain what it means to
convey high expectations
to ALL students
Create a plan for
conveying high
expectations to ALL
students
Reflect on your actions to
convey high expectations
to ALL students
Evaluate your overall
effectiveness at conveying
hgh expectations to
students
Why is it important for a
teacher to do this? How
does a teacher set
challenging, yet
attainable, expectations
for a diverse group of
learners?
What steps will you
implement? What support
will you offer? How will
you know whether you did
this effctively?
Use specific details to
describe how you
conveyed high
expectations to ALL
students
How did you implement
your plan (what did you
do?)? What types of
responses did you receive
from your students?
What has been effective
and what has not? How do
you know? What
adjustments/
modifications will you
make?
What impact did your
expectations have on the
classroom learning
environment? What was
the impact on student
behavior and
achievement?
.
EXPLAIN
PLAN
DO
REFLECT
EVALUATE
Explain the importance of
respecting students'
cultural, linguistic, and
family background
Describe ways you plan to
consider students' cultural,
linguistic, and family
background when teaching
Use specific details to
describe ways that you
are acknowledging and
respecting individual
students' cultural,
linguistic, and family
background
Reflect on your
effectiveness at
acknowledging and
respecting individual
students' cultural,
linguistic, and family
background
Evaluate your overall
ability to consider
individual students'
cultural, linguistic, and
family background
How does this impact
students? How does this
impact the learning
environment? Give several
examples of ways your host
teacher does this.
What strategies will you
implement to ensure you
are meeting this
responsibility?
What have you been
doing to demonstrate
this? How are students
responding to your
methods?
Identify challenges
and/or missed
opportunities to
acknowledge individual
student differences.
Identify ways you could
improve.
What impact did your
considerations have on
the classroom learning
environment? What was
the impact on individual
student behavior and/or
achievement? How do
you plan to integrate
respect for cultural
differences into your
classroom?
EXPLAIN
PLAN
DO
REFLECT
EVALUATE
Explain the importance of
modeling clear,
acceptable oral and
written communication
skills
Describe a minimum of 3
strategies you plan to
incorporate to model
clear, acceptable oral and
written communication
skills
How do you intend to
incorporate these 3
strategies regularly in
your teaching?
Use specific
examples/details to describe
how you are modeling clear,
acceptable oral and written
communication skills
Reflect on your
experiences modeling
clear, acceptable oral and
written communication
skills
Evaluate your overall
effectiveness at modeling
clear, acceptable oral and
written communication
skills
How are you modeling
appropriate
communication? What have
the students responses
been?
Identify challenges and/or
missed opportunities to
model these skills. Identify
ways you can improve
modeling clear,
acceptable
communication skills with
students.
What impact did modeling
acceptable communication
skills have on students?
How will you apply what
you learned in your own
classroom?
What does in mean to
model clear
communication skills?
Why is it important for a
teacher to do this? How
does modeling
communication skills
impact students?
EXPLAIN
PLAN
DO
REFLECT
EVALUATE
Explain the importance of
maintaining a classroom
climate of openness,
inquiry, fairness, and
support
Describe strategies you will
use to maintain a
classroom climate of
openness, inquiry, fairness,
and support
Use specific details to
describe ways that you
are maintaining a
classroom climate of
openness, inquiry,
fairness, and support
Reflect on your
effectiveness at
maintaining a classroom
climate of openness,
inquiry, fairness, and
support
Evaluate your overall
ability to maintain a
classroom climate of
openness, inquiry,
fairness, and support
Describe characteristics of
positive classroom climates.
How does this impact
students? How does this
impact the learning
environment?
What steps will you take?
Explain how your plan will
help create a positive
classroom climate.
What have you been
doing to demonstrate
this? How are students
responding to your
methods?
Identify challenges to
maintaining a positive
classroom climate for all
students. Identify ways
you could improve the
classroom climate for all
students.
What impact did your
methods have on the
classroom learning
environment? What was
the impact on individual
student behavior and/or
achievement? How do
you plan to maintain a
positive climate in your
classroom?
Learning Environment Assignment Rubric (300 Points Possible)
NonInstructional
Responsibilities
EXPLAIN
NonInstructional
Responsibilities
PLAN
10 Points
7 Points
4 Points
1 Point
0 Points
A clear explanation
of the importance
of managing noninstructional
responsibilities
when teaching is
provided. A
minimum of 5
examples of such
duties are included.
The impact on the
learning
environment is
fully explored and
explained.
A clear and
detailed plan for
managing noninstructional duties
when teaching is
present. The plan is
practical and is
designed to have a
positive impact on
the learning
environment.
An objective and
detailed account of
A clear explanation
of the importance
of managing noninstructional
responsibilities
when teaching is
provided. The
impact is not
clearly-addressed
OR there are less
than 5 examples
provided.
A clear explanation
of the importance
of managing noninstructional
responsibilities is
provided, but
specific details are
not included.
A basic
explanation of the
importance of
managing noninstructional
responsibilities is
provided, but
specific details are
not included.
A detailed plan for
managing noninstructional duties
when teaching is
present, but the
impact on the
learning
environment is not
explored.
A plan for
managing noninstructional duties
when teaching is
present, but the
plan is flawed or
impractical.
A basic plan for
Not present.
managing noninstructional duties
when teaching is
present. A lack of
detail makes the
plan difficult for
the reader to
visualize.
An objective
account of the
The account of the
plan’s
The account of the
plan’s
Not present.
Not present.
the plan’s
Nonimplementation is
Instructional
Responsibilities present. A clear
DO
NonInstructional
Responsibilities
REFLECT
explanation of how
managing and/or
failing to manage
non-instructional
duties impacted the
learning
environment is
included.
A high-degree of
reflection on the
effectiveness of
managing noninstructional duties
when teaching is
present. The
impact on the
learning
environment is
thoroughly
analyzed. The
reflection focuses
on 1 success and 1
challenge in detail.
The ‘plan’ is
directly referenced
in the reflection.
