Tuning Protocol

Authored By: Grace Florin

Course Instructor: Dr. Bryan Matera

Fall 2022
 Table of Context
Context For Learning……………………………………3

Educational Themes...…………………………………4-6

Classroom Practices………………………………….7-10

edTPA Lesson Plans………………………………..11-19

Consent Documents…………………………………….20

Lesson Videos………………………………………….21

Self-Assessment……………………………………22-23

Self-Evaluation…………………………………………24

Student Data and Analysis………………………….25-27

Data Progress Tools………………………………...28-29

Overall Reflection…………………………………..30-31

Resources……………………………………………….32

2
 Context For Learning
The school district I completed my first 6 weeks placement is in a suburb Pre-K through

12th grade district. The district I was in, is the 4th largest in the state. This district has 19

elementary schools, six middle schools, and 4 high schools. The school I personally taught at

was a Pre-K through 8th grade private catholic school. In my 5th grade classroom, there were 24

student’s total. There are 9 girls and 15 boys. 22 of the students were White, 1 was African

American, and 1 was a mixed race of Indian and White. We had 7 students who tested advanced

in certain subjects: 1 for only math, and the other 6 for both. Those students take part in the

enrichment program we have at the school, so they can be tested to their full abilities. In the math

enrichment program, there were 3 boys and 4 girls. In the reaching enrichment program, the

same 4 girls were in it and there were only 2 of the 3 boys in it. We have around 8 students with

different kinds of IEP’s. A couple have ADHD, 2 have ADD, a few have been diagnosed with

anxiety, and one was recently diagnosed with ODD as well. The variety of academic levels was

very nice to have in the classroom. I wish there was a more diverse group of kids within the

school, but the students didn’t show

any deficiency from the lack of

different races within the

classroom. It would be nice to have

them all exposed to different races

at a young age so they can have

more experience.

3
 Educational Themes

1. What educational themes exist within the classroom?

One of the best educational themes that existed within the classroom I was teaching in was a

bobber. Yes, I know that sounds different. But the concept behind the metaphor was such a great

lesson for the students. The main phrase we would say was, “focus on your own bobber”. What

we meant by that was focus on yourself. We would say this in situations when students would try

and be the teacher figure; like bossing other students around or telling them what to do. When we

said this, the students knew that they weren’t taking care of themselves and were taking on the

role of something they weren’t supposed to do. The students responded really well to this and

took the hint that they were probably not doing what they were supposed to be doing in the

moment. Saying this phrase worked really well because it wouldn’t distract the other students or

cause a scene.

2. What is the social curriculum and how is it implemented?

There are many different types of social curriculum we used within the classroom. Especially

with schools and students finally getting back into the full swing of in person learning, we are

trying to have the kids interact with one another while still staying safe and healthy. We do a lot

of partner/group work. One of my favorite things we did in the classroom was clock partners. If

you haven’t heard of clock partners, it is a system where you have kids pair up 4 times. One for

12 o’clock, one for 3 o’clock, one for 6 o’clock, and one for 9 o’clock. The way my teacher

created these partners is she had 4 different questions, with 4 options to choose from, and had the

students pick their favorite. From the kids at each station, she randomly partnered them up with

4
someone else who also chose the same option. She had favorite seasons, favorite food (and gave

them 4 to choose from), favorite animal, etc. What’s really nice about this is the students can be

partnered with someone they might not choose if given the option and can start to create a

friendship and bond with them. They keep these same partners for the whole school year and

have different clock partners for different subjects.

Another social curriculum we used a lot within the classroom was our “Apology in Action”.

This teaching mechanism is a great way to have a healthy

approach to negative feelings and situations. If a student

brings the teacher a complaint about something that was

maybe said or something that happened, the teacher will

monitor a private conversation between the students.

Everyone gets to tell their side of the story, the kids

apologize to for what happened, and whoever might’ve hurt

the other student asks how they can make it up to them.

Some options they normally choose from is to either sit with

them at lunch, play with them at recess, put up their chair at

the end of the day, or give them a hug. Students really

benefit from this because it has helped them to get closer

with others and also helps them be able to pinpoint their emotions better.

3. How do students learn within the classroom?

Students learn in many ways within our classroom. They learn by hands on activities,

watching videos, reading books, going over note packets the corresponding teacher created,

5
group activities, lab projects, etc. I especially love the diverse selection of opportunities the

corresponding teacher created for each student within our classroom to help them be successful.

Each subject seemed to have its own routine on how it was taught. Once we got to the

assessment part of each subject, my corresponding teacher would offer to the whole class saying,

“whoever would like to have the test read to them, please raise their hand” and she would read

the questions for those students so they could be successful.

