University

of La Verne

Induction Plan

Candidate: ____Ashley Miller____ University Supervisor: ______Tony Armandan_____

Credential Received: Multiple Subject ____ Single Subject____ Education Specialist____

th st
Effective Date of Preliminary Credential ______December 18 2017_to January 1 2023____

Step 1 Directions: Based on evidence gathered during your teacher preparation program, use the first two columns to describe your strengths and goals in
relation to the following.

Field Experience Strengths Goals
TPE Domain
(Student Teaching or Intern Program) (Started with your University Supervisor and
b completed with your Induction Support Provider)
A: Making Subject Matter During student teaching, I demonstrated a strong understanding of all content A goal I have to help differentiate my instruction
Comprehensible to Students knowledge taught. I was able to preplan all lessons taught with enough time that I in multiple-subject teaching is that I want to grow
was able to make sure that everything I taught, I knew what I was responsible for. I in switching up the curriculum so the day to day
taught many types of lessons, which ranged from Language Arts, Social Studies, activities are not repetitive and thus become
Math, Physical Education, Science, and Art. Some of these lessons were integrated boring. I want to add to and collect ideas to
with other subject areas and I felt comfortable teaching each of them with expand my repertoire to use over time to make
confidence that I excelled or did well in each. I covered a vast amount of content learning fun and engaging. I want to further my
while also incorporating accommodations and modifications to specific students to knowledge on integrating many of my lessons with
make sure all were equally accessible and achieve the learning goals and objectives not just one subject but instead two or even
set forth in each lesson planned. I helped to bridge the gap between students who possibly three to reach more students, to cover
are above average and those seen struggling. I want to better learn how to explain more ground, and to make learning cross
things in more than one way because not every student learns the same. I mean no curricular, to make sure that I am reaching all
two students will understand exactly the same way, some need more than one students from the low range, average, and above
explanation, others will need a different example and maybe more than just one average on a consistent basis. By taking small baby
example. Because the primary grades focus a lot of their detail in their Language steps into integrating one lesson with other
Arts, I taught lessons that incorporated both fiction and nonfiction text so students disciplines, it will allow me to expand my ideas
were exposed to both. I taught a vast majority of math standards that ranged from and to gain an understanding of where to go to
counting on with number lines to solving word problems by drawing it out. I taught next. By doing this, I can build on ideas and it’s
science standards that were integrated within Language Arts and Art standards as important to remember the skill itself is all about
well. By integrating lessons with multiple subjects, students are exposed to a trial and error, figuring out what works best with

 multitude of standards and it creates deeper learning. Cross-curricular teaching is what and what does not work well at all for my
essential because it engages students, typically requires different types of learning particular students each year. I want to expand my
within each lesson, collaboration is typically present, and the students learn content horizons and observe other teachers around me,
in a multitude of ways. By understanding math in the context of science, working as a team to gain insight into other ways
understanding science in the context of art, or understanding science in the context to teach certain content that may work more in
of literature, it reinforces a deeper learning and the students are able to use both favor of those in my classroom. I also believe that
inside and outside the classroom. With the use of technology, visual aids, partner looking into each of the student’s cumulative files
work, and a variety of strategies, among other things, students are able to and observing students each day to truly learn the
comprehend subject matter more clearly than if it were just straight paper and pen ins and outs of each of my students and the way
type work. they learn is essential in their success. I want to
become more familiar with the students in this
way and it will allow me to keep an open mind in
helping those in need and to see where they have
struggled in the past and ways that it has possibly
been handled in the past as well so I do not repeat
anything that may not have worked previously.