Clear, detailed, and
realistic ideas for
improvement are
included.
plan’s
implementation is
present. The
explanation of how
managing and/or
failing to manage
non-instructional
duties impacted the
learning
environment is
basic.
Reflection on the
effectiveness of
managing noninstructional duties
when teaching is
evident. The
impact on the
learning
environment is
analyzed. The
reflection focuses
on 1 success and 1
challenge in detail.
The ‘plan’ is
directly referenced
in the reflection.
Clear, detailed, and
realistic ideas for
improvement are
included.
implementation
lacks objectivity
and/or detail. The
explanation of how
managing and/or
failing to manage
non-instructional
duties impacted the
learning
environment is
unclear.
An account of the
effectiveness of
managing noninstructional duties
when teaching is
present, but lacks
reflection. There is
some degree of
reflection on the
impact on the
learning
environment. The
‘plan’ is not
directly referenced
in the reflection.
Realistic ideas for
improvement are
included.
implementation is
unclear and lacks
detail. No
explanation of how
managing and/or
failing to manage
non-instructional
duties impacted
the learning
environment is
present.
The account of the Not present.
effectiveness of
managing noninstructional duties
when teaching is
unclear. The ‘plan’
and the impact on
the learning
environment are
not addressed.
Ideas for
improvement are
unclear and/or
seriously-flawed.
NonInstructional
Responsibilities
EVALUATE
Classroom
Management
EXPLAIN
Classroom
Contains a
thorough, genuine
self-evaluation of
the overall ability
to manage noninstructional duties
and the impact on
the learning
environment.
Relevant
information is
presented and
interpreted using
research-based
theories. A detailed
analysis of the
impact on student
learning and
achievement is
present.
Provides a clear,
research-based
explanation of the
importance of
classroom
management and a
detailed description
of its impact on
student academic
achievement.
Describes the host
teacher’s
classroom
Contains a
thorough, genuine
self-evaluation of
the overall ability
to manage noninstructional duties
and the impact on
the learning
environment.
Relevant
information is
presented and
interpreted using
research-based
theories. A
description of the
impact on student
learning and
achievement is
present.
Provides a clear,
explanation of the
importance of
classroom
management and
its impact on
student academic
achievement.
Contains a basic
self-evaluation of
the overall ability
to manage noninstructional duties
and the impact on
the learning
environment.
Relevant
information is
lacking.
There is
insufficient
information
presented to
provide a valid
evaluation.
Not present.
Provides a general
explanation of the
importance of
classroom
management, but
fails to make a clear
connection to
student academic
achievement.
Contains an
accurate
explanation of
classroom
management.
Not present.
Describes the host
teacher’s
classroom
Describes the host
teacher’s classroom
management
Provides a basic
description of the
host teacher’s
Not present.
Management
PLAN
Classroom
Management
DO
Classroom
Management
REFLECT
management
system and
identifies important
aspects. Provides a
clear plan to
enforce the existing
system.
Uses specific
details to describe
how you
maintained/failed
to maintain the
host teacher's
classroom
management
system. Successes
and challenges are
clearly-identified.
An objective and
analytical
reflection on your
implementation of
the host teacher's
management
system is included.
Challenges and
successes are
identified.
Modifications for
challenges are
proposed and
research-based
rationales are
management
system. Provides a
clear plan to
enforce the existing
system.
system. Provides a
basic plan to
enforce the existing
system.
classroom
management
system.
Describes how you
maintained/failed
to maintain the
host teacher's
classroom
management
system. Successes
and challenges are
clearly-identified.
Describes how you
maintained/failed to
maintain the host
teacher's classroom
management
system. Successes
and challenges are
identified.
Contains a basic
description of how
you maintained/
failed to maintain
the host teacher's
classroom
management
system.
An objective
reflection on your
implementation of
the host teacher's
management
system is included.
Challenges and
successes are
identified.
Modifications for
challenges are
proposed and
rationales are
provided.
A reflection on
your
implementation of
the host teacher's
management
system is included.
Challenges and
successes are
identified.
Modifications are
described.
A basic reflection
Not present.
on your
implementation of
the host teacher's
management
system is included.
Not present.
Classroom
Management
EVALUATE
Setting High
Expectations
EXPLAIN
provided.
Contains a highlyreflective analysis
of the impact of
your classroom
management on the
learning
environment,
student behavior
and achievement.
Details of your
experience are used
to identify 2
aspects of the host
teacher's classroom
management
system that you
would incorporate
in your own
classroom and 2
you would not.
Informed rationales
for doing so are
included.
Provides a clear,
research-based
explanation of the
importance of
setting high
expectations and a
detailed description
of the impact on
student academic
Contains an
analysis of the
impact of your
classroom
management on the
learning
environment,
student behavior
and achievement.
Details of your
experience are used
to identify 2
aspects of the host
teacher's classroom
management
system that you
would incorporate
in your own
classroom and 2
you would not.
Rationales for
doing so are
included.
Provides a clear
explanation of the
importance of
setting high
expectations and
the impact on
student academic
achievement.
Contains a clear
Contains a
description of the
impact of your
classroom
management on the
learning
environment,
student behavior
and achievement.
Details of your
experience are used
to identify 2 aspects
of the host teacher's
classroom
management
system that you
would incorporate
in your own
classroom and 2
you would not.
Contains a
description of the
impact of your
classroom
management on
the learning
environment,
student behavior
and achievement.
Not present.
Provides a clear
explanation of the
importance of
setting high
expectations and
the impact on
student academic
achievement.
Contains a basic
Provides a basic
explanation of the
importance of
setting high
expectations and
the impact on
student academic
achievement.
Not present.
Setting High
Expectations
PLAN
Setting High
Expectations
DO
achievement.
Contains a clear
explanation of how
to set challenging,
yet attainable,
expectations for a
diverse group of
learners.
A clear and
detailed plan for
setting challenging,
yet attainable,
expectations is
present. The plan is
practical and is
designed to have a
positive impact on
the learning
environment. The
plan clearly
outlines strategies
for supporting
students and
accurately
evaluating plan
effectiveness.
