Goal setting evaluation and rubric for mid-semester goals and challenges. What have you already done to meet this goal or challenge? what feedback have you been given by your teacher and supervisor? what are your next steps? include a timeline for taking those steps.
Goal setting evaluation and rubric for mid-semester goals and challenges. What have you already done to meet this goal or challenge? what feedback have you been given by your teacher and supervisor? what are your next steps? include a timeline for taking those steps.
Goal setting evaluation and rubric for mid-semester goals and challenges. What have you already done to meet this goal or challenge? what feedback have you been given by your teacher and supervisor? what are your next steps? include a timeline for taking those steps.
challenge to be met? To which FEAP does this goal/challenge apply? Concerning all three of my focus students, I wonder how I can help them become more proficient in their reading comprehension skills due to their inability to read fifth grade level passages and recall information about story structure readily. FEAP 3.b Deepen and enrich students understanding through content area literacy strategies, verbalization of thought, and application of the subject matter. FEAP 1.d Selects appropriate formative assessments to monitor learning. FEAP 5.a Designs purposeful professional goals to strengthen the effectiveness of instruction based on students needs.
What have you already
done to meet this goal or challenge? I have performed a running records with Chelsea. This was 2nd grade level passage, which she performed with 94% accuracy. With Rodger, I have asked him to participate in a number of whole group literature activities that asked summarizing and storyderived questions. Angela is very good at comprehending her readings, yet I wish to push her thinking in a more analytical way.
In what ways have you
collaborated with your teacher to reach this goal or challenge? My collaborating teacher is very accepting of my wanting to work with focus students. We schedule times during the latter portions of subject sessions to perform running records, whole class spelling inventories, and small
USF Elementary Education
What feedback related to this goal or challenge have you been given by your Collaborating Teacher and University Supervisor? My collaborating teacher outwardly expresses that this school year is stressing her, what with the change to FSA and recent reform in accountability. Her feedback on this matter is to keep at it and always talk to her if I need to schedule an activity with my focus students. My supervisor has been supportive of giving scaffolding when needed and telling me about all of the data collection methods. In what ways have you taken that feedback into consideration? I wish to find out what types of literature my focus students like the most in order to buy them all books at the St. Pete flea market. Also, I could arrange progressive running records with my students to see what level they perform roughly and with a
What are your next steps?
Include an explanation of a timeline for taking those steps. If your goal or challenge has been met, this may include a new goal or challenge. After spring break, my students will be finishing up their FSA examinations in areas such as math and reading. Not a lot of time will be available to spend with them like I used to in the beginning of the year. This is okay, because there is always at least 30 minutes a day somewhere to perform lessons/assessments with them. Chelsea: I wonder how high of a reading level passage she can perform with at least 85% accuracy. Rodger: I want to teach Rodger to be proactive in his own learning, and advocate for him to read a book, and take a one sentence note for each page. I noticed that this helped me with my reading comprehension. (I was in intensive reading in high school).
Goal Setting Evaluation and RubricMid Semester
USF Elementary Education
group instruction.
challenge, this way I can
analyze word patterns and see if I can do another small group phonics activity tailored to harder concepts than long/short vowels. What evidence do you have that supports your process of meeting this goal or challenge?
Angela: I wish to find a
good fit book for her summer vacation.
I am collecting data on my focus students literacy skills
such as running records, spelling inventories, and reading journal entries. Their work will resonate for a long time, because I could use it to show my future students that its okay to make mistakes when recalling a story, in fact some students there age have made the same mistakes before.
NEW FL EDUCATOR ACCOMPLISHED PRACTICES
(a) Quality of Instruction. 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; c. Designs instruction for students to achieve mastery; d. Selects appropriate formative assessments to monitor learning; e. 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 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; b. Manages individual and class behaviors through a well-planned management system;
Goal Setting Evaluation and RubricMid Semester
USF Elementary Education
NEW FL EDUCATOR ACCOMPLISHED PRACTICES
c. Conveys high expectations to all students; d. 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; and i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals. 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; b. Deepen and enrich students understanding through content area literacy strategies, verbalization of thought, and application of the subject matter; c. Identify gaps in students subject matter knowledge; d. Modify instruction to respond to preconceptions or misconceptions; e. Relate and integrate the subject matter with other disciplines and life experiences; f. 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. 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; b. 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; d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge; e. Shares the importance and outcomes of student assessment data with the student and the students parent/caregiver(s); and f. Applies technology to organize and integrate assessment information. (b) Continuous Improvement, Responsibility and Ethics. 5. Continuous Professional Improvement. The effective educator consistently: a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students needs; b. 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; d. 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.
Goal Setting Evaluation and RubricMid Semester
USF Elementary Education
NEW FL EDUCATOR ACCOMPLISHED PRACTICES
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.