I keep records of data, teacher evaluations, and reflections, so that I can produce outcomes that will represent high-level learning in the discipline. The data I provide is clear, written in the form of student learning, and permit viable methods of assessment. In all my data and reflections I try to learn how to adjust my lesson outcomes so they reflect several different types of learning. I want my lessons to present coordination, integration of valid instruction and differentiated, in whatever way is needed, for individual students.

          Looking at the statement “I can subtract two-digit numbers” on the whiteboard provides a clear and specific expectation for the math lesson. It shows students the proposed outcome of the lesson and the knowledge they will obtain. With an “I can” statement I apply “the power of yet”. The “power of yet” is a phrase from Carol Dweck and she discusses it in her book "Mindset". Students may not grasp the concept of subtracting two-digit numbers “yet” but with scaffolding and the use of different levels of assessment and differentiation, students will get to that “I can” subtract two-digit numbers.

          In the data presented by the three readers I mentored I can clearly see where each student’s strengths are and where they have yet to master the desired outcome. This is where I can differentiate my approach to teaching the lesson. I was observed and given distinguished marks for my lesson from my cooperating teacher. Even though not every student mastered that specific lesson, but with time, patience, and using a different mindset students can succeed.