Colors of the text: Grace M. Colon-Merced, Ms.

Oakes,

Midterm/Final Assessment of Intern Progress: Level 3

Intern Name _Grace M. Colon-Merced________ Date _10/15/21_______

INTERN (for FEAPs 1-4):

 Please place a * next to FEAPs that reflect areas of growth or strength in your practice.
 Please circle FEAPs that reflect areas in need of development
 Place comments and goals in the box provided below each FEAP
 Level III targeted FEAPs are underlined and in bold.
 DO NOT circle a selection for “Performance Evaluation”. This will be completed in collaboration
with supervisor and CT.

1. Instructional Design and Lesson Planning. Applying concepts from human development and learning
theories, the effective educator consistently:
*a. Aligns instruction with state-adopted standards at the appropriate level of rigor;
*b. Sequences lessons and concepts to ensure coherence and required prior knowledge;
oc. Designs instruction for students to achieve mastery;
*d. Selects appropriate formative assessments to monitor learning;
oe. uses variety of data, independently and in collaboration with colleagues, to evaluate student
learning outcomes, adjust planning and continuously improve the effectiveness of lessons.
*f. Develops learning experiences that require students to demonstrate a variety of applicable skills and
competencies.

PERFORMANCE EVALUATION (FEAP 1):

EXEMPLARY ACCOMPLISHED PROGRESSING REQUIRES ACTION

Comments Goals: (Connect with specific FEAPs)

1a- I align my lessons the standards and current unit of
study. I also make sure to go over unfamiliar
vocabulary.
1d- I make multiple formative assessment forms and
monitor student learning. I also give feedback and use
scaffolding.
1f. great job designing engaging learning experiences
that require a variety of skills
1e- I should collect more data to evaluate my students. I
could use their iReady data to help me determine
instruction.
1c – be sure to clearly introduce what mastery looks like at
the beginning of a lesson and circle back to review
mastery at the end of the lesson
 Colors of the text: Grace M. Colon-Merced, Ms. Oakes,

2. The Learning Environment. To maintain a student-centered learning environment that is safe,

organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:
*a. Organizes, allocates, and manages the resources of time, space, and attention;
ob. Manages individual and class behaviors through a well-planned management system;
*c. Conveys high expectations to all students;
od. Respects students’ cultural and family background;
*e. Models clear, acceptable oral and written communication skills;
*f. Maintains a climate of openness, inquiry, fairness and support;
*g. Integrates current information and communication technologies;
*h. Adapts the learning environment to accommodate the differing needs and diversity of students;
*i. Utilizes current and emerging assistive technologies that enable students to participate in high-
quality communication interactions and achieve their educational goals.

PERFORMANCE EVALUATION (FEAP 2):

EXEMPLARY ACCOMPLISHED PROGRESSING REQUIRES ACTION

Comments Goals: (Connect with

specific FEAPs)
2a- I plan the lesson and describe all aspects of it, I chose to use the organization of the room
that best benefits the students for a lesson. 2b- I need a better way of
2b- Individual behaviors are easier to monitor and manage.
managing whole-class
2c- I make my expectations of my students clear during a lesson and repeat them accordingly.
2e- I provide clear expectations, model writing skills, and present to model clear public behavior. Maybe I can
speaking skills. review strategies and choose
2f- I have built relationships with my students and work to connect with them in an appropriate the best options.
way. 2d- I respect my students
2g- I use my resources to integrate information and communication tech. Especially for our but I believe I can
ELL student who only speaks Spanish. implement more into the
2h- Aware of student pace, allow form different ways of working, bring in collaboration and lessons I give.
independent work, and I am open to the students’ comments.
2i- Assistive technology is used for the ELL student, we use a tablet and computer to help him
learn.
2a – making students aware
of the amount of time a
2g – thank you for helping make our classroom accessible for our new ELL student. * used lesson will take can help
newly gained knowledge about ELL students to label the classroom in English and Spanish, them use their time more
has helped us utilize resources for this student to make him successful. wisely, it might be helpful
to give time checks during
2f- students have bonded with Ms. Colon because of her openness and genuine caring for the groupwork so students can
students she words with. stay focused
 Colors of the text: Grace M. Colon-Merced, Ms. Oakes,

3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and
comprehensive knowledge of the subject taught to:
*a. Deliver engaging and challenging lessons;
ob. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of
thought, and application of the subject matter;
oc. Identify gaps in students’ subject matter knowledge;
*d. Modify instruction to respond to preconceptions or misconceptions;
oe. Relate and integrate the subject matter with other disciplines and life experiences;
of. Employ higher-order questioning techniques;
*g. Apply varied instructional strategies and resources, including appropriate technology, to teach for
student understanding;
*h. Differentiate instruction based on an assessment of student learning needs and recognition of
individual differences in students;
*i. Support, encourage, and provide immediate and specific feedback to students to promote student
achievement;
*j. Utilize student feedback to monitor instructional needs and to adjust instruction.

