The document outlines the educator's midterm and final goals for different elements from CPAST evaluations. For learning target and direction, the goal is to improve presenting the target in understandable terms and taking directions step-by-step. The preparation goal is to have materials ready before lessons. For data-guided instruction, the goal is to analyze data to incorporate into instruction. The feedback goal is to provide timely, informative feedback to improve learning. Finally, the preparation goal is to ready materials and content in a timely manner to reduce stress.
Getting Started with Teacher Clarity: Ready-to-Use Research Based Strategies to Develop Learning Intentions, Foster Student Autonomy, and Engage Students
The document outlines the educator's midterm and final goals for different elements from CPAST evaluations. For learning target and direction, the goal is to improve presenting the target in understandable terms and taking directions step-by-step. The preparation goal is to have materials ready before lessons. For data-guided instruction, the goal is to analyze data to incorporate into instruction. The feedback goal is to provide timely, informative feedback to improve learning. Finally, the preparation goal is to ready materials and content in a timely manner to reduce stress.
The document outlines the educator's midterm and final goals for different elements from CPAST evaluations. For learning target and direction, the goal is to improve presenting the target in understandable terms and taking directions step-by-step. The preparation goal is to have materials ready before lessons. For data-guided instruction, the goal is to analyze data to incorporate into instruction. The feedback goal is to provide timely, informative feedback to improve learning. Finally, the preparation goal is to ready materials and content in a timely manner to reduce stress.
The document outlines the educator's midterm and final goals for different elements from CPAST evaluations. For learning target and direction, the goal is to improve presenting the target in understandable terms and taking directions step-by-step. The preparation goal is to have materials ready before lessons. For data-guided instruction, the goal is to analyze data to incorporate into instruction. The feedback goal is to provide timely, informative feedback to improve learning. Finally, the preparation goal is to ready materials and content in a timely manner to reduce stress.
E: Learning Target Goal: My goal is to improve on how I direct and present
and Direction the learning target to the students.
Action Plan: To improve on this CPAST element, I will be
focusing on referring to the learning target at the beginning of the lesson in terms that are easy for students to understand and refer to. I will make it a point to write down the learning target on a sticky note so that I am reminded to start that at the beginning of the lesson. To further improve on this element, I will work on taking directions step by step, rather than going over all of them, which students seem to not pick up well.
R: Preparation Goal: My goal is to improve on how well I am prepared
before the beginning of a lesson.
Action Plan: To improve on this element, I will be focusing
on having all materials ready at the beginning of the day, as well as the day before. I believe that I have materials planned mentally, but having it all set out before the day could help improve how prepared I feel for the lesson that I am presenting to students. Last, another way I plan to meet this element is to plan out what I will say verbally, to make sure I am covering all material. Final Goals Element from CPAST Goal with Details/Action Plan
J: Data-Guided Goal: My goal is to analyze data in a thorough timely
Instruction matter, in order to incorporate that information into my instruction.
Action Plan: To improve on this goal, I will be analyzing
pre-assessments, bell work, and other small check ins in order to attain a representation of which students are excelling in a topic, which students are where they need to be, and which students have understood a concept at a very low degree. I will develop the priority of taking data from classwork in order to create lessons that center around the needs of the students. I will prioritize student understanding rather than moving through curriculum.
K: Feedback to Goal: My goal is to provide feedback to learners that is
Learners informative to their learning as well as mine.
Action Plan: To improve of this goal, similar to data-
guided instruction, I will be providing students with feedback in a timelier manner. I will be pushing myself to let students know of the work they are doing at the time they are using the concept. I want to be able to have students know how they are doing with an academic concept so that they are aware of expectations moving forward, both formative and summative. I will work to use that feedback to aid in my own observations of student progress and growth. R: Preparation Goal: Prepare materials and content in a timely manner that produces less stress for myself.
Action Plan: To improve on this goal, I will continue to
push myself to have materials ready prior to the day the lesson is being given. I will also mentally prepare myself for instructional delivery so that I have feeling less stress at the time of a lesson. I want to have myself prepared, as it will improve the quality of the work I am presenting to students, as well as improve the quality of how they retain that information. This is my biggest goal for myself, and as I continue to practice this in my teaching career, I want to see this as my greatest improvement.
Getting Started with Teacher Clarity: Ready-to-Use Research Based Strategies to Develop Learning Intentions, Foster Student Autonomy, and Engage Students