An objective and
detailed account of
the plan’s
implementation
and student
responses are
present. A clear
explanation of how
to set challenging,
yet attainable,
expectations for a
diverse group of
learners.
explanation of how
to set challenging,
yet attainable,
expectations for a
diverse group of
learners.
A clear and
detailed plan for
setting challenging,
yet attainable,
expectations is
present. The plan is
practical and is
designed to have a
positive impact on
the learning
environment.
A basic plan for
setting challenging,
yet attainable,
expectations is
present. The plan is
designed to have a
positive impact on
the learning
environment.
A basic plan for
setting
challenging, yet
attainable,
expectations is
present.
Not present.
An objective
account of the
plan’s
implementation is
present. The
impact of
setting/failing to
An objective
account of the
plan’s
implementation is
present, but a lack
of details makes it
difficult for the
The account of the
plan’s
implementation
and the impact on
the learning
environment are
unclear.
Not present.
Setting High
Expectations
REFLECT
Setting High
Expectations
EVALUATE
explanation of the
impact of your
expectations on the
learning
environment is
included.
An objective and
analytical
reflection on your
ability to
set/convey high
expectations is
included.
Challenges and
successes are
identified.
Modifications for
challenges are
proposed and
research-based
rationales are
provided.
Contains a
thorough, genuine
self-evaluation of
the overall ability
to set/convey high
expectations and
the impact on the
learning
environment.
Relevant
information is
set high
expectations is
examined.
reader to visualize.
The impact of
setting/failing to set
high expectations is
unclear.
An objective
reflection on your
ability to
set/convey high
expectations is
included.
Challenges and
successes are
identified.
Modifications for
challenges are
proposed and
rationales are
provided.
A reflection on
your ability to
set/convey high
expectations is
included.
Challenges and
successes are
identified.
Modifications are
described.
A basic reflection
on your ability to
set/convey high
expectations is
included.
Not present.
Contains a
thorough, genuine
self-evaluation of
the overall ability
to set/convey high
expectations and
the impact on the
learning
environment.
Relevant
information is
Contains a basic
self-evaluation of
the overall ability
to set/convey high
expectations and
the impact on the
learning
environment.
Relevant
information is
lacking.
There is
insufficient
information
presented to
provide a valid
evaluation of the
ability to
set/convey high
expectations.
Not present.
Respecting
Student
Backgrounds
EXPLAIN
presented and
interpreted using
research-based
theories. A detailed
analysis of the
impact on student
learning and
achievement is
present.
Provides a clear,
research-based
explanation of the
importance of
respecting student
backgrounds and a
detailed description
of the impact on
student academic
achievement and
behavior. Contains
a clear explanation
and clear examples
of a variety of
methods to respect
student
backgrounds for a
diverse group of
learners; provides
examples of
methods
implemented by
the host teacher.
A clear and
presented and
interpreted using
research-based
theories. A
description of the
impact on student
learning and
achievement is
present.
Provides a clear
explanation of the
importance of
respecting student
backgrounds and
the impact on
student academic
achievement and
behavior. Contains
a clear explanation
of how to respect
student
backgrounds for a
diverse group of
learners.
A clear and
Provides a clear
explanation of the
importance of
respecting student
backgrounds and
the impact on
student academic
achievement.
Contains a basic
explanation of how
respect student
backgrounds for a
diverse group of
learners.
Provides a basic
explanation of the
importance of
respecting student
backgrounds and
the impact on
student academic
achievement.
Not present.
A basic plan for
A basic plan for
Not present.
Respecting
Student
Backgrounds
PLAN
Respecting
Student
Backgrounds
DO
detailed plan for
considering
students' cultural,
linguistic, and
family background
when teaching is
present. The plan is
practical and is
designed to have a
positive impact on
the learning
environment. The
plan clearly
outlines strategies
for considering
student
backgrounds and
accurately
evaluating plan
effectiveness.
An objective and
detailed account of
the plan’s
implementation
and student
responses are
present. A clear
explanation of the
impact of your
consideration for
student
backgrounds on the
learning
detailed plan for
considering
students' cultural,
linguistic, and
family background
is present. The plan
is practical and is
designed to have a
positive impact on
the learning
environment.
considering
students' cultural,
linguistic, and
family background
expectations is
present. The plan is
designed to have a
positive impact on
the learning
environment.
considering
students' cultural,
linguistic, and
family background
is present.
An objective
account of the
plan’s
implementation is
present. The
impact of
considering/ failing
to consider student
backgrounds is
examined.
An objective
account of the
plan’s
implementation is
present, but a lack
of details makes it
difficult for the
reader to visualize.
The impact of
considering/failing
to consider student
backgrounds is
unclear.
The account of the
plan’s
implementation
and the impact on
the learning
environment are
unclear.
Not present.
Respecting
Student
Backgrounds
REFLECT
Respecting
Student
Backgrounds
environment is
included.
An objective and
analytical
reflection on your
ability to consider
students' cultural,
linguistic, and
family background
when teaching is
included.
Challenges and
successes are
identified.
Modifications for
challenges are
proposed and
research-based
rationales are
provided.
An objective
reflection on your
ability to consider
students' cultural,
linguistic, and
family background
when teaching is
included.
Challenges and
successes are
identified.
Modifications for
challenges are
proposed and
rationales are
provided.
A reflection on
your ability to
consider students'
cultural, linguistic,
and family
background when
teaching is
included.
Challenges and
successes are
identified.
Modifications are
described.
A basic reflection
on your ability to
consider students'
cultural, linguistic,
and family
background when
teaching is
included.
Not present.
Contains a
thorough, genuine
self-evaluation of
your overall ability
to consider
students' cultural,
linguistic, and
family background
when teaching and
the impact on the
learning
Contains a
thorough, genuine
self-evaluation of
your overall ability
to consider
students' cultural,
linguistic, and
family background
when teaching and
the impact on the
learning
Contains a basic
self-evaluation of
your overall ability
to consider
students' cultural,
linguistic, and
family background
when teaching and
the impact on the
learning
environment.
There is
insufficient
information
presented to
provide a valid
self-evaluation of
your ability to
consider students'
cultural, linguistic,
and family
background when
Not present.
environment.
Relevant
information is
presented and
interpreted using
research-based
theories. A detailed
analysis of the
impact on student
learning and
achievement is
present. Includes
professional goals
to integrate respect
for cultural
differences into
your own
classroom.
Provides a clear,
research-based
explanation of the
Modeling
importance of
Communication modeling clear,
Skills
acceptable oral and
written
EXPLAIN
communication
skills and a
detailed description
of the impact on
the learning
environment.
Contains a clear
explanation of how
EVALUATE
environment.
Relevant
information is
presented and
interpreted using
research-based
theories. A
description of the
impact on student
learning and
achievement is
present. Includes
professional goals
to integrate respect
for cultural
differences into
your own
classroom.
Provides a clear
explanation of the
importance of
modeling clear,
acceptable oral and
written
communication
skills and the
impact on the
learning
environment.
Contains a clear
explanation of how
to model clear
communication
Relevant
information is
lacking.
teaching.
Provides a clear
explanation of the
importance of
modeling clear,
acceptable oral and
written
communication
skills and the
impact on the
learning
environment.
Contains a basic
explanation of how
to model clear
communication
Provides a basic
Not present.
explanation of the
importance of
modeling clear,
acceptable oral and
written
communication
skills in the
classroom.
to model clear
communication
skills for a diverse
group of learners.
A clear and
detailed plan for
modeling clear,
acceptable oral and
written
communication
Modeling
skills is present. A
Communication minimum of 3
strategies are
Skills
included. The plan
is practical and is
PLAN
designed to have a
positive impact on
the learning
environment. The
plan clearly
outlines strategies
for modeling clear
communication
and accurately
evaluating the
plan’s
effectiveness.
An objective and
detailed account of
the plan’s
implementation
Modeling
and student
Communication responses are
skills for a diverse
group of learners.
skills for a diverse
group of learners.
A clear and
detailed plan for
modeling clear,
acceptable oral and
written
communication
skills is present. 12 strategies are
included. The plan
is practical and is
designed to have a
positive impact on
the learning
environment.
A basic plan for
modeling clear,
acceptable oral and
written
communication
skills is present.
The plan is
designed to have a
positive impact on
the learning
environment.
A basic plan for
Not present.
modeling clear,
acceptable oral and
written
communication
skills is present.
An objective
account of the
plan’s
implementation is
present. The
impact of
An objective
account of the
plan’s
implementation is
present, but a lack
of details makes it
The account of the
plan’s
implementation
and the impact on
the learning
environment are
Not present.
present. A clear
explanation of the
DO
impact of your
ability to model
clear
communication
skills on the
learning
environment is
included.
An objective and
analytical
reflection on your
ability to model
clear, acceptable
Modeling
oral and written
Communication communication
skills is included.
Skills
Challenges and
REFLECT
successes are
identified.
Modifications for
challenges are
proposed and
research-based
rationales are
provided.
Contains a
thorough, genuine
self-evaluation of
your overall ability
to model clear,
Modeling
acceptable oral and
Skills
modeling/failing to
model clear
communication is
examined.
difficult for the
reader to visualize.
The impact of
setting/failing to
model clear
communication
skills is unclear.
unclear.
An objective
reflection on your
ability to model
clear, acceptable
oral and written
communication
skills is included.
Challenges and
successes are
identified.
Modifications for
challenges are
proposed and
rationales are
provided.
A reflection on
your ability to
model clear,
acceptable oral and
written
communication
skills is included.
Challenges and
successes are
identified.
Modifications are
described.
A basic reflection
Not present.
on your ability to
model clear,
acceptable oral and
written
communication
skills is included.
Contains a
thorough, genuine
self-evaluation of
your overall ability
to set/convey high
expectations and
Contains a basic
self-evaluation of
the overall ability
to model clear,
acceptable oral and
written
There is
insufficient
information
presented to
provide a valid
evaluation of the
Not present.
Communication written
communication
Skills
EVALUATE
Classroom
Climate
EXPLAIN
skills and the
impact on the
learning
environment.
Relevant
information is
presented and
interpreted using
research-based
theories. A detailed
analysis of the
impact on student
learning and
achievement is
present. Includes
professional goals
for modeling clear
communication in
your own
classroom.
Provides a clear,
research-based
explanation of the
importance of
modeling clear,
acceptable oral and
written
communication
skills and a
detailed description
of the impact on
the impact on the
learning
environment.
Relevant
information is
presented and
interpreted using
research-based
theories. A
description of the
impact on student
learning and
achievement is
present. Includes
professional goals
for modeling clear
communication in
your own
classroom.
communication
skills and the
impact on the
learning
environment.
Relevant
information is
lacking.
ability to model
clear, acceptable
oral and written
communication
skills.
Provides a clear
explanation of the
importance of
modeling clear,
acceptable oral and
written
communication
skills and the
impact on the
learning
environment.
Provides a clear
explanation of the
importance of
modeling clear,
acceptable oral and
written
communication
skills and the
impact on the
learning
environment.
Provides a basic
Not present.
explanation of the
importance of
modeling clear,
acceptable oral and
written
communication
skills in the
classroom.
Classroom
Climate
PLAN
the learning
environment.
Contains a clear
explanation of how
to model clear
communication
skills for a diverse
group of learners.
A clear and
detailed plan for
maintaining a
classroom climate
of openness,
inquiry, fairness,
and support is
present. The plan is
practical and is
designed to have a
positive impact on
the learning
environment. The
plan clearly
outlines strategies
for maintaining a
classroom climate
of openness,
inquiry, fairness,
and support and
accurately
evaluating the
plan’s
effectiveness.
An objective and
Contains a clear
explanation of how
to model clear
communication
skills for a diverse
group of learners.
Contains a basic
explanation of how
to model clear
communication
skills for a diverse
group of learners.
A clear and
detailed plan for
maintaining a
classroom climate
of openness,
inquiry, fairness,
and support is
present. The plan is
practical and is
designed to have a
positive impact on
the learning
environment.
