ED 345

Literacy Plan
Self Assessment
(Bolded areas signify validation levels for this course.)
E. Self Assess and Reflect on Your Own Future Professional Development Goals:
Process for self assessment:
1) Highlight the areas on the Criteria/Feedback rubric below which reflect your performance on this plan.

Followed directions: Yes____

No____

Level 4
Data Analysis
Presented a credible
defense for the structure
organization, and
content of the
instructional plan in
relation to the diagnosed
literacy needs of the
students and the
theoretical
framework(s).
In what ways did you
explain
the diagnosed literacy
needs of your students
in reading, writing, and
word study?
how your literacy plan
specifically was
tailored to meet the
diagnosed literacy
needs of the students?
the choices/decisions you
made to meet the
needs, citing the
evidence to support
your claims?
Valuing

Revised 5/15

Level 3
Accurately applied
understanding of literacy
concepts to infer
relationships across the
reading, writing, and
word study data to
diagnose the relative
areas of strength and
need of the students.

Articulated how personal

Thoughtfully examined
beliefs/theory informed
the relationship
each aspect of the plan
between personal
and contributed to the
beliefs and the theory
literacy development of
and explained how that
the learners.
relationship shaped
In what ways did you
each aspect of the
instructional plan.
clearly state your own
In what ways did you
personal beliefs and
clearly state your own
explain their
connections to specific
personal beliefs and
theory(ies)?
explain their
connections to
explain how the beliefs/
specific theory(ies)?
theory shaped at least
explain how the beliefs/
three aspects of your
plan?
theory shaped at least
three aspects of your
explain how at least three
plan?
aspects of your plan
will

Level 2:
Used the data to
accurately infer and
explained the range of
development in reading,
writing, and word
knowledge.

Level 1
Made
accurate
observations
of the data.

Connections among
personal beliefs, theory
and practice were clearly
explained throughout the
instructional plan.

Stated own
beliefs about
how children
learn literacy
best and
accurately
and
completely
explained the
theory upon
which these
beliefs are
based.

Problem
Solving

Conceptual
Understandin
g of Course
Content

Revised 5/15

contribute to the
literacy development of
the learners?
Independently selected
and completely applied
a problem-solving
approach to develop and
evaluate an instructional
plan that addressed the
diagnosed literacy needs
of the students in
reading, writing, and
word study, including:
Assessment and
feedback,
Instructional strategies,
Differentiation,
Classroom management
and routines,
Concepts/skills/strategie
s you teach to the
students,
Materials/texts,
Student motivation,
Classroom environment.
In what ways did you
consciously and
completely apply a
specific problemsolving model to
address all of the
aspects of the plan?
Use the template to reflect
on the process/model
you used to develop the
plan?

Synthesized
information/course
content using a variety
of valid sources and
substantiated the
thinking with
appropriate depth.
In what ways did you
merge your
understanding of
course text
information, course
handouts, and learning
obtained through
participation in course
learning experiences to
shape your plan?
Develop your ideas with
appropriate depth

Performed all steps in

the problem solving
process to develop and
evaluate a plan that
addressed the diagnosed
literacy needs of the
students, students in
reading, writing, and
word study, including:
Assessment and
feedback,
Instructional strategies,
Differentiation,
Classroom management
and routines,
Concepts/skills/strategie
s you teach to the
students,
Materials/texts,
Student motivation,
Classroom environment.

Used a problem solving

process to develop an
instructional plan that
addressed the diagnosed
literacy needs of the
students in reading,
writing, and word study,
including:
Assessment and
feedback,
Instructional strategies,
Differentiation,
Classroom management
and routines,
Concepts/skills/strategie
s you teach to the
students,
Materials/texts,
Student motivation,
Classroom environment.

Articulated
the steps in
solving the
problem
constructing
an
instructional
plan to meet
the diagnosed
literacy needs
of the
students.

Demonstrated clear
understanding and
application of course
content consistently
throughout the plan,
developing ideas
through appropriate use
of examples and/or
evidence.

Demonstrated
appropriate application
of course content
throughout the plan and
supported the thinking
with examples and/or
evidence.

Expressed
ideas/
understandin
g of course
content
accurately
and
supported the
thinking with
examples
and/or
evidence.

through the use of

detail and examples?
Use and appropriately
cite valid sources for
your thinking?
Self
Assessment

