Goal Setting --End of Semester

What were the goals/FEAPS

(framed as wonderings) you
worked on this semester? To
which FEAPs do these
goals/challenges apply?
(5 points)

Instructional Delivery and

Facilitation. The effective
educator consistently utilizes a
deep and comprehensive
knowledge of the subject taught
to:
i. Support, encourage, and
provide immediate and specific
feedback to students to
promote student achievement;
The Learning Environment. To
maintain a student-centered
learning environment that is
safe, organized, equitable,
flexible, inclusive, and
collaborative, the effective
educator consistently:
e. Models clear, acceptable oral
and written communication
skills;

USF Elementary Education

Describe the reason you selected these wonderings. (5 points)
I selected these wonderings to focus myself on working on these specific skills
that are vital to classroom management and student growth. I chose the first
FEAPS goal to improve my ability to provide immediate feedback during lessons
and in revision lessons. This included me working on adjusting to a first-grader
mentality and my ability to explain concepts step-by-step very slowly.
My second goal was to strengthen my ability to provide clear, efficient directions
for each lesson or activity we complete in class. When I moved from 4th grade to
1st, there was a huge difference in the way I had to give directions so that students
could complete tasks. I had to focus on giving one direction at a time and being
constantly aware of where each student was in the classroom.

Describe several ways you grew in each of these areas. How do you know you
made progress? Provide specific evidence (refer to videos, observation notes,
student work, photos, field notes, etc.) to back up these claims of growth. (20
points)
I know I improved in these areas based on the data I collected over the semester.
For the first FEAPS goal, my growth is evident throughout the semester in my creation
of lesson plans. Initially, I relied on using my CTs lessons and guidelines to create
everything I taught. As I became more comfortable with the students and developed my
1st grade teacher vocabulary, I became more confident in my ability to create lessons,
connect with students, and provide immediate support. By the end of the semester, I
had created multiple worksheets, lessons, and activities by myself for various lessons.
In my recorded lessons and read-alouds, you can see that I have progressed in
giving directions. In early lessons, I often give many directions at a time and the
students arent able to complete all of them. Towards the end of the semester, in the
read-aloud video and math graphing video, it is clear to see that I have slowed down in
giving directions, giving them one step at a time, and repeating the established
classroom rules (reviewing expected story time behaviors). In my first CT observation,
I struggled controlling the classroom when the higher-level students finished work
quickly because I didnt have anything else for them to do. When they saw that I was
working with the other students who hadnt finished yet, they thought it was okay to
goof off. In my second observation, I was better prepared for students who finished
faster. My CTs notes showed that I had improved in my ability to control the students
and provide clear directions for what was expected of them.
Percentage
90-100%
80-89%
70-79%
60-69%
50-59%

Points
36-40
32-35
28-31
24-27
20-23

Chalk and Wire

5
4
3
2
1

How did you CT/US support your growth

over the semester?
(5 points)
My CT and US supported me throughout the
semester by providing constructive criticism
on lessons and observations. My CT also gave
me as many resources and tips as she could
during lessons and planning time. My US also
exposed me to many different strategies on
classroom management through class
readings and class discussions.

Where do you go from here? What are your

future goals as you move toward your final
internship? (5 points)
From here, I need to work on continuing the
good habits I formed in giving clear, concise
directions every day. I plan to do this by creating
a poster to hang in my classroom to help me give
the same format of directions for every single
lesson or activity. The directions and poster will
consist of five parts: 1) Okay class, eyes on me
for your instructions. You are going to First
you second you third you 2) You are
doing this activity at a noise level ___ and you
may/may not work with a partner/team. 3) You
have ___ minutes to do this, raise your hand if
you need help. 4) This activity will help
us_____. 5) If you finish early, ____.
For the other FEAPS goal, I believe my exposure
to different grades and experience will grow my
confidence that will help me connect and support
student learning better. With more exposure and
experience with different curriculum in training
and in the classroom, I will be able to better
support and encourage students and provide
accurate feedback during and after lessons.

Goal Setting Evaluation and Rubric

USF Elementary Education

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;
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.
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.