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;
I have aligned instruction with the state-adopted standards for each lesson I have taught. I have used http://www.cpalms.org/Public/
to find standards that go along with each of the lesson I teach. An examples of a lesson plan in which I have used the appropriate
standards can be found here.
b. Sequences lessons and concepts to ensure coherence and required prior knowledge;
For each lesson that I teach, I make sure that I am building on students prior knowledge. For example, when teaching subtraction
within 10, I made sure to start at the most simplistic and basic strategies for the students to learn. I started with using pictures, and
then taught students how to use their fingers to subtract. After these simple skills, I moved into teaching students how to use a
number line to subtract numbers within 10. This lesson plan can be found here. After teaching students how to use a number line for
subtraction, I then taught how to use part-part whole and then we moved into finding the missing subtrahend. I taught these
subtraction skills in this order so that they would build upon each other. After students have learned the most basic subtraction
strategies they could then learn the more complex strategies.
c. Designs instruction for students to achieve mastery;
In order to help students achieve mastery, I have differentiated instruction in many different ways. One specific way in which I have
designed instruction for students to be successful was when teaching subtraction using your fingers. First, I taught the lesson to the
whole class. I then gave students time to practice what they have learned independently. While circulating the room to check for
students understanding, I noticed some students were not completing the activity correctly and had not fully grasped the lesson
objectives. In order to help these students, I pulled a small group and worked with them together to help them better understand the
subtraction strategy we were learning about. This helped this group of students because they were able to receive more
individualized instruction that was tailored to their specific needs. This also gave this group of students a second opportunity to hear
the directions and how to complete the subtraction activity. This allowed students to achieve mastery with subtraction using their
fingers.

d. Selects appropriate formative assessments to monitor learning;

The formative assessments that I use to check for students understanding is to circulate the room and monitor the answers and
strategies that students are using to solve problems. One specific way that I have done this is when teaching math. While teaching
math, many times the students follow along with me using their individual white boards. After I write an equation on the board, the
students are to then solve the problem on their own boards. While students are working to find an answer, I walk around the room
and look at how they are solving the problem as well as whether or not they are ending up with the correct answers. After seeing how
students are solving math problems, I am able to modify my teaching to better help them be successful. An example of this lesson
can be found here.

Goal Setting Evaluation and Rubric

USF Elementary Education

NEW FL EDUCATOR ACCOMPLISHED PRACTICES

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.
Every week on Wednesday mornings, I take part in PLC meetings with the kindergarten team, the assistant principal, and the
principal. These PLC meetings are focused around the students that are considered to be in the tier 2 category and are in need of
interventions to help them improve in certain skills and subjects. Based on the data that is collected during these meetings, I adapt
my lessons to fit the needs of these students that need this extra exposure in order to help them improve in the recommended
subjects. Also, I am working to collect data for my inquiry this semester which is How can I help students develop strong reading
foundational skills so that they will be successful readers in the future? More about my inquiry and the data I have collected can be
found here.
f. Develops learning experiences that require students to demonstrate a variety of applicable skills and
competencies
I have taught students many different strategies in order to help them be successful when subtracting
numbers within 10. The different strategies I have taught include drawing pictures, using fingers, using a
number line, and using the strategy of part-part-whole. These lessons and reflections can be found here.
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;
I have shown the ability to manage the resource of time by making sure to keep track of time while teaching lessons. One specific time
that I modeled this was when teaching a lesson on character traits. For this lesson, I allocated approximately 30 minutes for me to teach
and then for the students to complete the following worksheet. Fifteen minutes were given for me to explain directions, for the students
to read the passage, and for me to read the passage aloud. Then, 15 minutes were given for the students to complete the worksheet. Blog FEAP 2a
I have shown the ability to manage and allocate the resource of space by teaching lessons near the front of the room while the students sit
at their desks. This has allowed me to move around the room to look at and monitor student learning based on what their work that they
are producing at their desks. This has also allowed the students to have enough space to work on their assignments. Occasionally there
have been lessons where I have let the students sit around the room in order to ensure that they are comfortable and able to successfully
complete their assignments. The specific example I wrote about in my blog (weeks 4 and 11) was when I taught a lesson on character
traits. I made sure to walk around the room in order to see how each student was working on their worksheet. I chose to teach in the front
of the room during lessons because it allowed me to see every student and the students were able to sit at their desks. By the students
sitting at their desks, this ensured that they were able to have enough room during lessons to complete the assignments and listen.
In order to monitor the students engagement, I walked around the room during a lesson to make sure that students were listening and
following along as I taught. By walking around the room, I used the classroom space to my advantage. Blog - FEAP 2a
b. Manages individual and class behaviors through a well-planned management system;
This week in my internship I was given the opportunity to line the students up before going to lunch and I monitored their behavior to
make sure everyone was behaving before we could leave. To line the students up, I called table groups that were sitting quietly and had
all of their books and other supplies cleared from their desks. After calling each group to line up, I watched as they walked over to line
up. When lining up, the students are expected to walk over to line, remaining quiet, without disrupting any of the other students. I
reminded them of this by stating the rules and explained that I would send students back to their seats so they can try lining up again if
necessary. If I saw that a student was running, talking, or acting in any inappropriate manner, I would send them back to their seat and
have them line up again in the right way. After all of the students were lined up, I also reminded them that if they were talking, I
would send them to the back of the line. As I watched to make sure no one was talking, I did notice one student that was whispering to
his neighbor. I then had to instruct this student to move to the back of the line because he was not following the rules. After all of the
students were remaining quiet, I gave the go ahead for them to start walking to lunch. This allowed me to have authority in the classroom
and monitor the students behavior (FEAP 2b). Blog - FEAP 2b
c. Conveys high expectations to all students;
This week, I had the opportunity to teach a whole group lesson on character traits. This lesson focused on character traits and words that
can be used to describe characters in a story. This lesson involved a worksheet in which the students were to draw a facial expression on