A basic plan for
maintaining a
classroom climate
of openness,
inquiry, fairness,
and support is
present. The plan is
designed to have a
positive impact on
the learning
environment.
A basic plan for
maintaining a
classroom climate
of openness,
inquiry, fairness,
and support is
present.
Not present.
An objective
An objective
The account of the
Not present.
Classroom
Climate
DO
Classroom
Climate
REFLECT
detailed account of
the plan’s
implementation
and student
responses are
present. A clear
explanation of the
impact of your
ability to maintain
a classroom
climate of
openness, inquiry,
fairness, and
support on the
learning
environment is
included.
An objective and
analytical
reflection on your
ability to maintain
a classroom
climate of
openness, inquiry,
fairness, and
support is included.
Challenges and
successes are
identified.
Modifications for
challenges are
proposed and
research-based
account of the
plan’s
implementation is
present. The
impact of
maintaining/
failing to maintain
a classroom
climate of
openness, inquiry,
fairness, and
support is
examined.
account of the
plan’s
implementation is
present, but a lack
of details makes it
difficult for the
reader to visualize.
The impact of
maintaining a
classroom climate
of openness,
inquiry, fairness,
and support is
unclear.
plan’s
implementation
and the impact on
the learning
environment are
unclear.
An objective
reflection on your
ability to maintain
a classroom
climate of
openness, inquiry,
fairness, and
support is included.
Challenges and
successes are
identified.
Modifications for
challenges are
proposed and
rationales are
provided.
A reflection on
your ability to
maintain a
classroom climate
of openness,
inquiry, fairness,
and support is
included.
Challenges and
successes are
identified.
Modifications are
described.
A basic reflection
on your ability to
maintain a
classroom climate
of openness,
inquiry, fairness,
and support is
included.
Not present.
Classroom
Climate
EVALUATE
rationales are
provided.
Contains a
thorough, genuine
self-evaluation of
your overall ability
to maintain a
classroom climate
of openness,
inquiry, fairness,
and support and the
impact on the
learning
environment.
Relevant
information is
interpreted using
research-based
theories. A detailed
analysis of the
impact on student
learning and
achievement is
present. Includes
professional goals
for maintaining a
positive climate in
your own
classroom.
Contains a
thorough, genuine
self-evaluation of
your overall ability
to maintain a
classroom climate
of openness,
inquiry, fairness,
and support and the
impact on the
learning
environment.
Relevant
information is
interpreted using
research-based
theories. A
description of the
impact on student
learning and
achievement is
present. Includes
professional goals
for maintaining a
positive climate in
your own
classroom.
Contains a basic
self-evaluation of
the overall ability
to maintain a
classroom climate
of openness,
inquiry, fairness,
and support and the
impact on the
learning
environment.
Relevant
information is
lacking.
There is
insufficient
information
presented to
provide a valid
evaluation of the
ability to maintain
a classroom
climate of
openness, inquiry,
fairness, and
support.
Not present.
FEAPs Matrix
2a
organize, allocate,
and manage
resources of time,
space, and attention
2b
manage individual
and class behaviors
through a well-
MASTERS
(analyzes)
APPLIES
(demonstrates)
UNDERSTANDS
(explains)
RECOGNIZES
NOT ABLE
TO BE
SCORED
The teacher uses
strategies based on
best practices and
pedagogical
research to evaluate
his/her ability to
effectively
organize, allocate,
and manage
resources of time,
space, and attention
when teaching. The
teacher documents
and analyzes the
impact of the
management of
non-instructional
duties on the
learning
environment and
adjusts to improve
the quality of
instruction.
The teacher
documents and
analyzes the impact
of classroom
The teacher
documents their
ability to effectively
organize, allocate,
and manage
resources of time,
space, and attention
when teaching. The
teacher recognizes
the impact on the
learning
environment.
The teacher uses
strategies based on
best practices and
recognized
pedagogical research
to explain the
importance of being
able to effectively
organize, allocate,
and manage resources
of time, space, and
attention when
teaching.
The teacher
recognizes and
identifies various
types of noninstructional
responsibilities.
Not present.
The teacher
documents their
ability to effectively
manage individual
The teacher uses
strategies based on
best practices and
recognized
The teacher
recognizes and
identifies various
aspects of effective
Not present.
planned
management
system
2c
convey high
expectations to all
students
2d
management on the
learning
environment. The
teacher evaluates
his/her ability to
manage individual
and class behaviors
through a wellplanned
management
system and
implements new
strategies based on
this evaluation.
The teacher uses
strategies based on
best practices and
pedagogical
research to evaluate
his/her ability to
effectively convey
high expectations to
all students. The
teacher documents
and analyzes the
impact of teacher
expectations on the
learning
environment and
adjusts to improve
the quality of
instruction.
The teacher uses
and class behaviors
through a wellplanned
management
system. The teacher
recognizes the
impact on the
learning
environment.
pedagogical research
to explain the
importance of being
able to effectively
manage individual
and class behaviors
through a wellplanned management
system.
classroom
management.
The teacher
documents their
ability to effectively
convey high
expectations to all
students. The
teacher recognizes
the impact on the
learning
environment.
The teacher uses
strategies based on
best practices and
recognized
pedagogical research
to explain the
importance of being
able to effectively
convey high
expectations to all
students.
The teacher
recognizes and
identifies various
methods of
conveying high
expectations to all
students.
Not present.
The teacher
The teacher uses
The teacher
Not present.
respect students’
cultural, linguistic,
and family
background
2e
model clear,
acceptable oral and
written
communication
skills
strategies based on
best practices and
pedagogical
research to evaluate
his/her ability to
effectively respect
students’ cultural,
linguistic, and
family background.
The teacher
documents and
analyzes the impact
on the learning
environment and
adjusts to improve
the quality of
instruction.
The teacher
documents and
analyzes the impact
of modeling clear,
acceptable oral and
written
communication
skills
on the learning
environment. The
teacher evaluates
his/her ability to
model clear
communication and
implements new
strategies based on
documents their
ability to effectively
convey respect for
students’ cultural,
linguistic, and
family background.
