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?

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;

USF Elementary Education

Describe the reason you selected these wonderings.
How did you CT/US support
your growth over the semester?

This goal is appropriate for my own personal teaching

philosophy. I aim to have lessons that are of interest to my
students, but also intellectually stimulating.
Being familiar with the content will also improve my teacher selfefficacy.

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.

I was struggling to teach engaging lessons, partially because I was

not prepared to teach the lesson. So I began to use planning time
to look at the curriculum map for fifth grade science and math to
become familiar with the standards needed to be addressed and
find any additional resources that could be used for the lesson.
Every continuous lesson plan developed demonstrated less busy
work, but more high quality activities that were engaging, with
collaborative learning.
Recordings of my teaching can demonstrate patterns and changes
over time. Student behavior and participation over time reflected
the effectiveness of my lessons. During the lessons that I had not
prepared well for (in the beginning), the students seemed
uninterested and disengaged. You can see the students sitting at
their desk, trying their hardest to be attentive. The lessons that
were well-prepared were drastically different than my lecture

The observations from my CT

and US provided me with
feedback. Suggestions and
constructive criticism given
after each lesson taught were
helpful in my personal growth
as a teacher, as I was able to
reflect on the errors I made and
how I could make better
choices next time. I was able to
implement their suggestions,
incorporating them in the next
lesson.
Where do you go from here?
What are your future goals as
you move toward your final
internship?

I feel that the growth I made

this semester to meet the
FEAPS goal, really helped me
see teaching from a different
and more positive perspective. I
felt overwhelmed with the
objectives and the style that the
curriculum map was
recommending the lesson be
taught. I felt more comfortable
after I focused on the standards
and from there asked myself

Goal Setting --End of Semester

USF Elementary Education

style lessons. The lessons towards the end of the semester
included collaborative learning, exploration of content and group
discussion.

what would be the best ways to

teach my students this content!
I looked to the theories learned
in class and the strategies that
have been proven effective,
Student work also changed from the beginning to end. Instead of
such as cooperative learning.
giving students busy work, I provided activities that would meet
Now, I feel more confident
the same objectives but were more engaging. Typically students
about being given standards
would read from a text book, and then fill out a worksheet. I
and teaching them the best way
incorporated cooperative learning to split the reading material into I know how!
groups. Then I had the students read their section and create a
poster about their section. After that, students were able to share
In my final internship, I would
what they had learned through their readings.
like to focus more on the
feedback I give my students to
promote student achievement.

Instructional Delivery and

Facilitation. The effective
educator consistently utilizes a
deep and comprehensive
knowledge of the subject taught
to: 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.

Goal Setting --End of Semester

USF Elementary Education

DO NOT SUBMIT TO C&W UNTIL I HAVE CHECKED YOUR ROUGH DRAFT AND GIVEN YOU THE "ALL CELAR". Reflect on your
progress towards your FEAPs Goal using evidence you have collected as growth. Your evidence might include items such as: video clips (from
observations or management tasks), student work, CT/US observation notes, and Blog entries to name a few.

This final reflection will be a Blog entry. You may upload the final FEAPS template to your Blog or use it as a guide to write your
Blog.
Discuss your goals over the semester, why they were selected, and the connection to the FEAPs.
Discuss your progress towards these goals and include references to specific evidence that shows this growth. You should include this
evidence in your Blog entry.
If you chose to have video clips, those will only be uploaded to canvas and NOT your Blog (to protect identities). Unless you know of a
method to blur faces in your video.

You will write a final blog entry that:

1. Discusses your goals over the semester, why they were selected, and the connection to the FEAPs.
2. Discuss your progress toward these goals and include references to specific evidence that shows this growth. You should include this evidence
on your blog entries. If you chose to have video clips, you can just attach this to the assignment in Canvas to protect student identity.

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.