Goal Setting Evaluation and Rubric

USF Elementary Education

NEW FL EDUCATOR ACCOMPLISHED PRACTICES

the characters and then write words describing the characters traits along with actions that support the character traits. When it came
time for the students to work on the worksheet, I noticed many of the them were spending too much time on drawing the facial
expressions and were not using their time wisely in order to complete the whole worksheet. In order to refocus the students attention, I
expressed to them that they need to move on to the other parts of the worksheet. By doing so, I communicated to the students that I had
high expectations and that they needed to complete the worksheet in the amount of time they were given. I specifically told the students,
"You have 10 minutes left so if you haven't moved on to the writing part, you need to do that now". I also told the individual students that
were taking longer, "That's great that you have finished the drawing, now its time to move on to the writing part. You need to be finished
by the end and I expect everything to be filled in. I cannot allow any more time to work on this". Blog - FEAP 2c
d. Respects students cultural and family background;
In order to make sure that the students were successful to complete this worksheet, I had to ensure that they had an understanding of
what character traits are. In order to do this, I went over some different character traits and explained the meaning of each. By doing this,
I showed respect and took into account the students cultural backgrounds because I gave all of the students a chance to understand
different character traits and the meanings of each Blog - FEAP 2d
This lesson also involved a reading passage that talked about sensitive topics in the character's home life. The character's father had left
him and his mom was a single mother that worked many hours, usually at night. In order to respect the students cultural and family
backgrounds, I discussed this topic before the students read the passage. I made the students aware that the reading passage talked about
some deep topics and to be mindful that this is something that students go through. All students have different situations and it is
important to be respectful and kind to everyone. Blog - FEAP 2d (Week 12).
e. Models clear, acceptable oral and written communication skills;
This week in the classroom I was able to teach a whole group lesson and I also worked with students that needed extra help completing
their class work. For my whole group lesson, I taught the students how to write a summary using key details in a text. The students used
sticky notes to create a small summary of each paragraph in a reading. At the beginning of the lesson I modeled how to complete the
activity by doing the first two paragraphs with them. In order to model this I used the overhead projector to project the reading passage
on the board. I then underlined the main details in the first paragraph that I would use to write the short summary of that paragraph. Next,
I took those details and wrote a short summary on the sticky note and placed in near the first paragraph. I then did the same for the next
paragraph. While pulling details from each paragraph, I communicated with the students orally why these specific details were important
and why I was choosing to use them. For example, I underlined the phrase, "Adaptations are what animals use to help them survive".
This was an important detail because it related to the main idea of the article. I used this detail to create a short summary of that specific
paragraph. By modeling the first two summaries, the students were able to see how the activity would be completed and allowed them to
see how the summaries from each paragraph will be formulated Blog - FEAP 2e
f. Maintains a climate of openness, inquiry, fairness and support;
During this lesson I also encouraged students to test out the magnets themselves and see how each worked and why they thought the
magnets worked in the way that they did. As I walked around the room I supported the students by asking them if the magnets were
repelling or attracting. The students were able to discover on their own how magnets were repelling and attracting. During this time
the students were making discoveries such as using a side of a magnet to push the other magnet due to the repelling. Some of the students
were asking questions such as "how are the magnetic poles decided?" and "what causes the magnets to repel?" and, "If I were to put the
magnet on this side, how will it affect the repelling and attracting all together?" When the students were explaining their findings to me, I
made sure to make them feel safe to share their ideas, without the fear that they might have the wrong answer or that their ideas would
not be acceptable. Blog - FEAP 2f (Week 9).
g. Integrates current information and communication technologies;
This week I was able to do a lesson with the students that involved using the website, kahoot.it. For this lesson, the students took part in
a review game of the anatomy of the human body in order to prepare for their test coming up. For this lesson, the students were divided
up into groups of 5 or 6 students. Each group had an iPad so that they could answer questions as they popped up on the big screen at the
front of the room. Points were given each round to the groups that answered questions correctly and also on the speed of each groups
answers. This lesson also relates to FEAP 2g because by using the website www.kahoot.it for this lesson, I integrated current
communication technologies. The students communicated when using this website by sending in their answers to each question that