The teacher
recognizes the
impact on the
learning
environment.
strategies based on
best practices and
recognized
pedagogical research
to explain the
importance of being
able to effectively
demonstrate respect
for students’ cultural,
linguistic, and family
background.
.
recognizes and
identifies various
methods of
demonstrating
respect for students’
cultural, linguistic,
and family
background.
.
The teacher
documents their
ability to effectively
model clear,
acceptable oral and
written
communication
skills. The teacher
recognizes the
impact on the
learning
environment.
The teacher uses
strategies based on
best practices and
recognized
pedagogical research
to explain the
importance of being
able to model clear,
acceptable oral and
written
communication skills.
.
The teacher
recognizes and
identifies various
strategies for
modeling clear,
acceptable oral and
written
communication
skills.
Not present.
2f
maintain a climate
of openness,
fairness, inquiry,
and support
this evaluation.
The teacher
documents and
analyzes the impact
of maintaining a
climate of
openness, fairness,
inquiry, and support
on the learning
environment. The
teacher evaluates
his/her ability to
maintain a climate
of openness,
fairness, inquiry,
and support and
implements new
strategies based on
this evaluation.
The teacher
documents their
ability to effectively
maintain a climate
of openness,
fairness, inquiry,
and support. The
teacher recognizes
the impact on the
learning
environment.
The teacher uses
strategies based on
best practices and
recognized
pedagogical research
to explain the
importance of
maintaining a climate
of openness, fairness,
inquiry, and support.
The teacher
Not present.
recognizes and
identifies various
strategies for
maintaining a
climate of openness,
fairness, inquiry, and
support.
Assistive Technology Assignment
FEAP Goals:
 2g: integrate current information and communication technologies
 2i: utilize current and emerging assistive technologies that enable students to participate
in high-quality communication interactions and achieve their educational goals
Directions:
Assistive Technology refers to any electronic software or device that enables a person with special needs to access technology. While
at your school, explore the assistive technology available, learn to use it, and work with students to accomplish a task. When you are
finished, write a 1-2 page (double-spaced) reflection describing your experience and ways assistive technology can be integrated into
your future classroom. You may find assistive technology in classrooms, computer labs, the media center, and a wide variety of other
locations at your school.
Scoring:
This assignment is worth a total of 100 points. See the Assistive Technology Rubric for detailed information regarding how this
assignment will be scored.
Submit your completed reflection on Blackboard by 11:59 pm on 10/12/14.
Assistive Technology Assignment Rubric (100 Points)
Description of
Available
Assistive
Technology
Working with
Students
20 Points
15 Points
10 Points
5 Points
There is a clear and
detailed description of
available assistive
technology and its
function; the ease of
use and the number of
students benefiting
from the technology
are addressed; your
experience learning to
use the technology is
included.
There is a clear and
detailed description of
your experience
implementing
assistive technology
with students; the
goal of the task is
clearly-stated and the
role of assistive
technology is clear; it
is evident that you
used the technology
to help the student
participate in high
quality
communication
interactions or
educational activities.
There is a solid
description of
available assistive
technology and its
function; the ease of
use and your
experience learning to
use the technology are
included.
There is a basic
description of
available assistive
technology and its
function; your
experience learning to
use the technology is
included
The description of
available assistive
technology and its
function is difficult to
understand.
Not present.
0 Points
There is a clear and
detailed description of
your experience
implementing
assistive technology
with students; the
goal of the task is
clearly-stated and the
role of assistive
technology is clear.
There is a basic
description of your
experience
implementing
assistive technology
with students; the
goal and the role of
assistive technology
lack clarity.
The description of
your experience
implementing
assistive technology
with students is
unclear.
Not present.
Future Goals
Conventions
Organization
There is a clear,
future professional
goal included that is
based on integrating
assistive technology
into the curriculum;
the need/potential for
assistive technology is
clear; future
applications in your
classroom show a
high-degree of
reflection.
The writer
demonstrates a strong
sense of standard
writing conventions
(e.g. spelling,
punctuation,
grammar. etc.); few, if
any, minor errors are
present; word choices
are powerful and
engaging.
The organization
enhances the central
theme/idea; the order,
structure, or
presentation of
information is
compelling and
moves the reader
through the text; there
is a clear introduction
and conclusion.
There is a clear,
future professional
goal included that is
based on integrating
assistive technology
into the curriculum;
the need/potential for
assistive technology is
clear; future
applications in your
classroom are
included.
There is a future
professional goal
included that is based
on integrating
assistive technology
into the curriculum;
the need/potential for
assistive technology is
clear.
A future professional Not present.
goal related to
assistive technology is
present, but lacks
detail and clarity.
The writer
demonstrates a solid
sense of standard
writing conventions
(e.g. spelling,
punctuation,
grammar. etc.); errors
are limited; word
choices are accurate.
The writer
demonstrates a basic
use of writing
conventions; at times,
conventions take
away from
readability.
Repeated errors in
writing conventions
make the text difficult
to read/ understand.
Not present.
The organization is
strong enough to
move the reader
through the text
without too much
confusion; there is a
clear introduction and
conclusion.
There is a basic
organization present,
but it is confusing at
times; there is no
clear introduction
and/or conclusion
present.
The writing lacks a
clear sense of
direction; ideas/
details/events appear
strung together in a
loose or random
fashion; there is no
identifiable internal
structure.
Not Present.
FEAPs Matrix
2g
Integrate current
information and
communication
technologies
2i
Utilize current and
emerging assistive
technologies that
enable students to
participate in highquality
communication
interactions and
achieve their
educational goals
MASTERS
(analyzes)
APPLIES
(demonstrates)
The teacher
examines a variety
of assistive
technologies and
implements them
with students; the
teacher integrates
current information
and assistive
technology to
provide access to
rigorous, relevant
instruction; there is
a detailed analysis
of effective ways to
integrate current
information and
communication
technologies and
the teacher sets
meaningful,
professional goals
for doing such; the
analysis shows a
high-degree of
reflection.
