FFEAPS GOAL SETTING SHEET What is the goal or challenge to What have you already done to meet this

goal or challenge? be met? To which FEAP does I have sat down with my this goal/challenge apply? collaborating teacher to Describe the context and the come up with way I can issue. achieve my goals. I have I have a couple of also started to implement FEAP goals that I have some of these examples thought of and set for with some of my students. myself this semester. I have also done some one These goals are on one with students or improving my use of small groups to promote their higher order higher order thinking thinking. questions and I have also started to improving ways to incorporate these goals in evaluate after a lesson. the past couple lessons These are the two things that I have done. that I definitely know I struggle with the most and they are very important. I feel that I am very limited in these areas and don't know enough about them, so that is why I am struggling with them. I need to know other ways to evaluate after a lesson besides a test or
What feedback related to this goal or challenge have you been given by your Collaborating Teacher and University Supervisor? I was given feedback for one way to use authentic assessment would be to do it during my lesson instead of at the end like it is done typically. I was also given feedback to use a lot of turn and talk and peer conversations because they can use that to assess. I have also been given feedback by my collaborating teacher on when to know if higher order thinking is needed or not. For example, I did a very higher order math lesson about a month ago and it was almost too higher order for the students. So this is also something I need to know from my goal because I need to know when something might be too hard for the students.

Scarlett Davis
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. My next steps are to continue to find ways to better understand how to use higher order thinking and authentic assessment. I still do not feel that I am one hundred percent educated on these topics, so I need to continue to practice them and implement them. The first thing I will do to continue to practice these are to include them in my lesson for next week and for my next collaborating teacher lesson. My next steps are still similar to the ones that I had at the middle of the semester, but now I feel like I understand higher order thinking and authentic assessment even more. I also did the step I listed, which was to

having my students write sentences about what they learned. The best way for me to achieve these goals is by talking with my collaborative teacher.

In what ways have you collaborated with your teacher to reach this goal or challenge? At the beginning of the semester, my collaborating teacher gave me such great ideas and advice on how to use higher order thinking and authentic assessment. She has also been helping me by giving me the time with the students that I need in order to get what I needed done. I have continued to collaborate with her through more face-to-face conversation, especially before my lessons. She has helped me tremendously with incorporating higher order thinking and authentic assessment into my lessons by planning with me before each lesson and giving me great advice on how to incorporate them. She has also helped me make any ideas I came to her with about these two goals even better.

In what ways have you taken that feedback into consideration? Ive definitely done assessing during my lesson instead of just at the end like my collaborating teacher said and I have already thought of ways to include turning and talking as much as possible. I have completely changed one of my views on teaching because of the math lesson listed above. My collaborating teacher told me it was not an awful lesson like I kept thinking it was and it was just very challenging. She also told me that a good teacher knows when and how to modify the lesson right then and there if needed. I was under the impression that this would be a sign of giving up, but she assured me that it wasnt and instead it is a sign of knowing your students. So, I have learned that if the students arent ready for the

include these two things in my next lesson. Another next step I have for myself is to do at least one lesson in each subject next semester involving higher order thinking, authentic assessment, or both, especially since I will most likely be in a third, fourth, or fifth grade classroom and this is something that they will most likely need.

challenge of higher order thinking that this is okay and I can modify the lesson to fit their needs. What evidence do you have that supports your process of meeting this goal or challenge? I have several field notes that I have written throughout this process showing what I was doing as well as reflecting on this. Also, my inquiry for this class is based off of higher order thinking and authentic assessment, so I have been working on that as well. I have entries documented in my blogs talking about what I have done in class to achieve these goals. I also have more evidence that support the process of meeting my goals from my lessons. Since I started to incorporate higher order thinking and authentic assessment in my lessons, I have those lesson plans showing that I incorporated them.

With your University Supervisor (and Collaborating Teacher, if needed), you will meet to discuss the progress you have made in meeting your goal and/or challenge. During this conference, you will review your goal and/or challenge, including the evidence of collaboration, the extent to which you took feedback into account, and the progress you made towards meeting that goal/challenge. You will describe each of the following: Your goal/challenge why this is an area on which to work, referring to the appropriate Florida Educator Accomplished Practices (FEAP) (see attached) Decisions you made related to your goal/challenge and why you made them Examples of how you took feedback into account Evidence of learning (your own learning or students academic or behavioral learning) Plans for your future work related to this goal

3 You were prepared for discussion of your goal/challenge. Your goal/challenge refers to an appropriate FEAP. The decisions made related to goal/challenge are not justifiable and do not show evidence that you are receptive to feedback. Your future plans for working on this goal/challenge are unrealistic or do not demonstrate a logical progression of ideas.

4 Your work toward meeting this goal/challenge is significant, but you are lacking in one or more of the indicators for earning a score of 5.

5 You were prepared for an in-depth discussion of your goal/challenge. Your goal/challenge refers to an appropriate FEAP. The decisions made related to goal/challenge are rational, reflective and insightful. You show evidence of being receptive to feedback, shared artifacts, and your future plans for working on this goal/challenge are plausible and justifiable.

You were not You have made some prepared for an progress toward in-depth meeting this discussion of your goal/challenge, but you goal/challenge. are lacking in one or Or, you have made more of the indicators little or not for earning a score of 3. attempt to meet your goal/challenge.