Goal Setting Evaluation and Rubric

USF Elementary Education

NEW FL EDUCATOR ACCOMPLISHED PRACTICES

popped up on the screen. After submitting an answer, the game responded to them on their individual devices by showing sayings such as
"trigger happy or pure genius?" depending on the speed of their submission. Also, students could see their placement compared to the rest
of the class by showing their points in relation to everyone else's. This website was a great resource because it was interactive and
provided immediate feedback to students. The students really enjoyed using this website and it allowed them to learn and review material
that would be on their upcoming test! Blog - FEAP 2g (Week 8).
h. Adapts the learning environment to accommodate the differing needs and diversity of students; and
By the students in the class reading the passage individually and then me reading it aloud to the students, this allowed them to gain a
better understanding of the story. By reading the passage twice to the whole class, the students with ADHD and the ELLs in the class
benefited from hearing the story two separate times. Specifically, the student in my class that has ADHD was not able to finish reading
the passage on his own because he became distracted. Also, the ELL student in my class read slower than the majority of the class. Since
these students were not able to finish the passage when reading individually, I was able to help them to review what they have already
read and clear up any misunderstandings they may have developed. This ensured their success when completing the following worksheet
because they were more familiar with the characters and the setting of the story since they have read it twice. Blog - FEAP 2h
i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and
achieve their educational goals.
This week I was able to do a lesson with the students that involved using the website, kahoot.it. For this lesson, the students took part in
a review game of the anatomy of the human body in order to prepare for their test coming up. For this lesson, the students were divided
up into groups of 5 or 6 students. Each group had an iPad so that they could answer questions as they popped up on the big screen at the
front of the room. Blog - FEAP 2i

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;
I have provided engaging and challenging lessons consistently when teaching. One lesson in particular in which I have mastered this
objective was when using jellybeans to teach part-part whole subtraction with kindergarten students. By using the jellybeans for this
lesson the students were engaged and wanted to complete the lesson so that they could eventually eat the jellybeans they were given.
The students enjoyed using the jellybeans as manipulatives because it was different than what they were used to. Part-part-whole can
be a challenging topic to teach to students, but by providing students with materials that they were normally not able to use, students
worked hard to learn the objectives at hand.
b. Deepen and enrich students understanding through content area literacy strategies, verbalization of thought, and application of the
subject matter;
I used questioning and discussion techniques when teaching students about part-part whole subtraction. Below are notes taken during
this lesson by my University Supervisor:
Put your thumb on the first problem here. Your problem looks just like this (models on the board). Take 5 jellybeans out and put them
on the orange circle. Put however many jelly beans are left and put them on the white circle. Now count how many jellybeans are in the
white circle. Katie what answer did you get? Not three? 5 very good if you got five kiss your brain. The answer five is going to go in
the blanks. You should have a five in the box. Student read the box.
c. Identify gaps in students subject matter knowledge;
On February 24, 2016, I taught kindergarten students a lesson on writing a narrative story based on a given picture. I modeled how to
begin the story and explained that the story needed to have characters and a setting. When it came time for students to complete a
graphic organizer for their stories, I saw that students were unsure of how to complete the setting and characters boxes. I realized
that the students did not know how to identify the characters and setting in a story. In order to meet the needs of my students, I
stopped the lesson, and went back to specifically teaching on who the characters in a story were, and then went on to teaching what
the setting of a story is. In order to successfully write a narrative story, students would need to be able to write about the setting and
characters. After students could do this, I was then able to move onto having the students write their stories. Evidence of this lesson
plan is shown below.

Goal Setting Evaluation and Rubric

USF Elementary Education

NEW FL EDUCATOR ACCOMPLISHED PRACTICES

d. Modify instruction to respond to preconceptions or misconceptions;

When teaching students how to use a number line when subtracting, I foresaw students having the misconception of wanting to go
forward instead of backward when subtracting because prior to this lesson, the first time they used a number line was with addition.
In order to ensure that this misconception was changed and avoided, I explicitly taught students that when using a number line to
subtract you move backwards or the left because you are taking away numbers. I also explained that only when adding do you move
forward, or to the right. This lesson can be found here.
e. Relate and integrate the subject matter with other disciplines and life experiences;
During the semester of Spring 2016, I taught a lesson in kindergarten about how facial expressions in a text go along with what is
happening in a story. This showed students how pictures and illustrations and text are related and connected to one another. At the
beginning of the lesson I showed students a poster including a variety of different facial expressions along with a label for each. For
example, there was a picture of a face showing a frown and crying, then the label underneath read sad. I then went through the
chart and had each student show me each facial expression shown on the poster. This relates to students real life experiences
because they were able to learn more about what facial expressions and how they can show you how others are feeling. It also helped
them become more aware of the facial expressions that they make. This lesson can be found here.
f. Employ higher-order questioning techniques;
When teaching students about the parts of plant, I explained to students that each part of a plant has an important job to help the
plant survive. In order to activate background knowledge I began by asking simple questions such as, What are the parts of a
plant? and Did you know that each part of a plant has an important job? This allowed students to begin thinking about plants as
well as what they already know about plants. After this, I began moving into talking about the parts of a plant, along with why each
part of a plant is important. I then began asking higher order questions such as how are plants needs different from humans needs?
and Describe the parts of a plant and why each part is important. I used Blooms Taxonomy and questioning techniques to help me
with questioning during this lesson. Evidence of this lesson can be found here.

Goal Setting Evaluation and Rubric

USF Elementary Education

NEW FL EDUCATOR ACCOMPLISHED PRACTICES

g. Apply varied instructional strategies and resources, including appropriate technology, to teach for student understanding;
When teaching students about plants needs, I used different instructional strategies as well as technology to teach for student
understanding. The first part of this lesson included a short video on the needs of a plant. This involved using technology because I
played the video from my laptop and projected it onto the board for students to watch. Next, I played a song about the needs of a
plant that included the needs of water, soil, sunlight, and air. Then, I had a craft activity for students to participate in that involved
using different materials to portray each of the four needs on a foldable. By teaching this lesson using different resources, students
were able to learn the material in numerous ways, making it more memorable and easier to understand. Evidence of this lesson can
be found here.
h. Differentiate instruction based on an assessment of student learning needs and recognition of individual differences in students;
While interning in 4th grade during the Fall 2015 semester, I worked with four students in a small group once a week to help them
with reading comprehension skills. Each week I provided a reading passage along with five questions about the passage that the
students would answer after reading. Each week I used a different reading strategy such as choral reading, round robin reading, and
silent reading to test which strategies promoted better reading comprehension. I used the reading questions that each student
completed to inform which strategy to use when working with this small group each week. Also, based on whether or not the
students performed well on these questions, I decided to change the level of difficulty of the questions. By doing this, I was using the
assessment data to differentiate instruction for these students. Evidence for this FEAP can be found here.
i. Support, encourage, and provide immediate and specific feedback to students to promote student achievement;
Every morning, students are given morning work based on skills they have learned prior in class. Students complete this work
independently and I grade their work each day. When grading student work, I make sure to mark the questions that students did not
get correct, and I also provide feedback as to how students can correct it. These papers are handed back to students at the end of each
day. When I hand back papers to students I explain why I marked their worksheets they way that I did so that they know exactly
what they got wrong and what they got right, as well as exactly what the mistakes were. This allows students to learn from their
mistakes so that the same mistake is not made a second time.
j. Utilize student feedback to monitor instructional needs and to adjust instruction.

Goal Setting Evaluation and Rubric

USF Elementary Education

NEW FL EDUCATOR ACCOMPLISHED PRACTICES

When teaching students to subtract given a missing number (i.e. 4-__= 2), I first taught the lesson, explaining how to solve problems.
Then, I handed out a worksheet for students to practice what they had learned. After grading each of these worksheets, I noticed that
students did not master the material and therefore, they were not successful when completing the worksheet. In order to ensure that
students understood what I was teaching, I handed the worksheets back to each student and we went over each problem together as a
class. I then worked with a small group of students explicitly teaching the basics of subtraction and then going over the worksheet
with each of them. This worksheet is shown below.

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;
In order to assess students learned knowledge of needs vs. wants I used several different activities that built upon each other to help
students develop stronger understandings of the content altogether. The first activity I did was read an item to students and then they
would decide if it was either a need or a want by moving to the correct side of the classroom. The right side of the room was labeled
need and the left side of the room was labeled want. Based on whether or not the students moved to the correct side of the room
for each item, I knew if they understood the content or if they needed more support. After this activity, I implemented a matching
activity. I had a card labeled need and a card labeled want as well as pictures to use as examples of each. I would show a picture
to the class of an item, and then I asked students that had struggled with the prior activity to help me match the item to the correct
card. This activity allowed me to help students that needed more support with the content. Another way in which I assessed students
understanding of this topic was having them complete a matching activity individually. This cut and paste activity showed me
exactly which students understood and which students were still having difficulty.

Goal Setting Evaluation and Rubric

USF Elementary Education

NEW FL EDUCATOR ACCOMPLISHED PRACTICES

b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery;
When teaching subtraction to students, I used many different formative assessments to check for their understanding. Some
examples of the formative assessments I used were small group activities, whole group activities, as well as short worksheets. When
working with small groups, I used connecting cubes to practice subtraction within 10. Students practiced taking away numbers from
10 to complete a small worksheet. By working with students in a small group, students were able to focus better when I modeled
how to subtract using the connecting cubes. During whole group instruction, I walked around the room to monitor students learning.
If I noticed students that did not understand the material, I would stop and provide them with support. Using small worksheets
allowed me to check students understanding and if I saw a common theme throughout the class, I knew that I would need to review
and correct and misconceptions.
The summative assessments I used to check students understanding was quarterly checks with subtraction as well as an assessment I
made that included all of the subtraction strategies that I had taught over the nine week period. The different strategies I used to teach
subtraction were using a number line, part-part whole, drawing pictures, and using fingers, which were all included on the
assessment I created. Evidence of this lesson can be found here.
c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains;
Over the course of the Spring 2016 semester in kindergarten, I have been able to see many different assessment tools used to track
student learning. Some of the many examples that I have seen and used are end of unit assessments, quarterly checks, and formative
assessments that I have used in the classroom. One of the most effective tools to track data that I have used this semester has been
IRLA, which is the Independent Reading Level Assessment curriculum used at the school I am interning at. I have used this tool to
input student data, relating to their reading as well as to show student growth over the course of the semester. An example of this
data is shown here:

Goal Setting Evaluation and Rubric

USF Elementary Education

NEW FL EDUCATOR ACCOMPLISHED PRACTICES

d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge;
In my classroom, there are many diverse learners. There are 2 students that do not have IEPs, but are in the process of receiving one.
For these students, I worked with them in a small group during assessments to provide them with support to be successful. During
quarterly checks, I would re-read questions to these two students so that they could focus on the problem they needed to solve.
During assessments, I also try to situate students in an area in the classroom where they can see the board, if needed. I also try to
place them in areas where there are limited distractions.
e. Shares the importance and outcomes of student assessment data with the student and the students parent/caregiver(s); and
During parent teacher conferences, I have shared information with parents regarding their childs academic standing. One way in
which I am able to show parents information is by using IRLA. I can print out a copy of their childs reading report, including their
reading level, power goals, as well as comments that have been entered after meeting individually with the student. I also share
student work with parents so that they can see how their child is performing in the classroom. Specifically, I had a parent-teacher
conference with a student in my class that is not completing their work during class. Since they are not providing work in the
classroom, I am not able to give that student a grade that shows he has mastered the material. Therefore, when showing the parent
their childs work, I provided examples of classwork that was not completed, as well as the assessments that showed evidence that
since classwork was not being completed, understanding of content material was not being achieved.
f. Applies technology to organize and integrate assessment information.
For quarterly checks, we have moved students to test in the computer lab. While testing they are interacting with the laptops they are
using by clicking on buttons to move throughout the test, using the track pad to move the mouse on their screens, and typing in
answers if and when necessary.
Another way in which I use technology during assessments is when there is testing in the classroom, I use the overhead projector to
show the test on the screen at the front of the room. This allows students to follow along with me as the test is read aloud to them and
also gives them a guide as to what question they need to be working on and completing.

Goal Setting Evaluation and Rubric

USF Elementary Education

NEW FL EDUCATOR ACCOMPLISHED PRACTICES

(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.