During student teaching, I grew in my knowledge of ways to assess students. I I have goals in both growing in the areas of
B: Assessing Student Learning assessed students in a multitude of ways ranging from formative and summative formative and summative assessments as far as

assessments. Students took summative assessments when finished with units of learning how to do it more effectively and
study, both in paper format and also with the use of technology on a program called efficiently, but also how to expand my knowledge
EADMS. This is a district led website that stands for Educator’s Assessment Data in different ways to give summative and
Management System. Students took reading tests with multiple choice, fill in the formative assessments. I believe with the
blank, and short answer questions. I, along with my master teacher would correct primary grades; summative assessments are
each of these tests at our own discretion. I also was exposed to assessment on an done more for the teacher to guage teaching
online gaming program called Kahoot, and I used this a few times for my lessons to thus far and to plan teaching in the future. Since
nd
test student knowledge on a variety of subjects. Students took these summative primary grades (K-2 ) do not receive letter
assessments on science content and social studies content that I created myself and grades, summative assessments are not either,
administered based on learning within the classroom. Students enjoyed this but instead being given more at the end of units
assessment type and often asked to play again or when there would be time to play to see where the students stand before moving
another. These assessments allowed for immediate feedback and I was able to base on. I would like to grow in my expertise of
learning on the scores provided. Students also had summative assessments given on different types of summative assessments to give
text-dependent questions where students had to find their answers contained in to primary grades that are effective and
rd th
their storybook and prove their answers. I also had many occurrences of exposure engaging. For secondary grades (3 -5 ), these
to formative assessment, on a day-to-day basis. I would constantly and consistently students do receive letter grades and so
walk around the classroom and observe students as they completed their work and summative assessments are as well. These
would facilitate wherever I saw fit. I also worked in many small group settings with assessments are important to give to truly know
students who were struggling so they had ample opportunity for help when where students stand in a specific area or unit
necessary and my undivided attention as well. I held many other formative and where to plan instruction next. I would like

 assessments with students when completing exit tickets in math and when to grow in this area as well, to make a difference
completing their major Step Up to Writing assignments. These assignments were in summative assessments for those in the
not given a formal grade, but were instead used as an anchor in what would come secondary grades that are different than what
next. In beginning every lesson taught, I started by activating and assessing prior would be seen in the primary. I believe formative
knowledge by asking essential questions to spark students’ interests and so I was assessments are a key factor in daily learning and
aware on where students stood with the content being taught before delving into should be done constantly and consistently.
more detail. Formative assessments are done with every
lesson to check for understanding and also to
quickly assess lessons in between units. I am a
firm believer in learning new techniques to see
what works best for different types of students
and I want to grow and expand my knowledge in
this area for both the primary and secondary
grade levels. I do not want to give assessments
that are not effective and that are in turn a
“waste of time” both for the students and myself
while grading. I will continue to work with my
induction support provider in this area because I
believe it is one of the key components to
students’ success. Coming in as a new teacher, I
want to remain open to asking experienced
teachers for help when I truly need it because I
know I can learn so much from them and what
they are able to implement that possibly works
and thus I can use the same type of system for
my classroom. I will make sure, along with asking
other teachers, I will also observe them when
possible because I am a visual learner and work
best when seeing something in action, rather
than just hearing about it.

I believe this is a key aspect of teaching. All students should be actively engaged and My biggest goal to work towards and hopefully
C: Engaging and Supporting participating in each lesson throughout the day or the job of the teacher is not being achieve would be to work on my knowledge in
Students in Learning done effectively. While student teaching, I made sure to use a variety of strategies accommodating certain struggling students and
to spark students’ interests such as relating the content to their lives, having them modifying lessons when necessary to make the
participate and answer questions, working with a partner of their choosing or their learning goals achievable for all working towards
designated table partner, having them on the rug in the front of the classroom to accomplishing them. I struggle the most in
get their undivided attention, lessons taught while being able to move about the thinking of ways to reach all students and am
classroom, and using a variety of methods to learn such as through the use of only experienced with certain disabilities such as