The teacher
examines a variety
of assistive
technologies and
implements them
with students; the
teacher integrates
current information
and assistive
technology to
provide access to
rigorous, relevant
instruction.
UNDERSTANDS
(explains)
The teacher can
explain how to
integrate current
information and
communication
technologies to
provide access to
rigorous, relevant
instruction.
RECOGNIZES
The teacher
recognizes the
importance of
integrating current
information and
communication
technologies.
NOT ABLE TO
BE SCORED
Not present.
Professional Development Assignment
FEAP Goals:
 5d: engage in targeted professional growth opportunities and reflective practices, both
independently and in collaboration with colleagues
 5e: implement knowledge and skills learned in professional development in the teaching
and learning process
Directions:
Professional Development refers to a broad range of learning opportunities intended for growth in one’s career. In order to maintain a
professional teaching license, educators are required to document a certain number of hours of professional development renewal
period. Professional development often takes the form of meetings, workshops, seminars, labs, mentoring, in-service college
coursework, etc. While at your school, participate in a professional development opportunity. Describe the topic, participants, and
process. Reflect on your collaboration with others and your own knowledge of the topic. Explain how you implemented what you
learned and any impact it had on students and/or on your future practices. Write a 1-2 page (double-spaced) response.
Scoring:
This assignment is worth a total of 100 points. See the Professional Development Rubric for detailed information regarding how this
assignment will be scored.
Submit your completed reflection on Blackboard by 11:59 pm on 9/14/14.
Professional Development Rubric (100 Points)
Professional
Development
Description
Collaboration/
Reflection
Implementation
20 Points
15 Points
10 Points
5 Points
0 Points
There is a clear
and detailed
description of the
professional
development
opportunity,
including the
topic,
participants, and
process;
connections are
made between
the topic and its
application in the
classroom.
There is a clear
and detailed
reflection of the
professional
development
information and
its application in
the teaching and
learning process;
the reflection
includes personal
knowledge/
reflection and
collaboration
with others; a
high-degree of
reflection is
present.
A clear and
detailed
description of
how you
implemented the
information in
the teaching and
learning process
is present; the
impact on you
and/or students is
analyzed and
future
professional
goals related to
There is a solid
description of the
professional
development
opportunity;
connections are
made between
the topic and its
application in the
classroom; some
details are
lacking.
There is a basic
description of the
professional
development
opportunity.
The description
of the
professional
development
opportunity is
unclear.
Not present.
There is a clear
and detailed
reflection of the
professional
development
information and
its application in
the teaching and
learning process;
the reflection
includes personal
knowledge/
reflection and
collaboration
with others.
There is a basic
reflection of the
professional
development
information and
its application in
the teaching and
learning process.
The reflection of
the professional
development
information and
its application in
the teaching and
learning process
is unclear.
Not present.
A clear and
detailed
description of
how you
implemented the
information in
the teaching and
learning process
is present; the
impact on you
and/or students is
analyzed and
future
professional
goals related to
There is a basic
description of
how you
implemented the
information in
the teaching and
learning process;
the impact is
unclear.
The description
of how you
implemented the
information in the
teaching and
learning process
is unclear.
Not present.
Conventions
Organization
this topic are set;
a high-degree of
reflection is
present.
The writer
demonstrates a
strong sense of
standard writing
conventions (e.g.
spelling,
punctuation,
grammar. etc.);
few, if any,
minor errors are
present; word
choices are
powerful and
engaging.
The organization
enhances the
central
theme/idea; the
order, structure,
or presentation of
information is
compelling and
moves the reader
through the text;
there is a clear
introduction and
conclusion.
this topic are set.
The writer
demonstrates a
solid sense of
standard writing
conventions (e.g.
spelling,
punctuation,
grammar. etc.);
errors are limited;
word choices are
accurate.
The writer
demonstrates a
basic use of
writing
conventions; at
times,
conventions take
away from
readability.
Repeated errors
in writing
conventions make
the text difficult
to read/
understand.
Not present.
The organization
is strong enough
to move the
reader through
the text without
too much
confusion; there
is a clear
introduction and
conclusion.
There is a basic
organization
present, but it is
confusing at
times; there is no
clear introduction
and/or conclusion
present.
The writing lacks
a clear sense of
direction; ideas/
details/events
appear strung
together in a
loose or random
fashion; there is
no identifiable
internal structure.
Not Present.
FEAPs Matrix
MASTERS
(analyzes)
5d
engage in
targeted
professional
growth
opportunities
and reflective
The teacher
participates in
a quality
professional
development
opportunity
that is relevant
APPLIES
UNDERSTANDS RECOGNIZES
NOT
(demonstrates)
(explains)
ABLE TO
BE
SCORED
The teacher
participates in a
quality
professional
development
opportunity that
is relevant to
The teacher
participates in a
quality professional
development
opportunity that is
relevant to his/her
students and can
The teacher
recognizes the
importance of
participating in
targeted
professional
growth
Not present.
practices, both
independently
and in
collaboration
with
colleagues
to his/her
students and
analyzes the
usefulness of
the
information;
the teacher
reflects
independently
and with
colleagues on
how that
information
can be applied
in the
classroom; a
high-degree of
creativity and
analysis is
present.
5e
The teacher
implement
applies the
knowledge and information
skills learned
learned during
in professional professional
development
development
in the teaching to the
and learning
classroom;
process
there is a
detailed
analysis of the
impact on the
learning
environment;
teacher applies
the
information
learned during
professional
development
to the
classroom
his/her students;
the teacher
reflects
independently
and with
colleagues on
how that
information can
be applied in the
classroom.
thoroughly describe
it.
opportunities and
reflecting on the
information
learned.
The teacher
applies the
information
learned during
professional
development to
the classroom;
teacher applies
the information
learned during
professional
development to
the classroom.
The teacher can
explain how to apply
the information
learned during
professional
development to the
classroom.
The teacher
recognizes the
importance of
implementing
knowledge and
skills learned in
professional
development in
the classroom.
Not present.
Ethics Reflection Assignment
FEAP Goals:
 6: understanding that educators are held to a higher 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 6B1.006, F.A.C, and fulfills the expected obligations to students, the public, and
the education profession.
