Goal Setting --End of Semester

What were the

goals/FEAPS(framed as
wonderings) you worked on this
semester? To which FEAPs do
these goals/challenges apply?

I worked on the Second FEAP

which is: The Learning
Environment. To maintain a
student-centered learning
environment that is safe,
organized, equitable, flexible,
inclusive, and collaborative, the
effective educator consistently. I
want to be able manage the
classroom in such a way that time
is being use efficiently and
students are able get most out of
instructional time.
Primarily the following:
a. Organizes, allocates, and
manages the resources of
time, space, and attention;
b. Manages individual and
class behaviors through a
well-planned management
system;

USF Elementary Education

Describe the reason you selected these wonderings.
I selected this goal because I worked on this in Third grade and
noticed the difference in strategies between the two levels. I met
my goal last semester, but kindergarten classroom management is
different. Students in kindergarten are new to classroom rules and
procedures. Watching my student and CT have made me realize
that my skills would benefit from being sharpened even further.
Throughout the semester I noticed I am kind of a softy when it
comes to the younger students. In third grade it was easier because
they were more accustomed to school and procedures. In
kindergarten everything has to be explicit said, demonstrated, and
reinforced.
Describe several ways you grew in each of these areas. How do you
know you made progress? Provide specific evidence (refer to
videos, observation notes, student work, photos, field notes, etc.) to
back up these claims of growth.
We have a very specific and effect management system in my class
that is based upon a clip chart and rubrics that determine what
happens to clips throughout the day. Everyday we use the rubric
and student self assess, I have to agree or disagree with them. This
really helps in keeping the students on task and working hard. Also
they are a part of the rubric creation so it makes students
motivated and focused on expectations. My CT has told me many
times that the rubric during instruction helps them tremendously
and notes how I use this tool to mange students behaviors on page
2 of observation notes attached.
I talked to my CT about how uncomfortable I was with transitions
at the beginning, and she gave me many strategies that I can you
everyday in class to help students move from one task to another.
This is evident through my transitional video posted on canvas.
In my classes this semester we talked about specific praise, how it
improves student engagement and helps with management. My

How did you CT/US support

your growth over the semester?
I cannot speak enough about the
support my CT provided me
with. She always gave me
advice and immediate feedback
after, and sometimes during. She
always explained why she
though certain strategies would
be helpful or why she has a
certain procedure.
My supervisor has always given
me great feed back and has
helped me acknowledge the
achievements in my
management.
Where do you go from here?
What are your future goals as
you move toward your final
internship?
I have met the students and
teacher of my class for next
semester. This class has a wide
range of abilities. Since there are
such a variety of students, I
want to develop my abilities to
differentiate instruction and
assessments- FEAPS 3H. I want
to use new resource and
strategies o differentiate. I plan
to use some of the strategies Ive
learned in my classes such as
tiered goals and leveled text,
implement them, and find the
best way to incorporate them in
everyday instruction.

Goal Setting --End of Semester

USF Elementary Education

teacher noted how I was using specific praise in the classroom on
page 1 (2d)
I learned that a huge part of classroom management depends highly
on teacher responsiveness to students, this is something my CT
noted on Pg.3 ( 3d)
I have learned how effectively implement a classroom management
system, use specific praise, conduct transitions, and use teacher
responsiveness to increase engagement.

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;
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;
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.