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Campbellsville University

School of Education
Source of Evidence
Pre-Professional Growth: Kentucky Teacher Performance Goals/InTASC
Self-Assessment and Reflection/Establishing Priority Growth Needs
Name Tiffany Riggins Date/s 04/20/2018

Self-Assessment of Performance
To initiate the identification of your priority growth needs regarding the KTPS/InTASC Progressions, assess your level of knowledge/skills
related to each of the standards by marking the appropriate box to the right at the appropriate CAP level. Utilize the hyperlink to the CCSSO
document to narrow your focus to a performance, knowledge, or disposition indicator within the identified standard for your growth goal.
https://www.ccsso.org/sites/default/files/2017-12/2013_INTASC_Learning_Progressions_for_Teachers.pdf
The scale to be used is (I) Ineffective, (D) Developing, (A) Accomplished, and (E) Exemplary
Learning Progressions Standards CAP 2 CAP 3 CAP 4

The Learner 1. Learner Development The teacher understands how learners


and Learning grow and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive,
I D A E I D A E I D A E
linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging
learning experiences

2. Learning Differences The teacher uses understanding of


individual differences and diverse cultures and communities to
I D A E I D A E I D A E
ensure inclusive learning environments that enable each learner
to meet high standards.

3. Learning Environments The teacher works with others to


create environments that support individual and collaborative
I D A E I D A E I D A E
learning, and that encourage positive social interaction, active
engagement in learning, and self motivation.

4. Content Knowledge The teacher understands the central I D A E I D A E I D A E


concepts, tools of inquiry, and structures of the discipline(s) he or
Content she teaches and creates learning experiences that make these
Knowledge aspects of the discipline accessible and meaningful for learners to
assure mastery of the content.

5. Application of Content The teacher understands how to


connect concepts and use differing perspectives to engage
I D A E I D A E I D A E
learners in critical thinking, creativity, and collaborative problem
solving related to authentic local and global issues.

Instructional 6. Assessment The teacher understands and uses multiple


Practice methods of assessment to engage learners in their own growth,
I D A E I D A E I D A E
to monitor learner progress, and to guide the teacher’s and
learner’s decision making.

7. Planning for Instruction The teacher plans instruction that


supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross- I D A E I D A E I D A E
disciplinary skills, and pedagogy, as well as knowledge of learners
and the community context.

8. Instructional Strategies The teacher understands and uses a


variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their I D A E I D A E I D A E
connections, and to build skills to apply knowledge in meaningful
ways.

Professional 9. Professional Learning and Ethical Practice The teacher


Responsibility engages in ongoing professional learning and uses evidence to
continually evaluate his/her practice, particularly the effects of
I D A E I D A E I D A E
his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet
the needs of each learner.
10. Leadership and Collaboration The teacher seeks appropriate
leadership roles and opportunities to take responsibility for
student learning, to collaborate with learners, families, I D A E I D A E I D A E
colleagues, other school professionals, and community members
to ensure learner growth, and to advance the profession.

CAP 2

Identified Standard for Growth Goal: KTS 6: The teacher demonstrates the implementation of Technology.

Identified Indicator for Growth Goal: • Improvement within student sight reading and ability for students to retain information on topics such
as composers, musical eras, etc.

Growth Goal: Managing effective communication within classroom.

My students will be able to retain information and discuss with classmates as well as the teacher about subjects pertaining to the instruction.

Candidate Signature Tiffany Riggins____


CAP 3

Identified Standard for Growth Goal: By CAP IV, I will use multiple methods of assessment to engage learners in their own growth, to monitor
learner progress and guide my own decision making at least once a week.

Identified Indicator for Growth Goal: Improvement within student test-taking skills, as well as establishing a routine within the classroom where
students know what is to be prepared for ensembles and solos and how they are graded. (Rubric)

Growth Goal: By CAP IV I will use effective communication within the classroom and keep a tally in my journal of times when discussion seems to
be flowing and when it is not. My students will be able to retain information and discuss with classmates as well as the teacher about subjects
pertaining to the instruction.
Candidate Signature Tiffany Riggins____
CAP 4

Identified Standard for Growth Goal:

Identified Indicator for Growth Goal:

Growth Goal:

Candidate Signature ______________________________________