Pre-­‐Service

 Teacher  Goal  Setting  Plan  

EDUC  431S  
 
Name       Aaron  Rudloff              
 
Date                  
 
The  pre-­‐service  teacher  is  completing  this  goal  setting  task  based  upon  the  Nebraska  Clinical  Practice  Evaluation  
(NCPE)  Rubric  (used  as  an  evaluation  tool  during  student  teaching).    Question:    What  are  your  areas  of  strengths  
and  what  are  your  areas  of  growth?      
 
Tasks:  
1.   Identify  2  Standards  from  the  Rubric  that  you  would  like  to  use  as  goals  while  you  are  in  this  course.    [1  
choice  of  Standard  must  be  Standard  2,3,  9,  or  10  since  these  are  the  key  assessment  Standards  of  focus  
nd
for  this  course.    The  2  choice  of  Standard  is  up  to  you.]  
2.   Complete  the  worksheet  in  order  to  keep  yourself  on  track.      
3.   Keep  clear  records  of  information  related  to  your  goal  setting  plan  so  that  you  can  document  accordingly.      
                           
 
Goal  with  NCPE  Standard   Steps  to  Attain  Goal   Resources  and  Activities   Evidence  to  Support  the  
Cited   to  Support  the  Goal   Goal  Attainment  
       
       
Goal 1: Differentiates Goal  1:  I  will:   Goal  1:   Goal  1:  
instruction to meet student -­‐   Provide  warm-­‐ -­‐   Use  a  know   -­‐   I  know  that  my  
needs up  activities  and   understand  do   students  in  my  
research  based   warm  up  activity   co-­‐op  class  really  
Standard 2 practices  that   to  call  on   do  well  with  the  
Learner Differences equip  students   student’s  prior   KUD  chart  at  the  
InTASC 2; CAEP 1.1 with  pre  reading   knowledge  and   beginning  of  
strategies   understanding   class.  My  
I want to provide instruction
-­‐   Provide  my   -­‐   Randomly  group   teacher  often  
to my students that pushes
my students to think and students   w ith   up   s tudents   t o   asks  them  to  
learn in ways that they have active   r eading   engage   i n   reflect  on  a  
never before. Through these strategies   a nd   collaboration   question  and  
processes my students will think-­‐pair-­‐share   (Cooperating   then  will  ask  
have more engagement in activities   t o   teacher)   students  to  
the classroom and will be encourage   g roup   -­‐   Assign   g roup   explain  what  
more efficient historians. participation   activities/options   they  wrote.  This  
  -­‐   Engage  my   for  my  students   is  an  excellent  
Goal 2: Uses accurate students  in   on  assignments   strategy  and  is  
content and academic collective  during   to  keep  them   something  I  will  
vocabulary lesson  and  post   engaged  and   do  when  I  give  
lesson  activities   help  them  work   my  lesson.  
Standard 4 other  than  the   in  their  best   -­‐   Upon  creating  
Content Knowledge norm   habitat   my  lesson  on  the  
InTASC 4; CAEP 1.1
  Goal  2:   Executive  
 
Goal  2:  I  will   -­‐   Texts  and   branch,  I  
I  want  to  equip  my  
-­‐   Provide  my   curriculum  using   reviewed  the  
students  with  effective  
students  with   online  research   legislative  
strategies  that  push  them  
to  think  critically  and   outside  material   and  outside  text   branch  within  
efficiently  understand  my   other  than  just   (Cooperating   the  KUD  chart,  
content.  From  that,  I   the  book   teacher)   then  explained  
want  my  students  to   -­‐   Provide  my   -­‐   Provide  my   how  I  want  my  
read,  discuss,  and  enjoy   students  with   students  with  5   students  to  
thinking  like  historians.     graphic   vocab  words  to   know  how  the  
  organizers  and   focus  on  for  the   executive  branch  
  word  bank   lesson,  then   works,  to  know  
  strategies     review  them  and   how  it  relates  to  
  -­‐   Encourage  my   encourage   the  other  two  
  students  to  do   students  to   branches,  and  to  
  outside  research   define  them   fill  out  a  
  on  words  and   (Ember  and   worksheet  
  texts  they  do  not   Ember)   explaining  the  
  comprehend   -­‐   Exit  ticket  to   roles  of  the  
  encourage   president  
  students  to    
  reflect  on  what   Goal  2:    
  they  learned     -­‐   My  co-­‐op  is  very  
  good  at  
  providing  
  material  that  
  helps  students  
  think  critically  to  
  understand  the  
  why  of  
  something.  He  
  asks  them  to  
  explain  and  give  
  reasoning  to  
their  answers.  
-­‐   I  will  provide  my  
5  vocab  words  
because  I  believe  
this  is  a  more  
strategic  and  
efficient  method  
to  get  students  
to  not  only  
remember  
words,  but  also  
understand  the  
importance  of  
them.    
-­‐   Upon  creating  
my  executive  
branch  lesson,  I  
will  provide  my  
students  with  
guided  notes  
over  my  
PowerPoint,  I  
will  also  
 highlight  key  
vocab  that  they  
will  need  to  
know