4. Is there opportunity for students to collaborate with one another?

If so, what does this look like?

There are many opportunities for students to collaborate with one another. We do all

different types of activities to get the students involved. Whether that’s group projects, clock

partners, pod work time, or class discussions. We hit all of the areas to help the students stay

involved. I have found it is really important to make sure the students stay involved with what

we are working on, or else they quickly lose interest and don’t want to complete the work.

Something I loved that we did within our classroom was our lab groups for science. This year,

the school started a new science program that was tough for the students to get a handle on at

first due to how advanced it was. But once the students got started with their groups and learned

the material and how to use a microscope, they absolutely loved it. Of course, at times it was still

challenging, but they would ask for help when they needed it and just lit up once they figured it

out.

6
 Classroom Practices

1. Morning Meeting

Morning meetings are a great way to start the day. It’s a nice way to keep the kids on a nice

routine right away so they can jump into the next activity with a motivated mindset. We start the

day by greeting each kid at the door before they come into the classroom while they’re deciding

what they want for lunch. Then we always have up on the screen the day, what specialists we

have, the tasks they need to complete before the bell rings, and all of the homework they have for

the night. Once they come into the room, they need to take down their chairs, put their stuff in

their desks, fill out their planners, do whatever is asked of them, and then complete their word

ladders if they still have time to spare. They get a different word ladder each day and absolutely

love them. They work with their pod mates to complete them if they get stuck on tough words.

Then once the bell rings, the students say morning prayer, say the pledge of allegiance, listen to

the daily reading, and check each other’s planners to make sure everything is written down. Once

all of that is completed, we meet in the back of the room for morning greetings. There we stand

in a circle and go around shaking the people on each sides of ourselves hands and say “Good

morning ____” until you make your way around the whole circle. After that is finished, the

corresponding teacher would give the students directions and we would move on to the next part

of our day.

2. Rule Creation

During the first week of school, my corresponding teacher read the kids 3 different picture

books with different messages within them to help create classroom rules. Each day when they

7
read the book, the teacher asked the kids what the message was, and had them write their

answers on sticky notes, and place them on the whiteboard in the front of the room. At the end of

the week, my corresponding teacher took the sticky notes, and found the common message

between all of them, and created our classroom rules this way. Below, you will see the 3 rules we

came up with for the room that the students all agreed were meant to be followed by everyone.

3. Interactive Modeling

Interactive modeling is used a lot more than I would’ve expected going into this placement. I

knew how important it was, but most of the examples you’d see were things you thought were

common sense or things you just automatically did. I have always struggled with realizing not

everything should be assumed to be common knowledge, but you should always approach things

like it is their first time learning about it. One thing we always would implement within our

classroom were chimes and bells. We would use these to demonstrate being quiet and to listen.

My corresponding teacher had 2 different devices to make this work. One was a tiny wind chime

hung from the ceiling above her desk. The other was a mini xylophone with 3 different bars to

8
create noise. These would be rung when students would get a little too loud during work time or

would be off topic and not hearing the directions.

The other one we worked on the most was the Gradual Release of Responsibility

development. This was well used within each subject to help slowly pass the responsibility onto

the students. We implemented this by going over the material with the students, having a good

discussion, have the students work with a partner on some problems, and then individual time to

complete their work. This is a great way to teach students the importance of understanding

material, working with others, and still be able to complete work on your own.

4. Collaborative Structures

We really focused on collaborative structures within our classroom to make sure we could

check the students’ understanding of the material. It is very important to do this because we

always want to be making sure our students are on track and have the extra help they need. One

way we did this was exit tickets. We used exit tickets every day in math. Students had to

complete these tickets before they were allowed to start on their homework. This way, they had a

couple problems that corresponded with the lesson we did they needed to get correct, if they got

something wrong my corresponding teacher and I would sit with the student and help them

understand what went wrong and have them redo it.

5. Academic Choice

Academic Choice is also important to have within a classroom. When the students are given

the option to choose from certain things, and certain learning ways, it helps us as teachers see

what they are more interested in and helps them stay more involved in the lesson. A few ways

9
we gave this opportunity to our students, is letting them choose what they got to work on once

they completed everything that was required of them. We had Khan Academy, No Red Ink,

reading their chapter book silently, or working on homework they were already assigned for the

day. We saw great outcomes when students were given the choice because it made them feel

more responsible and be able to handle freedom maturely. If the students could show us, they

were being quiet, respectful, and productive, we would let the students demonstrating these traits

to have free space/flexible seating. But of course, if students couldn’t handle it, they would lose

that opportunity and have to earn it back.

6. Problem Solving

Problem solving is essential for your students to learn and understand. It will not only help them

in school but will be a beneficial skill to have throughout their whole lives. Whether that’s

figuring out how to find certain information within a word problem, being able to figure out a

problem between them and a classmate or learn how to fix a situation on their own. This is why

in our classroom we have the “Apology of Action” teaching mechanism to help give those tools

to our students. Once we implemented this within our classroom, we saw a great change in

behavior. We noticed students started using this strategy outside of the classroom when they

would have conflict with someone else. Especially on the playground when the boys play

football. There always seemed to be an issue with contact and rule following. But once our

students started talking to others about how they felt and had great conversations about it, the

problems have decreased immensely.

10
 EdTPA Lesson Plans
Lesson 1:

Teacher Candidate Name: Grace Florin

Grade & Subject Area: 5th Grade, Math

Date for Planned Lesson: October 26th, 2022

*Examples are given in the right-hand column. When submitting your lesson
plan, you may either replace the given examples or leave them intact.
Lesson Title Problem Solving: Draw a Picture
MN/CC State Standard(s) 5.1.3.1 – Add and subtract decimals and fractions, using efficient
- direct quote from MN standards and generalizable procedures, including standard algorithms.
documents 5.1.3.2 – Model addition and subtraction of fractions and fractions
- if only focusing on one part of a and decimals using a variety of representations.
given standard, underline the part 5.1.3.3 – Estimate sums and differences of decimals and fractions
being focused upon to assess the reasonableness of results.
5.1.3.4 – Solve real-world and mathematical problems requiring
addition and subtraction of decimals, fractions, and mixed numbers,
including those involving measurement, geometry, and data.
Central Focus Solve problems by drawing pictures.
- derived from standard,
- communicates general goal
Learning Target for this Students will be able to solve word problems by drawing pictures
Lesson to help find the answer.
- concisely says what students
will be able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Domain-specific academic vocabulary: tenth, hundredth
a. Domain-specific Acad
vocabulary b. General academic vocabulary: draw, solve, understand
b. General Academic vocabulary
(words used in school across c. Sentence Frame: The answer is X because the question says Y.
many subject areas)
c. Syntax Sentence Frame: d. Phase 2
Example sentence that
students can use to
accomplish target
d. Point in lesson where students
will be given opportunity to

11
 use Academic Vocabulary
(Note: It
is important that this appears
in TPA videotape segments
Needed
modifications/supports
a. Identify how some form of
additional support will be
provided for some aspect of
the lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-
in the blank notes, word
banks
- graphic organizers, sentence
frames
Resources & materials
needed
Lesson Part
Phase 1
State Target & Activate
Prior Knowledge
a) Post the learning target
statement and indicate
whether the teacher or
student(s) will read it aloud Ask students, “What are some ways you
b) Engage students in activity
to elicit / build prior
background knowledge
Phase 1 Assessment
Explain the plan to capture
data from this phase of the
lesson
Phase 2 Teacher Input /
Inquiry
- Explain procedures
- Demonstration the task
- Teacher think aloud
Student will complete the problems, with the added support of
sentence frames and one-on-one help explaining what to draw.
Notes Packet
Exit Ticket 10.4
Textbook pages 228 and 229
Pencil and Highlighter
Scratch Paper
Homework Worksheet
Activity description / teacher does Students do
Teacher: “Okay 5th graders, today we are Raise hands to make
going to work on solving word suggestions to the
problems. I know you all have done question.
word problems in the past, but today we
are going to be focusing on only doing Listen to the teacher.
word problems.”
Not speak unless
can show your work to help you solve called upon.
the problem?”
Teacher: “That’s right, drawing images can
be very beneficial to helping you get a
better image on what the question is
trying to ask. That is what we are going
to be doing today.”
Take notes on who is and who isn’t raising
their hands to participate.
Teacher: “Everyone take out your note Listen and follow
packets and flip to page 10.4. We are going directions.
to be working through these two problems
together.” Raise hands if
needed.
12
 Phase 2 Assessment For question one, it talks about direction.
Students will point in
Explain the plan to check for which direction they
understanding of steps / Teacher: “Now the question says point A think north is.
procedures demonstrated moves north, which way is north? Point for Voices are off during
in this phase me which way it is.” this.
Phase 3 Guided Practice We will do question two together. Talk Students will raise
- Paired/collaborative work through the problem and help students hands and answer
- Teacher(s) may roam & understand how to complete it. how they think you
assist complete the
problem.
Phase 3 Assessment Teacher: “Now students, who wants to Student who
Explain the plan to check for come up to the board and help me solve the volunteers will come
ability to apply first step of this problem?” up to the board. Other
demonstrated students will
steps/procedures during Teacher: “The rest of you, complete the individually complete
guided practice
problem in your notes packet and I will the problem on their
walk around to check your work.” own silently.
Phase 4 Independent practice Teacher will hand out exit tickets for Students will
- Individual student work students to complete complete exit tickets.
Phase 4 Assessment Teacher will walk around and check the Students will bring
Explain plan to check for progress of the exit tickets. Then get the exit tickets up to
ability to apply assignment ready to go over directions. teacher to quickly be
demonstrated assessed. If not
steps/procedures during 100%, students will
independent practice redo incorrect
problems.
Phase 5 Restatement & Teacher will ask students “Why is it Students will discuss
Closure a) Restate important to draw images while solving with pod members to
learning target word problems?” hear other ideas on
b) Explain a planned why they think it is
opportunity for students important.
to self-assess their
perceived level of
mastery for the target.
Phase 6 Summative Next Teacher will go over homework Students will
Steps instructions with students, have them highlight directions
Attach a class roster (first highlight each one, and give them work and complete
names only) with space to time to complete. homework quietly.
indicate for each student
the needed next steps of Collect homework the next day at the Work on other
instruction. beginning of the lesson. homework or read
silently until class is
over.

13
Lesson 2:

Teacher Candidate Name: Grace Florin

Grade & Subject Area: 5th Grade, Math

Date for Planned Lesson: October 27th, 2022

*Examples are given in the right-hand column. When submitting

your lesson plan, you may either replace the given examples or
leave them intact.
Lesson Title Add Decimals: Hundredths
MN/CC State Standard(s) 5.1.3.1 – Add and subtract decimals and fractions, using efficient
- direct quote from MN standards and generalizable procedures, including standard algorithms.
documents 5.1.3.2 – Model addition and subtraction of fractions and fractions
- if only focusing on one part of a and decimals using a variety of representations.
given standard, underline the part 5.1.3.3 – Estimate sums and differences of decimals and fractions
being focused upon
to assess the reasonableness of results.
5.1.3.4 – Solve real-world and mathematical problems requiring
addition and subtraction of decimals, fractions, and mixed numbers,
including those involving measurement, geometry, and data.
Central Focus Use an algorithm to add decimals to hundredths.
- derived from standard,
- communicates general goal
Learning Target for this Students will use different teaching methods to add decimals to the
Lesson hundredths place.
- concisely says what students
will be able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Domain-specific academic vocabulary: hundredth, sum
a. Domain-specific Acad
vocabulary b. General academic vocabulary ex: add, decimal, plus, equal
b. General Academic vocabulary
(words used in school across c. Sentence Frame: X plus Y equal Z
many subject areas)
c. Syntax Sentence Frame: d. Phase 2
Example sentence that
students can use to
accomplish target
d. Point in lesson where students
will be given opportunity to
use Academic Vocabulary
(Note: It
is important that this appears
in TPA videotape segments

14
Needed
modifications/supports
a. Identify how some form of
additional support will be
provided for some aspect of
the lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-
in the blank notes, word
banks
- graphic organizers, sentence
frames
Resources & materials
needed
Lesson Part
Phase 1
State Target & Activate
Prior Knowledge
a) Post the learning target
statement and indicate
whether the teacher or
student(s) will read it aloud
b) Engage students in activity
to elicit / build prior
background knowledge
Phase 1 Assessment
Explain the plan to capture
data from this phase of the
lesson
Phase 2 Teacher Input /
Inquiry - Explain
procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated
in this phase
Phase 3 Guided Practice
- Paired/collaborative work
Student will complete the problems, with the added support of
sentence frames and one-on-one help aligning the numbers.
Notes Packet
Exit Ticket 10.5
Textbook pages 230 and 231
Pencil and Highlighter
Scratch Paper
Homework Worksheet
Activity description / teacher does Students do
Teacher: “Okay students, today we are Students will answer
going to be adding decimals. Now let’s when each placement
go over the names of the placements is pointed to.
again. Which is which?”
Students will listen
Point to each place and have students in
unison answer
Teacher: “Perfect, we are going to be
adding to the hundredths place today.”
Take notes on who is and who isn’t raising
their hands to participate.
Teacher: “Everyone take out your note Listen and follow
packets and flip to page 10.5. We are going directions.
to be working through 6 different problems
together.” Raise hands if
needed.
For the 1st and 5th question, have students Students will work
work with their pod mates to complete with pod mates to
them. complete problems.
Once they complete them, show your own They will listen and
work on the board on how you do it. overlook their work
Answer any questions they might have. to the teachers.
We will do questions 2, 4, and 6 together. Students will raise
Talk through the problem and help students hands and answer
15
 - Teacher(s) may roam & understand how to complete it. Have how they think you
assist students come up to the board to write the complete the
answer. problem.
Phase 3 Assessment Teacher: “Now students, who wants to Student who
Explain the plan to check for come up to the board and help me solve the volunteers will come
ability to apply problem?” up to the board. Other
demonstrated students will
steps/procedures duringTeacher: “The rest of you, complete the individually complete
guided practice problem in your notes packet and I will the problem on their
walk around to check your work.” own silently.
Phase 4 Independent practice Teacher will hand out exit tickets for Students will
- Individual student work students to complete complete exit tickets.
Phase 4 Assessment Teacher will walk around and check the Students will bring
Explain plan to check for progress of the exit tickets. Then get the exit tickets up to
ability to apply assignment ready to go over directions. teacher to quickly be
demonstrated assessed. If not
steps/procedures during 100%, students will
independent practice
redo incorrect
problems.
Phase 5 Restatement & Teacher will ask students “How is adding Students will discuss
Closure a) Restate decimals similar to adding whole with pod members to
learning target numbers?” hear other ideas on
b) Explain a planned why they think it is
opportunity for students important.
to self-assess their
perceived level of
mastery for the target.
Phase 6 Summative Next Teacher will go over homework Students will
Steps instructions with students, have them highlight directions
Attach a class roster (first highlight each one, and give them work and complete
names only) with space to time to complete. homework quietly.
indicate for each student
the needed next steps of Collect homework the next day at the Work on other
instruction. beginning of the lesson. homework or read
silently until class is
over.

16
Lesson 3:

Teacher Candidate Name: Grace Florin

Grade & Subject Area: 5th Grade, Math

Date for Planned Lesson: October 28th, 2022

*Examples are given in the right-hand column. When submitting

your lesson plan, you may either replace the given examples or
leave them intact.
Lesson Title Add Decimals: Thousandths
MN/CC State Standard(s) 5.1.3.1 – Add and subtract decimals and fractions, using efficient
- direct quote from MN standards and generalizable procedures, including standard algorithms.
documents 5.1.3.2 – Model addition and subtraction of fractions and fractions
- if only focusing on one part of a and decimals using a variety of representations.
given standard, underline the part 5.1.3.3 – Estimate sums and differences of decimals and fractions
being focused upon
to assess the reasonableness of results.
5.1.3.4 – Solve real-world and mathematical problems requiring
addition and subtraction of decimals, fractions, and mixed numbers,
including those involving measurement, geometry, and data.
Central Focus Use an algorithm to add decimal to the thousandths.
- derived from standard,
- communicates general goal
Learning Target for this Students will use different teaching methods to add decimals to the
Lesson thousandths place.
- concisely says what students
will be able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Domain-specific academic vocabulary: estimate, thousandth
a. Domain-specific Acad
vocabulary b. General academic vocabulary: add, decimal, plus, equal
b. General Academic vocabulary
(words used in school across c. Sentence Frame: X plus Y equals Z.
many subject areas)
c. Syntax Sentence Frame: d. Phase 2
Example sentence that
students can use to
accomplish target
d. Point in lesson where students
will be given opportunity to
use Academic Vocabulary
(Note: It
is important that this appears
in TPA videotape segments

17
Needed
modifications/supports
a. Identify how some form of
additional support will be
provided for some aspect of
the lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-
in the blank notes, word
banks
- graphic organizers, sentence
frames
Resources & materials
needed
Lesson Part
Phase 1
State Target & Activate
Prior Knowledge
a) Post the learning target
statement and indicate
whether the teacher or
student(s) will read it aloud
b) Engage students in activity
to elicit / build prior
background knowledge
Phase 1 Assessment
Explain the plan to capture
data from this phase of the
lesson
Phase 2 Teacher Input /
Inquiry - Explain
procedures
- Demonstration the task
- Teacher think aloud
Phase 2 Assessment
Explain the plan to check for
understanding of steps /
procedures demonstrated
in this phase
Phase 3 Guided Practice
- Paired/collaborative work
Student will complete the problems, with the added support of
sentence frames and one-on-one help aligning the numbers.
Notes Packet
Exit Ticket 10.6
Textbook pages 232 and 233
Pencil and Highlighter
Scratch Paper
Homework Worksheet
Activity description / teacher does Students do
Teacher: “Okay students, todays lesson is Students will answer
going to be very similar to yesterday’s when each placement
lesson. For review, let’s go over the is pointed to.
placement names again together.”
Students will listen
Point to each place and have students in
unison answer
Teacher: “So today, we are going to be
adding to the thousandths place instead.”
Take notes on who does and does not
participate.
Teacher: “Everyone take out your note Listen and follow
packets and flip to page 10.6. We are going directions.
to be working through 5 different problems
together.” Raise hands if
needed.
For the 1st and 3rd question, have students Students will work
work with their pod mates to complete with pod mates to
them. complete problems.
Once they complete them, show your own They will listen and
work on the board on how you do it. overlook their work
Answer any questions they might have. to the teachers.
We will do questions 2, 4, and 5 together. Students will raise
Talk through the problem and help students hands and answer
18
 - Teacher(s) may roam & understand how to complete it. Have how they think you
assist students come up to the board to write the complete the
answer. problem.
Phase 3 Assessment Teacher: “Now students, who wants to Student who
Explain the plan to check for come up to the board and help me solve the volunteers will come
ability to apply problem?” up to the board. Other
demonstrated students will
steps/procedures duringTeacher: “The rest of you, complete the individually complete
guided practice problem in your notes packet and I will the problem on their
walk around to check your work.” own silently.
Phase 4 Independent practice Teacher will hand out exit tickets for Students will
- Individual student work students to complete complete exit tickets.
Phase 4 Assessment Teacher will walk around and check the Students will bring
Explain plan to check for progress of the exit tickets. Then get the exit tickets up to
ability to apply assignment ready to go over directions. teacher to quickly be
demonstrated assessed. If not
steps/procedures during 100%, students will
independent practice
redo incorrect
problems.
Phase 5 Restatement & Teacher will ask students “How is adding Students will discuss
Closure a) Restate decimals similar to adding whole numbers, with pod members to
learning target and how is this similar to yesterday’s hear other ideas on
b) Explain a planned lesson?” why they think it is
opportunity for students important.
to self-assess their
perceived level of
mastery for the target.
Phase 6 Summative Next Teacher will go over homework Students will
Steps instructions with students, have them highlight directions
Attach a class roster (first highlight each one, and give them work and complete
names only) with space to time to complete. homework quietly.
indicate for each student
the needed next steps of Collect homework the next day at the Work on other
instruction. beginning of the lesson. homework or read
silently until class is
over.

19
 Consent Documents

Parent/Guardian Consent Forms:

Student Permission Slip:

20
 Lesson Videos

*You can double click on the image below. If that doesn’t work, I

provided a link.*

EdTPA Lesson Video

Link: https://youtu.be/i1JEbWiqw-w

21
 Self-Assessment
Self-Assessment Form for Tuning Protocol

TIMELINESS and COLLABORATIVE 4 3 2 1 N/O

PLANNING:
Materials are prepared, ready, and appropriate X
Engages in an exchange of ideas with classmates X

Develops and submits a lesson plan X

Creates an organized teaching area X
Gives clear, concise directions X
Uses time efficiently X

IMPLEMENTATION OF PLANNED LESSON: 4 3 2 1 N/O

Demonstrates knowledge of content area X
Uses appropriate pacing X
Constructs aligned and varied learning opportunities X
in assigned edTPA Lesson Plan format

Facilitates developmentally and culturally appropriate X

relationships
Delivers hands-on, meaningful, relevant learning X
experiences
Pre-teaches relevant vocabulary X
Checks for understanding X
Uses a variety of questioning strategies X
Gives adequate wait time for responses X
Solicits student inputs and opinions X
Models corrective feedback as needed X
Re-teaches when need is indicated by student X
response
Differentiates for individual learner needs X
Provides a structured closure and review X
Redirects off-task students X

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Provides varied reinforcement X
Demonstrates proactive behavior management X
Models personal calm and self-control X
Demonstrates understanding and implementation of X
Gradual Release of Responsibility

Assesses and analyzes teacher instruction and student X

outcome data

PROFESSIONAL DISPOSITIONS: 4 3 2 1 N/O

Uses Standard English in oral and written work X
Dress and grooming are appropriate X
Finds ways to be helpful/show interest/enthusiasm X

Conveys a sense of belonging and support to all X

regardless of background
Ensures the safety and well-being of all students X
Attends consistently X
Is prompt X
Is dependable X
Takes Initiative/Is Self-Directed X
Interacts with colleagues and staff in a respectful, X
purposeful way
Interacts in a respectful, purposeful, and professional X
manner with families and the community

Maintains student confidentiality in spoken, written, X

social media and other online forms of
communication
Does not condone, support, or participate in acts that X
are unethical or illegal

4 – Distinguished 3 – Proficient 2 – Basic 1 – Unsatisfactory N/O - Not Observed

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 Self-Evaluation
I always have so much fun when I teach these kids. They have so much energy and

passion. When I taught these three lessons, I found it very easy to get through each one quickly.

It helped that each lesson was almost like the other. Teaching math was a great experience for

me, since in my past placements for junior year, we didn’t really get a chance to focus much on

math. Math is my favorite subject, so being able to help students better understand was such an

amazing feeling when they would understand.

Some of my strengths were being able to have the students understand the material. I

would ask many questions, get the students involved, and create activities for them to complete

the material in different ways. I also had a student come in early one morning before school and

asked me to help him with the math because he was struggling. We spent 20 minutes doing

different problems on the board and talking each one through. If he wouldn’t understand, I would

approach the result in a different way so he could look at it differently. By the end of our min

study session, he was already much more confident in his work and his capabilities, and it

showed in his behavior the rest of the day. Having experiences like that is what I love about

being a teacher. Being able to see how much you personally impacted their learning for the better

and seeing how their confidence shoots up after is what makes it all worth it.

There are many things I can always be improving on. The things I noticed most were the

things my professor pointed out to me during my observation earlier in month. I was told I need

to try and move around more so I can be looking over the students work while I am completing

the lesson and help students who are struggling. I also need to make sure I am having the

students do more student-to-student material. I should be better at having the students work with

one another during the lesson on problems I give them so they can work with others more.

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 Student Data and Analysis

Carefully plan how you will determine student learning – both formative

and summative.

For my lessons, my corresponding teacher had a certain view on how she wanted the

lessons taught, so I worked with the materials that were provided for me. Each student had their

own packets of chapter notes the corresponding teacher created to help simplify it for them, and

their exit tickets. From these two materials provided for me, I was able to check each students

exit tickets, grade them, work with the student’s one-on-one who didn’t get 100% to help them

understand where things went wrong, and help them come to the correct conclusion. Being able

to see this information, and see where each student was at academically, I was able to help

improve the understanding of the students who were struggling.

Choose three students’ work – high, middle, and low – and focus upon at

least three different assessments for each student. Write a specific

analysis of each student’s work. Also, plan the next steps in instruction

for each pupil (written into an informal plan).

*I forgot to take photos of everyone’s individual work, so I tried my best to explain each student’s work.*

Student 1: Low Achieving

During these three lessons, it was very interesting to see this students work progress.

Since these lessons were very similar to one another, and worked very well of the previous one, I

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believe that repetition really helped this student better understand the material. While I was

working with them, I focused my analysis on their exit ticket work. The first day, they didn’t get

either exit ticket question correct. I sat down with them to work it through and write it out so

they could see where the mistake was. The second day, the student got one right, and one wrong.

Again, we worked one-on-one to talk through what happened and grabbed scratch paper to redo

the wrong problem on so they would have enough space to write everything out. On the last day,

I noticed the student got both problems correct! It was amazing to see the student smile and be

able to move onto their homework, without having to redo anything.

Next steps for this student:

Moving forward, if this student starts to show signs of not understanding the material, I

believe working one-on-one is very beneficial for this pupil. They understand the material but

lack being able to comprehend word problems and reading directions. Continuing to highlight

each direction on the homework before letting the students begin will help because it makes the

student look over what is required of them, so they are aware before they start the problems.

Student 2: Achieving

While observing the work of this student, I focused on looking over their exit tickets, and

their assignments. With this particular student, on the first day the struggled with the exit ticket

and found it hard to complete their homework. The next day once I collected the homework and

had free time to grade the assignments, I noticed they got quite a few wrong only because they

didn’t read the directions. But they did better with the exit ticket the second day. So when the

third day came around, the student did much better on their assignment. It helped that I sat down

with them and really made sure they read the directions for each section. I did one problem with

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them for each section, so they knew what to do. While I was grading the assignment on the third

day, they did magnificently better. On the third day during work time, they had no problem being

able to get right to work and complete the assignment correctly.

Next steps for this student:

What I would do for this particular student, is make sure the student is understanding the

directions. Going over the directions with them individually, or just double checking while

you’re walking around the room will help benefit this student greatly. If you consistently check

on the student to make sure they understand what they need to do, they will eventually start

doing it on their own out of habit and it will only go up from there.

Student 3: High Achieving

This student showed great performance throughout each lesson. Each day, this student

followed along with the lesson well, completed their lesson plan quickly, and finished all of their

homework during work time. The only thing I noticed was this student sometimes finds the

material a little too easy, and either talks to their neighbors and distracts them, or disrupts the

whole class.

Next steps for this student:

When I sat down with this student and figured out the issue, we came up with a plan for

them to have better use of their time. We talked about completing other homework, or grabbing

the extra credit packets created for them, for the pupil to complete to feel like they’re being

challenged.

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 Data Progress Tools
For math, we have a limited amount of data processing tools we used to reflect on the

students work. The exit tickets were our number one source of seeing in progress results that

helped us determine how well students were absorbing the information and understanding it.

Each exit ticket has the same layout but varies in what types of problems are on them, and how

many are on each one. It normally has 1 to 3 questions, depending on the difficulty of the lesson

or how many different types of approaches were taught. I find these to be extremely helpful for

being able to instantly determine the results of the lesson.

Another tool we use is the homework itself. Each lesson consists of the different ways to

solve each type of problem, and always has a word problem and reflection section. Those two go

hand in hand with one another. It helps the students prepare for more than one part word

problems, without them feeling like it’s more of the same thing to work off of. These are a great

tool for students who struggle to comprehend what they are reading and pick out the important

pieces of information within the problem itself.

Overall, I wish we did use more than these to help determine how much progress is being

made. If it were up to me, I would create more handouts and different types of charts and notes

for the students to be able to refer to while completing their work. The more tools they have to

complete work, the better they will do. It never hurts to have too many examples to rely on,

especially for students who struggle to remember how to do every step or every different type of

problem.

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 Data Process Tools Images

Hand Created Note Packets

Exit Tickets

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 Overall Reflection

What did you learn from the tuning protocol?

After completing this tuning protocol, I learned a lot of very important information. I

learned that there is a lot more that goes into the daily schedules of a teacher. Everything takes a

lot of time to properly plan, coordinate with other lessons, and prepare all of the work for each

lesson. I also learned that more things fall under many categories than just one. For example,

interactive modeling can be seen in every lesson you teach within your classroom. Not just in

lessons, but in life itself.

Looking back at how I felt at the beginning of this experience, and how I feel now, I

definitely feel more confident in my teaching skills. I know I can improve significantly in many

areas, but I will never let that bring myself down. I still struggle with understanding certain terms

within the education system but being around it, will only help me.

I am very grateful for my experience and being placed with my corresponding teacher.

She taught me so many things and was great with the feedback. It helped that I had her as my

own teacher in 2007 for second grade; the connection helped me feel more comfortable going

into those six weeks. It also helped me realize the things I would do, and not do within my own

classroom once I have one. I loved everything she does but adding some of my own personal

touches to the material and teaching methods will help me feel more comfortable in my own

space. Being in someone else’s classroom was definitely a different experience, but not in a bad

way. Being around those kids for a long period of time helped me realize I will be able to make

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connections with my students will be a lot easier than I ever imagined. I can’t wait to see what

will come from this!

Based upon your reflection and analysis at the end of the connected

lessons, what three things would you do differently if you taught this

connected lesson segment again – and why? Think in terms of

preparation, differentiation, delivery, and assessment as you reflect

upon your analysis of the connected lessons. Include next steps in your

analysis as well.

The three things I would do differently are move around the room more, have the

students work together more and answer more of the questions during the lesson, and create

more materials for the students to use to benefit from. Moving around the room will never be a

bad thing! Moving around will help you keep an eye on how each student is completing the

lesson and making sure they stay on track. Having the students work together is a great way to

instill working with other people. When the students work together, it creates teamwork skills

they didn’t have and will benefit them in everything they do for the rest of their lives. When it

comes to creating more materials for the students, I want to make sure I put time and energy into

creating information for the kids that will be important, and not fill their heads with confusing

and overwhelming ideas. The simpler and to the point it is, the more it will help them in the end.

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 References

Denton, Paula. The Power of Our Words: Teacher Language That Helps Children Learn. 2nd

ed., Responsive Classroom, 2020.

Dweck, Carlos S. Mindset: The New Psychology of Success. Ballantine Books, 2016.

Himmele Pérsida, and William Himmele. Total Participation Techniques: Making Every Student

an Active Learner. ASCD, 2017.

Simpson, Cynthia G., et al. Effective Inclusion Strategies for Elementary Teachers. Prufrock

Press, Inc., 2013.

Venables, Daniel R. How Teachers Can Turn Data into Action. ASCD, 2014.

Wood, Chip. Yardsticks: Child and Adolescent Development Ages 4-14. 4th ed., Center for

Responsive Schools, Inc., 2021.

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