The first goal I have is to develop an understanding of how to use Backwards Design to

set instructional objectives that are clear, sequential, have value and most specifically are aligned
with standards and assessments. The Backwards Design concept is something I would like more
practical application experience with. I chose this goal because I struggled with this concept
throughout the creation and implementation of my TWS. The objectives I created for my third
grade science unit seemed unimpressive and need refining. I started creating the lessons for this
unit by first thinking of the assessments I wanted the students to complete and then chose
objectives that correlated with those assessments. Consequently, I feel like the objectives
were unauthentic or not meaningful.
I am going to begin addressing this goal as a student teacher by asking fellow co-teachers
to share examples of lesson plans they have. I think seeing examples of effective instructional
objectives will allow me to grow my understanding of this topic. I can also ask teachers to
explain to me their strategies for setting objectives for their students. This will allow me to see
objectives for various subjects at varying grade levels. I can also begin investigating online for
peer-reviewed articles on this topic. I know there are many evidence-based practices about
setting objectives. Thoroughly exploring the topic will help me gain an even deeper knowledge
about the theory and best practices for setting instructional objectives.
I can start addressing this goal as a first year teacher even more thoroughly. As I look into
the curriculum I will be teaching, I will start creating lesson plans. I can then start using my
discoveries about setting objectives in a more relevant manner. I presume that this will help
solidify some concepts, as well as bring forth new obstacles I had not previously encountered.
My grade level team is where I see myself looking to for the most help. I believe they will be
able to assist me in setting objectives that are aligned with the standards we are working with.
They will have unit resources they are already familiar with that will assist me as well.
I plan to monitor my progress by setting up an accountability check for my lesson plans. I
want to create a rubric for grading my own lessons. There will be a specific section of this
rubric that deals with setting objectives. This is where I will check if the objectives I am setting
for students are clear, sequential, have value and are aligned. Another piece of evidence I can use

to determine if I am meeting my goal is by looking at student achievement. If the objectives I set

meet my set criteria, students will be engaged with the content in a successful way. If they are
not, I will notice students achievement drop. The last piece of evidence I plan to use is
comparing my lessons as I continue throughout the year. Each month, I want to look at critical
lessons I implemented and compare them with previous lessons. Questions I plan to ask myself
are: Has my setting objectives improved, stayed the same or gotten worse? Also, I plan to reflect
on lessons to determine if the objectives I initially set, meet the goal I was trying to reach. If not,
I need to make changes to them.
After feeling like I have reached this goal, I want to begin thoroughly examining what it
looks like to set objectives that are sustainable for diverse learners. I do not think I can
accomplish this difficult feat to the best of my abilities until I have first mastered creating
balanced, relevant and aligned objectives. Once I feel confident with the basics, I can start to
explore setting objectives that meet the needs of all the variety of learners in the classroom.
My second goal is to implement a variety of assessment strategies that have clear criteria,
actively monitor student achievement and give constructive feedback to students. I chose this
goal because I feel like I am using the same kinds of assessments for every lesson. Throughout
my time as a student teacher, I have incorporated the use of Turn and talks, whole-class
discussions and partner work quite frequently. I know there are other assessment strategies out
there I can use. I just need to become familiar with them.
I plan to start addressing this goal right away as a student teacher, through the
observation of other teachers in the school I am currently placed at. In this manner, I can watch
how other teachers of varying grades use assessments. I predict I will discover a large amount of
assessment strategies I had never known about before. I will also ask to see what their specific
assessment criteria looks like. Examples are a great way to gain understanding. After the
observations, I can further my understanding of these strategies by reading the textbook
Classroom Assessment for Student Learning: Doing it Right- Using it Well by Jan Chappuis et.
all. At first glance, this book looks like it will provide in depth information about the varying
strategies involving using assessments in the classroom.

Once I begin to start teaching my first year, I will get to see if the assessments I have
researched and now implemented work to meet the goal of the lesson I am using them in. This
will allow me to refine my skills in creating and implementing assessments. I will weed out the
ones that do not work for my teaching style and adapt the assessments based on the needs of the
learners in my classroom. I will also be able to ask my administrators if there are any trainings
on this topic are available for me to attend. I believe going to a conference like the 2016
Assessment Conference in Billlings on Januaray 21-22 will allow me to reach a practical
understanding of how to use assessment in instruction. At the conference I will learn how to use
data to better understand each of my students, my grade level, and so much more.
http://opi.mt.gov/curriculum/MontCAS/#
The best piece of evidence I will have to see if I am reaching this goal is going to be
student achievement on the assessments. If I am incorporating a variety of assessments that have
specific criteria, accurately monitors students progress and provides feedback for the students I
believe student achievement will be high. If students are struggling with a concept and
continuously missing key ideas about content, I will have to reevaluate my assessment strategies.
I can also use my lesson plan rubric to grade myself of the types of assessments I am using.
This will help hold me accountable on being consistent, rather than falling back into old habits.
Lastly, I can ask a co-teacher/principal to come and observe my teaching every so often. I think
getting a fresh set of eyes will help see if there are any gaps in the types of assessments I am
incorporating into the classroom.
After reaching this goal, I want to explore the idea of using student self-assessment to monitor
progress. I believe it is really important to involve students as much as possible in the assessment
process. By using self-assessments, the students and I can be on the same page about where they
see their abilities and what goals they have for themselves.