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 more effectively

differentiate instruction?

When teaching, I usually

teach the class in two
groups. The groups are
divided by overall
academic and behavioral
progress. I am becoming
more able to differentiate
instruction between the
two groups such as asking
additional higher level
thinking questions or
providing additional
scaffolding when needed.
Even though the groups
differ a little, I am often
able to use data from the
first group to change my
instruction for the second
group to improve
effectiveness of the lesson.

How can I collect

assessment data more
efficiently?

3. Instructional Delivery and

Facilitation. The effective
educator consistently utilizes a
deep and comprehensive
knowledge of the subject taught
to: h. Differentiate instruction
based on an assessment of
student learning needs and
recognition of individual
differences in students;
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;

My CT pushes me to take
as many notes as possible,
especially when teaching
the lesson. This has shown
to be more difficult than
expected and requires a
strong ability to multi-task.
When teaching guided
reading groups, I have
started to take more notes
that will help assess for the
next meeting. This has also
helped me to differentiate

USF Elementary Education

What feedback related
to this goal or challenge
have you been given by
your Collaborating
Teacher and University
Supervisor?
With such a big class, she
said she often
differentiates instruction
in the moment based off
what she already knows
about the student.
She complements my
differentiation, especially
when rotating between
groups.
Usually when an
assessment is in the form
of an assignment, I have
just given her the
assignment papers and
that is the last time I see
them. Lately, she has been
encouraging me to grade
them myself instead of
giving them to her first.
This has helped me see the
students learning much
better than just observing.
I still struggle with taking
notes during a lesson, so
she reminds me often to do
so.

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 still need to work on
assessing my data that I
have collected during a
lesson. I also would like to
start asking my CT for past
data, especially when
related to a lesson, that
way I am able to teach
according to my students
needs.
Even though there is still
much work to do for my
goal, I believe that a
change of goal is necessary
after discussions with my
Supervisor. I have thought
that my classroom
management skills were
decent at this point in my
internship. Every day is
different, and I have found
it challenging to manage
the classroom when
students become very
active or emotional. Simple
things such as having a
substitute or a guest can
sometimes have an effect

Goal Setting Evaluation and RubricMid Semester

USF Elementary Education

my instruction during
reading lessons with these
students

on their behavior. I would

like to have a discussion
with my CT about new
strategies I could
implement or talk to my
Supervisor about additional
recommendations.

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?

When discussing a lesson

that I will be teaching the
following week, we talk
about where the students
are (in relation to the
subject) This will also
include important
background information
needed when teaching a
new topic.

My CT always gives me
wonderful advice and
meaningful feedback. I
always at least try every
strategy/technique that she
provides. Since I have been
struggling to take notes
during a lesson, I will try
modifying her advice by
taking notes after a lesson.

Goal Setting Evaluation and RubricMid Semester

What evidence do you have that supports your
process of meeting this goal or challenge?

USF Elementary Education

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,
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;

Goal Setting Evaluation and RubricMid Semester

USF Elementary Education

NEW FL EDUCATOR ACCOMPLISHED PRACTICES

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.