Directions:
While many businesses and organizations hold their employees to high standards, few professions have a higher
moral standard than education. Parents want the best for their children and they expect educators to be held to a
higher degree of morality than others (and even themselves sometimes); this extends beyond the classroom and
into the community, where you will be expected to maintain a higher standard.
Examine the Florida Professional Educators’ Code of Ethics and reflect on your own knowledge and/or
observations. Use this information to address the effect the ethical code on your host teacher, yourself, your
students, and your school. Explain why it is important for teachers to maintain a high ethical standard and how
it affects teacher behavior outside of the school setting.
Write a 1-2 page (double-spaced) response.
Scoring:
This assignment is worth a total of 100 points. See the Ethics Reflection Rubric for detailed information
regarding how this assignment will be scored.
Submit your completed reflection on Blackboard by 11:59 pm on 9/14/14.
Ethics Reflection Rubric (100 Points)
Code of Ethics
Summary
Applications
Implications
20 Points
15 Points
10 Points
5 Points
0 Points
There is a clear
and thorough
description of the
Florida Educator
Code of Ethics;
specific aspects
are addressed.
There is a clear
and detailed
reflection of ways
in which the
Florida Educator
Code of Ethics
impacts teachers;
specific examples
from your
observations and
experiences are
included and
analyzed; a highdegree of
reflection is
present.
A thorough and
detailed reflection
of ways that the
Florida Educator
Code of Ethics
impacts/
potentially
impacts teachers
outside the
classroom is
present; this
reflection
analyzes, in
particular, the
high moral
standard to which
educators are
held; a highdegree of
reflection is
present.
The writer
demonstrates a
strong sense of
standard writing
There is a clear
and thorough
description of the
Florida Educator
Code of Ethics;
some details are
lacking.
There is a clear
and detailed
reflection of ways
in which the
Florida Educator
Code of Ethics
impacts teachers.
There is a vague,
basic description
of the Florida
Educator Code of
Ethics present.
The description of
the Florida
Educator Code of
Ethics unclear /
inaccurate.
Not present.
There is a basic
reflection of ways
in which the
Florida Educator
Code of Ethics
impacts teachers.
The reflection of
the Florida
Educator Code of
Ethics is unclear.
Not present.
A thorough and
detailed reflection
of ways that the
Florida Educator
Code of Ethics
impacts/
potentially
impacts teachers
outside the
classroom is
present; this
reflection
analyzes, in
particular, the
high moral
standard to which
educators are
held.
There is a basic
reflection of ways
that the Florida
Educator Code of
Ethics impacts/
potentially
impacts teachers
outside the
classroom.
The description of
the ways that the
Florida Educator
Code of Ethics
impacts/
potentially
impacts teachers
outside the
classroom is
unclear.
Not present.
The writer
demonstrates a
solid sense of
standard writing
The writer
demonstrates a
basic use of
writing
Repeated errors in
writing
conventions make
the text difficult
Not present.
Conventions
Organization
conventions (e.g.
spelling,
punctuation,
grammar. etc.);
few, if any, minor
errors are present;
word choices are
powerful and
engaging.
The organization
enhances the
central
theme/idea; the
order, structure,
or presentation of
information is
compelling and
moves the reader
through the text;
there is a clear
introduction and
conclusion.
conventions (e.g.
spelling,
punctuation,
grammar. etc.);
errors are limited;
word choices are
accurate.
conventions; at
times,
conventions take
away from
readability.
to read/
understand.
The organization
is strong enough
to move the
reader through
the text without
too much
confusion; there
is a clear
introduction and
conclusion.
There is a basic
organization
present, but it is
confusing at
times; there is no
clear introduction
and/or conclusion
present.
The writing lacks Not Present.
a clear sense of
direction; ideas/
details/events
appear strung
together in a loose
or random
fashion; there is
no identifiable
internal structure.
FEAPs Matrix
MASTERS
(analyzes)
6
understanding
that educators
are held to a
higher 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,
The teacher is
knowledgeable
about the
Florida
Educator Code
of Ethics and
describes how
it impacts
teachers both
inside and
outside the
classroom; the
teacher
describes ways
in which s/he
adheres to the
Code of Ethics;
the teacher
APPLIES
UNDERSTANDS RECOGNIZES
NOT
(demonstrates)
(explains)
ABLE TO
BE
SCORED
The teacher is
knowledgeable
about the Florida
Educator Code of
Ethics and
describes how it
impacts teachers
both inside and
outside the
classroom; the
teacher describes
ways in which
s/he adhered to
the Code of
Ethics.
The teacher is
knowledgeable about
the Florida Educator
Code of Ethics and
describes how it
impacts teachers
both inside and
outside the
classroom.
The teacher
recognizes the
importance of the
Florida Educator
Code of Ethics
and the high
moral standard to
which educators
are held.
Not present.
pursuant to
State Board of
Education
Rules
6B1.006,
F.A.C, and
fulfills the
expected
obligations to
students, the
public, and the
education
profession.
analyzes the
high moral
standard to
which teachers
are held and
describes the
impact it has
on a teacher’s
reputation with
students,
parents,
colleagues, and
community
members; a
high degree of
reflection is
evident.
EPI 0940 Professional Foundations Field Experience Calendar
MON
8/25
TUES
WED
THURS
FRI
SAT
SUN
8/26
8/27
8/28
8/29
8/30
8/31
9/1
9/2
9/3
9/4
9/5
9/6
9/7
8
9
10
11
12
13
9/14
Course
Begins
Ethics Reflection
Assignment Due
Professional Dev.
Assignment Due
15
16
17
18
19
20
9/21
Anecdotal Records
Assignment Due
22
23
24
25
26
27
9/28
Learning Environment
Assignment Due
9/29
30
10/1
10/2
10/3
10/4
10/5
7
8
8
10
11
10/12
Withdrawal
Deadline
6
Assistive Technology
Assignment Due
Thank You Letter Due
13
14
15
16
17
10/18
Course
Ends