GAM

Candidate Professional Practice Goal(s) & Implementation Plan

Name:

Date:

Elizabeth Footit

10/25/2015

Goal(s): Based on the candidates self-assessment and the baseline ratings

determined by the Program Supervisor and Supervising Practitioner, the candidate
has set the following S.M.A.R.T goal(s):
Essential Element
The candidate teacher will regularly evaluate
CAP Professional
Practice Goal(s)

students learning and understanding of content

material based on informal assessments and then
provide the students with proper modifications
and additional resources such as handouts,
graphic organizers, additional directions, or
personal assistance in order to meet the needs of
diverse students.

Meeting Diverse Needs

*Professional Practice Goal must be linked to an element. This is a teacher goal.

Implementation Plan: In support of attaining the goal(s), the candidate, Program

Supervisor and Supervising Practitioner agree on the following actions (add more
rows as needed):
Action
Routinely ask for feedback on
lessons and teaching practices

Consistently analyze and assess

student work

Consistently reflecting and adjusting

practices based on advice and
constructive feedback.

Supports/Resources from
After lessons, the teacher will seek
feedback from both the Supervising
Practitioner and the students. The
Supervising Practitioner will also review
lessons and modifications before a
lesson is carried out.
Whether it is formal or informal, the
teacher will review data and adjust
lessons and provide additional
modifications in order to better meet
the needs of students. Adjustments
made in advance will be reviewed in
conjunction with the Supervising
Practitioner.
The candidate will expect to receive
feedback from the Program Supervisor
and Supervising Practitioner through
journals throughout the semester and
after lessons.

Timeline/Frequenc
y
Daily
10/27/201512/17/2015

Daily
10/27/201512/17/2015

Daily
10/27/201512/17/2015

Measure of Student Learning: In addition to attaining the professional practice

goal, the candidate will also be assessed based in part on their impact on student
learning. The Supervising Practitioner, in coordination with the Program Supervisor,
has set the following measures of student learning.
Measure of Student Learning
The students growth will be
measured through a pre and post-

Impact Rating
High

Parameters
56 students improved their grades and
received a high score on their post-

assessment. On the second day of

the Harrison Bergeron Unit, the
students will be asked to define
utopia, dystopia, and
totalitarianism, as well as answer
the first essential question.

assessment.

Moderate

Low

Fewer students were categorized as

moderate due to the enormous leap to high
on the post-assessment. The majority of
students identified as moderate after the preassessment, improved to high on the postassessment, and over 20 students who
originally scored low, advanced to
moderate on the post-assessment.
Only seven students received a low grade on
the post-assessment, meaning over 45
students improved their grades to either
moderate or high

*Measure of Student Learning is NOT linked to the Professional Practice Goal.