 technology, white boards, and integrating art, which they enjoy. I believe this is one ADHD or EL learners, but for those with major
of my strongest qualities as a teacher and partly because I find it to be so important. difficulties such as hearing or vision impairments,
I put much focus in this aspect of teaching and I believe it shows throughout each of or with a 504 plan or IEP, I would have to reach
my lessons every day. I am both a parent and an aspiring teacher so my background out to colleagues for support. I have some
working with my son and daughter has helped me in areas with my students. I am experience with IEPs, but not enough to feel
full of energy and passion, and enjoy not only teaching the students, but talking with overly confident in them and would enjoy
them and getting to know them as well. By getting to know the students, I can use growing in this area. I enjoy working with
the information learned and insert it into my lessons to interest the students and struggling students and have the patience for it.
make it known that I care and notice. I make sure to use a variety of techniques Seeing the students’ eyes light up as they reach a
throughout my lessons and a variety of activities to keep the interest level high. By certain goal or when they understand a concept
getting to know the students on a personal level, I am creating a community within set forth, it gives me an internal satisfaction that
the classroom and with that I can create a diverse learning community that leads to cannot be accomplished anywhere else. I believe
not only a comfortable, but also effective learning environment as well. For all students benefit from small-group instruction
example, during a math lesson about subtraction. I created a word problem about and I would incorporate this into my classroom
one student having blank Pokémon cards, and another student having blank for all, not just those struggling. Just like
Pokémon cards and then comparing them to see how many one student had more colleagues can learn from one another, so can
than the other. Students were not only learning math equations, but they were also students. I want to keep my students actively
doing it while feeling included within the learning and on a topic, they care very engaged throughout the entirety of each lesson
much for. and throughout the day. I know these are big
shoes to fill, but with passion, I believe it is
attainable. Even though I know I am not the best
at every subject in school and some do not
interest me as much as others, I cannot let my
students see that internal battle I have. By truly
loving each subject I am teaching, the students
will hopefully have that same internal
satisfaction I am giving off and want to learn
more. If I show that I do not love a certain
subject, such as history, how can I expect my
students to do the same? I never want to be
afraid to show the students that I love teaching
and instilling that being a lifelong learner is an
important skill to have for the future. Even if my
students look at me like I am crazy, for loving
what I do, my enthusiasm and interest will
hopefully rub off on them and they will love it
too. I make sure, and this is a goal as well to
continue expanding, to engage students in each
lesson and make it fun for them to learn. By


 incorporating life events, or topics of interest, at
a kid-friendly level, the students are better
equipped to not only understand the material,
but also relate it to their lives and want to learn
it as well.

During student teaching, I quickly learned that as much as the day needs to be One thing I want to continue working on, that I
D: Planning Instruction and structured and planned, it needs to also change and adapt based on how the began during student teaching is my timing of my
Designing Learning Experience students are performing and based on their needs. I learned the structure of the lessons and the entirety of the day. I quickly lose
for Students classroom and its schedule fairly early on in my student teaching, especially when I the timing of each lesson and the day tends to go
took over all teaching and transitions a few weeks in. Every morning, I wrote the by quickly so the best way for me to accomplish
morning schedule of all work to complete before recess and what to continue this goal is to set timers in the classroom to make
working on until lunchtime. The afternoon was left open for all unfinished work to sure everything gets done, or at least has an
be completed and/or anything else that came up. Between morning appropriate time set out for everything
announcements, monthly school assemblies, library day, when visitors came, scheduled. I incorporate an online stopwatch
shortened days, and district testing, I made sure to work all daily assignments in and timer in the classroom for all the students and I
would adapt those I saw fit. Some days went perfect and all work planned was to see, and when time runs out, a sound rings
completed, other days were a bit disordered and not all work was finished, and out, and the students know to place their hands
instead had to extend into the next day or more. I made sure to always keep an on their head to stop what they are currently
open mind because as much as it’s nice to plan the day out, things always pop up doing and listen for further instruction. I have
unannounced or unexpected and throw it off. It is how we face these types of things learned that this helps myself progress through
that defines us and if we stress, the students will as well. I made sure that no matter the day and work on each activity scheduled
what, I always created a positive climate for learning and all students were exposed throughout the day and it works for the students
to learning experiences they could keep in the classroom and also take with them as well because they are able to stay on task
outside the school setting. I grew in my ability to adapt my daily schedule to the more and enjoy knowing when the task will be
students’ needs and did so by looking at how well each lesson was taught, over and another soon to begin. I believe
performed, and completed. If a lesson I taught did not seem to make sense to the because of my passion for teaching, it causes my
students, I would make sure to cover it again more in detail the next day or later lessons to extend further than anticipated. I
that same day so students were exposed to it further and gained a deeper enjoy talking thoroughly about the lesson and
understanding before moving on. For example, while teaching math, if I felt that the with the students to make sure they all
students were not understanding a specific area or topic, I made sure that the next comprehend what is being taught, and
day, during the presentation of math’s lesson, I would begin with white boards to sometimes this can drag out and even though
discuss the content further and to practice it more before learning in the next area. students may be engaged, the lesson then
Some days the students would grasp the content right away and we could move becomes too long. Setting a timer helps
onto the next topic, other times we had to take a few days to cover the same topic eliminate or make it less likely to occur and I plan
before deciding it was understood and safe to move on. To the contrary, if I taught a on keeping this strategy in the classroom in the
lesson that I felt was too easy, I adapted it and changed it to make it fit the needs of future and I want to work on strengthening this
the students in that way as well. I became comfortable teaching units instead of just goal and thinking of other ways to help as well. I
lesson by lesson that I was used to doing prior to student teaching. I had only known believe working with my induction support

