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Goal Setting Evaluation and RubricMid Semester

What is the goal or


challenge to be met? To
which FEAP does this
goal/challenge apply?

What have you already


done to meet this goal or
challenge?

How can I manage


individual and classroom
behavior in a way that is
effective and encourages
students to behave?

Within the classroom, I


have become more bold in
taking command of the
classroom and managing
behaviors. I have utilized
the various set classroom
procedures for managing
classroom behavior and
have also executed a
couple of my own behavior
strategies. When a student
is on task, listening, and
following directions at will
just surprise them with
giving them a treasure. If
the whole class is starting
to misbehave, Ill just start
handing out treasures to
the kids that are listening.
This eventually gets the
rest of the class on task,
hoping that they will all
earn a treasure. Ill hand
out a check when a student
is misbehaving or not
following directions. I will
also use whole brain
phrases to get the class
back on task. Ill say oh
my class the class then
responds by saying, oh my
yes. I have also been
managing individual
behaviors within the

This goal applies to FEAP


2b: (manages individual
and class behaviors
through a well-planned
management system).

USF Elementary Education


What feedback related to
this goal or challenge have
you been given by your
Collaborating Teacher and
University Supervisor?
I have been given feedback
from my CT when it comes
to managing the class as a
whole and individual
behaviors. She told me
that I seem to be more
confident and bold when it
comes to managing the
class. She told me I display
confidence and that I dont
seem afraid anymore.
When it comes to the
whole brain phrases, my
immediate reaction is to
sometimes just say
something like, classI
need everyone paying
attention. And Ill forget in
that moment to use the
whole brain phrases. She
has reminded me a couple
times, by saying make
sure you remember to say
class class or oh my
class, because that is
what the class responds to
best. When it comes to
individual students, she
has told me to not have P,
hold, the stress ball when I
work individually with her
because it seems to
distract her too much from

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.
I plan on just continuing to
grow in managing
classroom and individual
behavior. Within the next
couple weeks, I plan to ask
my CT how again how I
have been doing when it
comes to this goal. I plan to
ask her what I have been
doing well, where I can
improve, and anything I
should change about how I
am going about this goal. I
also plan on continuing to
take notes each week on
how I am making progress
towards meeting my goal.

Goal Setting Evaluation and RubricMid Semester

USF Elementary Education

classroom. I have a student


who is autistic and she will
suddenly just start crying
and screaming when the
class is sitting on the
carpet. So in order to
accommodate for her
behavioral needs, Ill have
her hold a stress ball.

listening to me.

In what ways have you


collaborated with your
teacher to reach this goal
or challenge?

In what ways have you


taken that feedback into
consideration?

In order to meet this goal I


have collaborated with my
CT in a few different ways.
First off, the third week of
the semester, I gave my CT
my goal sheet and
explained to her how I want
to improve in managing
classroom and individual
behavior. We then
discussed for while of
successful ways of doing
this within the classroom.
We will also discuss
individual behaviors and
my CT will give me advice
on the best way to handle
certain kids. For example,

When my CT gives me
feedback, I take into
consideration everything
she says. I reflect on what
she says and I try to come
up with ways that I can
improve. If she suggests a
strategy or gives me
advice about handling a
certain student, Ill
implement the strategy or
take in her advice. For
example, she recently told
me that it is probably not
the best idea to have my
focus student hold the
stress ball when I work one
on one with her because it
becomes a distraction.

Goal Setting Evaluation and RubricMid Semester


For P, choose your battles
with her. Give her a check
only when it is really
necessary, because we
dont want to upset her
and make her scream even
more. Furthermore, I will
ask my CT every couple of
weeks how I have been
doing when it comes to
managing the classroom.

USF Elementary Education


Since she told me this, I
have stopped having my
focus student hold the
stress ball when working
one on one with her.

What evidence do you have that supports your process


of meeting this goal or challenge?

Goal Setting Evaluation and RubricMid Semester

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,

Goal Setting Evaluation and RubricMid Semester

USF Elementary Education

NEW FL EDUCATOR ACCOMPLISHED PRACTICES


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.

Goal Setting Evaluation and RubricMid Semester

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.