Level 4
Writing

Revised 5/15

Articulated, with
Goals revealed insights
examples, an
about what was
improvement or deeper
learned and how
understanding of what
improvements
was learned through
can/might be made to
reflecting on the
strengthen a future
performance on this
literacy plan.
plan.
In what ways did you
In what ways did you
identify logical
identify logical
strengths and areas
strengths and areas
for further
for further
development in your
development in your
plan and provide
plan and provide
evidence from your
evidence from your
plan to support your
plan to support your
thinking?
thinking?
explain how what
explain how what you
you learned from
learned from
completing this plan
completing this plan
influenced three
influenced three
professional
professional
development goals to
development goals to
become a stronger
become a stronger
teacher of literacy.
teacher of literacy.
explain what you
learned from feedback
from the mid-semester
assessment to
strengthen your entire
plan?
Clearly articulated
Took responsibility for
relationships between
own thinking,
and among
distinguishing it from
ideas/concepts out of the those of others; used
theory/content and those language showing
of own thinking; used
consistent awareness of
language that reflected a appropriate tone/style
refined sense of
and varied word choice;
audience; showed a
applied appropriate
refined sense of
conventions to express
appropriate
complex ideas;
conventions; maintained consistently articulated
a refined sense of
relationships between
structure across the
points of development
plan.
without losing focus.
In what ways did you
Show a refined sense of
your strengths and areas
in need of further
improvement in at least
two of the areas listed
above?

Provided evidence from

the plan to support
analysis (from Level1).

Identified
logical
strengths and
areas for
further
improvement
in the plan.

Provided and maintained

sense of focus and
purpose; used language
that shows general
awareness of appropriate
tone/style, and varied
word choice;
consistently followed
appropriate conventions;
provided transitions to
clarify relationships
between most points of
development.

Establishes
audience and
gives some
sense of
purpose; uses
language that
shows some
awareness of
appropriate
tone/style,
and varied
word choice;
generally
follows
appropriate
conventions;
recognizable
introduction,
development,
conclusion.

2) What three areas would you target for your own further development to become a stronger teacher of literacy at
the fourth grade level? Why? (Provide evidence from your performance on this plan.)
Data Analysis- I started to analyze the data to find out the needs of my students in reading, writing, and word
study, but I could have done a more in-depth articulation of how the literacy plan specifically was tailored to
meet the diagnosed literacy needs of the students. I mostly referenced the data during the first part of the plan
and then when it came time for instructional strategies and classroom design, I didnt exactly describe how
those pieces would be tailored to my specific students.
Conceptual Understanding of Course Content- I feel as though I understood and was able to apply course
content throughout the plan, but I need to work on substantiating the thinking with more detail. More examples
added throughout instead of just making generalizations would strengthen the plan as a whole greatly. Perhaps
basing the more specific examples off of the data I was given using specific students as examples. I also need to
work on the citations for my sources since they were spread throughout and were perhaps a bit vague.
Valuing- I was able to articulate my personal beliefs about teaching and back them up with theory. These beliefs
shaped the goal setting, instructional strategies, routines, and motivation in several ways as specifically
articulated in the plan. I need to work on having the beliefs inform each aspect of the plan so the theories are
clearly woven into every section.
3) What new insights did you gain about the thinking needed to develop an effective literacy plan through your
reflection on your performance on this plan and from the feedback you received on the mid-semester
assessment?
New insights I gained about the thinking needed to develop an effective literacy plan are as follows:
-More details in all aspects of literacy can always be added
-It takes a lot of organization and brainpower to really synthesize all the information learned to present it in one
document so that it flows
-Many aspects of the plan were able to flow together, which meant that higher level thinking skills were needed to
make the appropriate distinctions between them.
-Each topic has to be thought about separately at first to really understand what it is about and each aspect of it
before trying to connect ideas.
Insights gained from the mid-semester assessment feedback:
-There is always room for improvement in not only every assignment/assessment but in everything in life.
-Adding more details/revising what is already written really strengthens the paper as a whole
-Feedback from teachers really lets you know what you need to work on to improve.
-A sense of self-accomplishment is felt after all of the feedback comments are addressed and you have moved on to
the other sections.
-A craving for more feedback arises after working on the plan for a while.

Comments:

Overall Performance:
___Distinctive
Name: Elizabeth Kent

Revised 5/15

__Proficient
Date:

__Emerging
Instructor: Robin Gleason

__Inadequate

Followed Directions: Checklist

Goals:
Reading
Writing
Word study (in relation to reading and writing)
Data Analysis:
Range of reading development and description of behaviors
Range of writing development and description of behaviors
Range of word study development and description of behaviors
Relative areas of strength and need across the data
Information that is lacking/still need to find out
Beginning of year assessments:
Reading
Writing
Word Study
Comprehensive Literacy Instructional Plan:
Personal beliefs about how children learn literacy best
Explanation of theory
Structure and organization of plan:
Assessments and feedback
Concepts/strategies
Instructional strategies
Materials
Classroom management and routines
Student Motivation
Classroom environment and classroom design
Differentiation
Evaluation of Plan:
Prediction of consequences of plan on student learning and rationale
Strengths
Areas needing further development
Self Assessment and Reflection:
Highlight and explain thinking on self assessment rubric for each area
Use the italicized question to frame responses
Reflection on problem solving process (Complete Self-Reflection Template)

Revised 5/15