 prior, how to write a thematic unit containing five lessons only, and now have provider, I will quickly learn how to make this
taught about five lessons each day covering a multitude of units and subjects possible and I know that I am not the only
instead. I began four months ago teaching the students about seeds and how plants teacher in this particular boat. As they say, the
need specific things in order to grow and over time taught students about seed day goes by fast when you’re having fun! I want
dispersal, then about specific ecosystems (pond, desert, woods), and how each have to also expand my creativity to make learning
their own specific qualities to each. Each unit progressed and extended from the more fun and to create learning experiences of
previous, and it was a learning experience for myself to grow in my ability to teach all sorts in the classroom. Students truly enjoy
different units from beginning to now. I began teaching word sorts months ago having a teacher create moments that instead of
containing simple vowel patterns such as short o or long o, and then moving into being dull, are more interesting and exciting by
vowel teams and oddball or irregular word patterns. I also learned how to teach tweaking only a few things. For example, instead
students how to write gradually over time, beginning with six simple sentences, four of just completing a normal worksheet activity, I
months ago, to teaching them how to expand it to eight detailed sentences can turn it into a puzzle, game, or something of
containing adjectives and prepositional phrases. Overall, students were exposed to that nature, so the students are more willing to
many learning experiences, ranging from all subject areas, that began simple and complete it and learn while having fun in the
then expanded and advanced over time to begin preparing them for next year. process. I believe there is always room to grow in
this area as well and creativity is endless.
Standardized tests and endless amounts of
worksheets can make this harder to accomplish,
but it is still extremely important to remember
and try incorporating whenever possible. Simply
teaching the material and taking a test makes for
a good teacher, but to be a great one, the
teacher needs to be prepared to teach outside
the box, develop unique learning methods, and
create custom lesson plans. I intend on doing just
that, growing and expanding over time!

While student teaching, I made sure to constantly praise and encourage students One goal that I want to continue growing in is my
E: Creating and Maintaining based on work accomplished, making good choices, helping others, and other ways ability to stick through with my procedures and
Effective Environments for that were specific for certain students. For example, a student who normally has a routines established in the classroom. I have a
Student Learning harder time finishing their daily writing assignments was praised for this much more tendency of getting lost in conversation with
than for a student who normally finished without fail. These types of students need students because I have the difficulty in stopping
the praise for the little things that are harder for them so they continue their it mid-sentence or though, and thus the
progression and to show that I care and notice. I made sure to encourage and praise conversation continues until others take notice
students inside the classroom but also outside the classroom as well, at times such and want to talk too. Eventually I have to cease
as recess, PE, or lunch. I want my students to see how proud I am of them on a daily the conversation and have students go back to
basis and to encourage them to keep at it. Instead of just focusing on negative their seats and continue working. I want to be a
behavior, I also want to highlight the positives so they are repeated by those teacher and a friend/supporter of my students,
carrying them out and for others to take notice around and possibly follow suit. I but with a limit that the students still stay on task