PERFORMANCE EVALUATION (FEAP 3):

EXEMPLARY ACCOMPLISHED PROGRESSING REQUIRES ACTION

Comments Goals: (Connect with specific FEAPs)

3a- I open lessons and activities with engaging introductions and provide
for students to have fun as they discover new concepts.
3d- I make sure to discuss any misconceptions as a class, I also allow other
students to answer their classmates’ questions.
3g- I connect to previous lessons and use different resources and
technology in my lessons.
3h- I use different ways of teaching to help students with IEP plans, gifted
students, and ELL students.
3i- I give students feedback immediately and support the in their learning. I
also help those with IEP plans who need more support so they can achieve
in their learning.
3j- I use student feedback to make lessons and adjust anything during the
lesson.
3i,j – very open and receptive to feedback, each lesson has improved
because of your growth mindset
3b- I need to work on literacy strategies, so I will
use my resources and ask my CT how to better
implement these.
3c- I want to make sure I identify gaps in my
students learning during class so that I can fill in
those gaps.
3e- I need to work on relating to different subjects,
maybe I can try a lesson that integrates the STEM
design of connecting 2 subjects or more.
3f- I need to develop better HOT questions and
apply them during class. I will use my resources
and ask my CT how to better implement these.
3f – We can work on building HOT questions
to use as exit tickets and continue to refine
integrating these questions in class
 Colors of the text: Grace M. Colon-Merced, Ms. Oakes,

4. Assessment. The effective educator consistently:

*a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning
needs, informs instruction based on those needs, and drives the learning process;
ob. Designs and aligns formative and summative assessments that match learning objectives and lead
to mastery;
*c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains;
od. Modifies assessments and testing conditions to accommodate learning styles and varying levels of
knowledge;
oe. Shares the importance and outcomes of student assessment data with the student and the student’s
parent/caregiver(s); and
of. Applies technology to organize and integrate assessment information.

PERFORMANCE EVALUATION (FEAP 4):

EXEMPLARY ACCOMPLISHED PROGRESSING REQUIRES ACTION

Comments Goals: (Connect with specific FEAPs)

4a- I have applied data from assessments in my reading
practicum to lessons for a specific student.
4c- I use a variety of formative assessments to check
my students’ understanding and learning.
4a – great job looking closely at student data
and working to focus on student’s greatest
needs
4b- I have not designed any summative assessments.
Maybe I can work with my CT to develop one after the
end of a unit.
4f- I have not used technology to organize my
assessments, maybe I can start using excel to analyze the
data I receive.
 Colors of the text: Grace M. Colon-Merced, Ms. Oakes,

5. Continuous Professional Improvement. The effective educator consistently:

*a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on
students’ needs;
ob. Examines and uses data-informed research to improve instruction and student achievement;
*c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning
outcomes, adjust planning and continuously improve the effectiveness of the lessons;
od. Collaborates with the home, school, and larger communities to foster communication and to
support student learning and continuous improvement;
*e. Engages in targeted professional growth opportunities and reflective practices; and
*f. Implements knowledge and skills learned in professional development in the teaching and learning
process.

PERFORMANCE EVALUATION (FEAP 5):

EXEMPLARY ACCOMPLISHED PROGRESSING REQUIRES ACTION

Comments Goals: (Connect with specific

FEAPs)
5a- I make goals in my post-conferences to make better decisions and
instruction goals for my teaching. 5b- I need to put more research
5c- I reflect upon my lessons, student work, interests, and my CT comments to information into my lessons. I
make changes and improve my lessons. will do so in my next lesson.
5e- I reflect upon my lessons through my post-conferences and in my
conversations with my CT.

5e – as noted, Grace is very reflective and open to feedback

 Colors of the text: Grace M. Colon-Merced, Ms. Oakes,

*6. Professional Responsibility and Ethical Conduct. Understanding that educators are held to a high
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 6B-1.001 and 6B-1.006, F.A.C, and fulfills the expected obligations to students, the public and the
education profession.

PERFORMANCE EVALUATION (FEAP 6):

EXEMPLARY ACCOMPLISHED PROGRESSING REQUIRES ACTION

Comments Goals: (Connect with specific FEAPs)

6- I follow ethical conduct from the Code of Ethics,

which I agreed to follow. I also try to take care of my
students and if I notice anything wrong, I bring light
to the situation.

6. Grace is highly professional and will be

an ethical role model as a teacher
 Colors of the text: Grace M. Colon-Merced, Ms. Oakes,

Please circle the boxes that reflect your participation, performance, and professional obligations and
then answer the questions below.

Category Exemplary Progressing Requires Action

1.Placement No absences One absence More than one absence

Attendance
2.Punctuality Never late Late once Late more than once

3.Placement Communicates ● Adequate ● Limited communication w/ CT

Participation effectively w/ CT about communication w/ CT about teaching assignments
teaching assignments about teaching
● assignments
● __________________ _________________ ● _________________________
● Exemplary initiative ● Satisfactory initiative ● Inadequate initiative displayed in
displayed in placement displayed in placement placement
● ___________________ ● ___________________ ● ________________________
● Actively involved in ● Moderately involved in ● Minimally involved in lesson
lesson planning and lesson planning and planning and implementing
implementing implementing instruction
instruction instruction
Seminar Punctuality/ No absences, always One absence, or once More than one absence or tardy.
Attendance punctual, professional, tardy. Usually Not always professional and
and present professional and present.
present
Assignment submission Always on time Once turned in late Late more than once

Comments Goals related to participation, performance and

I am never absent, I am always in class by or before
7:00am, I communicate effectively with my CT when
it comes to lessons and assignments, I have never been
absent to seminar, and I always turn in my work on
time for class.
professional obligations
My CT and I spoke about taking over social studies, which
will allow me to plan more lessons and practice teaching
more.
Colors of the text: Grace M. Colon-Merced, Ms. Oakes,

_________________________________________________________________
Intern Signature/Date:

_______________________________________________________
CT Signature/Date

___________________________________________________________________
Supervisor Signature/Date: