Goal Setting Evaluation and RubricMid Semester

What is the goal or

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.