 made sure to develop a healthy rapport with my students and to keep in contact and know when it is appropriate to talk to me
with parents to share anything necessary that happened throughout the days or and when it is time to work. This is a goal I want
weeks. I used two different communication platforms; one for strictly parent to establish right off the bat when the school
communication, called Bloomz and another to share reports to parents and track year begins. I want my students to know they can
student behavior, called ClassDojo. ClassDojo was not only our behavior tracker, but come to me for whatever they need, but when
also our way of earning Rancher bucks which are school made money that students time allows or by raising their hand. I will always
can use to buy things in the class store each week as an incentive. When giving make sure to work on making myself available
students points for positive behavior or taking away points for negative behavior, for my students whenever requested and this
tasks were specifically labeled of why points were earned or taken and notes could will be shared so students who need the most
be attached for strictly only the parents to see and discuss. This brings a sense of help know where they can get it. In the first week
community and closeness to the classroom and sets the standard of what I look for of school, it is my ultimate goal to establish the
and do not approve of in the classroom as well. I believe it is important to constantly routines and procedures of the classroom right
encourage students each day, and show my support in their success. I made sure to away, to set the tone of the classroom and so the
maintain high expectations, that are reasonable, for all of my students and while students know my expectations right away. I
being there in their corner to root them on, I was also in their corner to offer help want my students to be involved in the rule
when needed or asked. making of the classroom so they feel included
and want to follow their own rules made. I want
to work with my induction support provider in
creating these routines and procedures and
maintaining them. Also working on expectations
of what I want in a whole group setting, working
with partners, and individually because these all
look different. I allow my students to talk in class,
but only appropriately and while remaining on
task. This is an expectation to establish in the
first week as well. Routines, procedures, and
expectations of behavior will all be shown in the
classroom and reviewed every week and even
every day, when giving incentives and reminding
students of what I should see on a daily basis.
Another goal to work on for myself is remaining
flexible. I know the day cannot be planned to a T,
but creating a schedule each day and following it
to the best of my ability, while remaining flexible
is a must in effective teaching. Being a teacher is
a committed profession and I intend on working
towards just that.

 While student teaching, I had the privilege of attending a variety of professional A goal of mine in the area of developing as a
F: Developing as a Professional development meetings. I had the opportunity to attend a SST meeting, initial IEP professional educator is to be accepting of
Educator
meeting, multiple parent conferences, weekly PLC, (professional learning change. As an important part of the teaching

community) meetings with other second grade teachers, two Staff Development process, it is important to note that I work well in
Days, and monthly staff meetings where all teachers from the school attended. The changing of small things, but with major issues, I
monthly staff meetings are always on different areas, the first being on Dreambox struggle to adapt. Education is an ever-changing
training, which is the technology program students use to further their knowledge profession so it is important to remember that
and practice in grade appropriate math skills at their own level. The second meeting and always start the day with an open mind and
was on the counseling services provided within the district and to officially meet our fresh start and know that things may happen
new school-site counselor. The third and final staff meeting I attended was on EL that are not prepared for, but it’s the way we
training which taught me how students are placed in the EL program and how to handle these times that truly shape us into who
assess their CELDT scores to see if they qualify to move up or test out. I enjoyed we are as teachers. I want to continue working
each of the meetings I attended, the most frequently being the PLC meetings each on this goal and being optimistic and willing to
Wednesday on our compact days, that we met as a second-grade team and change and adapt when necessary because my
discussed various issues, ideas, or events relevant each week. Things such as a PIE students are counting on me to be there every
plan to create and then implement in the classroom. The PIE plan is specific to those step of the way, growing and learning just like
students struggling and are identified EL learners of various levels, ranging from 1-5. them. Being open to listening to others’ ideas
These students from each of the second-grade classrooms, come together in one and how they handle major change, I want to be
classroom with the second-grade teacher who offered to represent and are offered able to incorporate into my teaching as well. For
explicit instruction specific to their CELDT level for 45 minutes each Monday, example, a student gone for a long period of
Tuesday, Thursday, and Friday and for 30 minutes on Wednesday. PIE stands for time and for me to be able to know where to
prevention of students to struggle further and become more and more behind, this pick up when they return. As a professional
tier is recommended for level 1 and 2 CELDT students. Intervention is for students educator, I want to continue working on myself
to receive explicit instruction for level 1 and 2 students including small group and my teaching throughout the entirety of my
instruction, daily fluency practice, and phonics readers. While profiles 3-5 work on career, beginning with my induction plan
grade level material and extend further on already taught lessons. Extension covers provider and for years to come after. I want to be
CELDT levels 4 and 5 and benefit from extended activities such as literacy groups, able to reflect on myself and notice the struggles
reader’s theatre, and book studies. These students are encouraged to extend their I may face and do it head on with a positive mind
learning and hopefully test out of ELD in a year or two with the highest level being a and know that I can accomplish anything I set my
6. Besides PLC meetings, I attended parent conferences after the first quarter of mind to. I am always willing for a second or third
school ended and I met all the parents of my students. This was a great learning opinion because there are so many teaching
experience for myself as a future educator and to further my knowledge on techniques and practices that can possibly work,
developing as a professional educator because I learned great techniques and ways but without hearing about them or trying them
to talk with the parents in a manner that was appropriate, straightforward, and out, then you will never know. Working with my
detailed. I believe it is important to constantly work on furthering your knowledge colleagues that are more experienced than I, I
as an educator, always trying to become better, and being a life-long learner. I grew know I will be in good hands and will be able to
in my expertise of how to work as a team and how essential it truly is to make sure grow as an educator and I cannot wait to get
all students are successful not just from a classroom perspective, but as a whole there sometime soon!
child as well. Having a variety of other teachers to bounce ideas off of and to ask


 questions and gain insight can only improve student success rather than hinder any
failures that may arise. All teachers teach differently, but we all have one thing in

common and that is the patience and the devotion to make sure all students
succeed and to help them in any way possible to make sure that happens!

Step 2 Directions: Reflect on evidence gathered during your teacher preparation program that identified your areas of strength.

My evaluations both from my University Supervisor and School-Site Supervisor were filled with much praise and acceptance for what I was teaching. With compliments along the
way to show that my strategies implemented worked and my students were actively engaged throughout the entirety of each lesson observed. It was quite a humbling experience
to be told that the students enjoyed the lessons and having them participate and want to do more at some times, made all the nervousness subside and completely worth it. As
students participated and shared with their peers about their learning, it gave me a sense of pride that I cannot find elsewhere. Also, I was complimented on my ability to
effectively teach the subject matter given and making it accessible for all students involved. I adapted my lessons to each individual student’s needs and made sure to
accommodate those who truly needed it. I believe I am on the right track to developing as a professional educator and as seen in my evaluations, I have received many high scores
in that area, explaining that I reflect on teaching practices and implement the instruction necessary. I am open to all comments given to further my educational practices to better
serve my students and teach them more effectively. I was nervous entering student teaching because even though I have learned Common Core over the years in school, actually
teaching the standards all day in a variety of settings and subjects, I wasn’t sure if I would be able to do it. Teaching the primary grade level and having to know a little of every
subject in order to teach them all and instill critical thinking for my students, I wanted to make sure that I would not let them down and as I progressed over these last few months,
the standards became second nature to me and it was about teaching the subject matter or content, and the standards just followed along without difficulty. As I progressed
through units and each building off the previous, the standards became more detailed, but again were easy to follow along with because the lessons tied so perfectly into them
that I did not have a hard time coming up with lessons that fit those particular standards set forth. I fell in love with teaching because of the way students light up as they
understand what is being taught, especially for those who are struggling and then have an “ah ha moment. I believe because of this, the passion I have to reach these students
comes naturally as the standards are chosen for each lesson or the lesson is chosen for each standard because I make sure to make the lesson objectives attainable for all and that
I truly want them all to succeed. This whole process has at times been stressful and challenging, but I can also say it has been the most rewarding and I have gained more
knowledge than I ever thought possible. I feel extremely prepared for what’s to come next, and I know at the end of the day, I can do this! I am so thankful for the trust that those
had for me and for having the opportunity to teach my students throughout the course of this journey. They will forever have a piece of my heart and I will never forget this
experience or the lifetime of memories to hold onto.

Step 3 Directions: Reflect on evidence gathered during your teacher preparation program that identified needed growth areas.

In the profession of teaching, there is always room to grow and areas to improve in. Education is forever changing and adapting, and its up to us educators to do the same to keep
up with the flow of new integrated ideas and strategies. Teaching offers a new day each day, with something to always surprise you. It leads to new beginnings each year and
never-ending learning both for the students and myself. It is important to note that the quality of someone's teaching does not always refer to just how much information they
manage to get into their student's heads or the results that they produce. It also refers to their technique and presentation. Many teachers have a fantastic amount of knowledge
that would be greatly useful to students, but they have no idea of how to express it. Great teaching often has less to do with wisdom and skills, but more to do with their attitude
towards their students, their subject and their work. I want to be able to pull my resources out and share with the students so they are able to receive a high education that will
lead to great things for my students’ futures. I do not want to simply teach the standards by the book, but rather use the standards as a base and grow and expand on them so
students not only learn from them, but also in greater detail, with life skills attached, to take outside the classroom and use in everyday life. I want to be a confidant for my

students so they know they can come to me whenever possible and I want to make learning fun. I want to continue working on myself and improving on all areas. The goal I want
to work hardest in is my “Planning Instruction and Designing Learning Experiences for Students” because I want to forever be creative and find ideas to incorporate into each of my
lessons to make them not only informative but also fun and engaging as well. In my evaluations from my University Supervisor, he suggested that I continue working in that area to
make learning fun, just like I have been doing, and simple solutions to making the learning more interactive and that leads to whole-group participation with the lowest possibility
of students being off task. I want to continue learning and growing in different strategies to implement for my lessons so all students have the possibility of working in whole
group, small group, and individually and know how to perform appropriately in each. Also, I want to continue working on finding the balance of being a friend/supporter and
teacher to my students because I know that as much as I want to learn more about each of them and have side conversations with them about their lives, there needs to be a time
and place so the learning does not get interfered by other things. I very much enjoy the fact that the students want to share with me and feel comfortable doing so, I just need to
learn to become comfortable enough to turn the conversation off when needed and not fear that the students will be upset with me for doing so, but instead will be
understanding that I need to be elsewhere or teach at the moment. Having the energy as a teacher is a great thing to have, but I also need to remember that the students feed off
it and can become rowdy themselves and then it can be difficult to turn it around and begin learning again. Creating a time or place to share, is something that I truly want to
incorporate into my classroom and make it a part of my routines and procedures because it is important for the students to know that I am there and that I care about each one of
them individually. I also want to work in the area of formative and summative assessments because not all of my lessons incorporated true assessments in each. I want to continue
working on implementing different types of assessments into my lesson planning and seeing what works best and with what types of students. During my student teaching, I did
learn about an assessment tool to use in the classroom, that my supervisors both were very fond of, through the use of technology called Kahoot. It can be used for any grade level
and for any subject thought possible. Many tests are already created on topics you can search or tests can be created yourself. I have done a combination of both and my students
were truly engaged each time, fully participating, and always asking to play again or when I would have another test for them to play. I want to continue using Kahoot in my
classroom and seeing how my future students enjoy this tool as well, because it truly does gauge the students’ understanding of the concepts and lets me know as the teacher
where to begin teaching next or what areas I need to reteach. Being able to share this tool with my colleagues and in turn get ideas from them, I know the goal of implementing
many forms of assessment will be accomplished in no time. I am the type of teacher/person who works well under pressure and even though I stress and think that I may not
accomplish what I am working towards, I always manage to come up on top and prove myself wrong. I want to instill confidence in my students to feel the same and that
sometimes it is okay to stress, but it is how we face the adversity that makes the difference. I want my students to know that they are allowed to touch (manipulatives), to
experiment, to make mistakes (and for that I will not laugh or make fun of my students), because I want to enable the students to step forward into the unknown. I am forever
willing to work towards being a life-longer learner, being there for my students whenever needed, and strive in being the best educator I can possibly be for each of my students
each year! Student teaching was just a small step in this life long journey ahead, I learned more than I ever thought possible and I am forever grateful for the experience and all
that I was able to accomplish along the way. I am ready for the next step, and see what the future holds for me.

Step 4 Directions: The candidate is responsible for completion of this docu ment and submission of a copy to his/her University Supervisor.
Documentation Review:

_____Ashley Miller_____ ______________________________ ______________________________

Candidate Signature/Date District Support Provider Signature/ Date University Supervisor Signature/ Date

We value your feedback at the University of La Verne. Please take time to email us this form when you apply for your Clear Credential and provide us with any
feedback you feel would benefit our program improvement efforts. Email to CToffice@laverne.edu