Improvement, Responsibility and Ethics –Continuous Professional Improvement, Part II
FEAP b.5. Identify school-wide instructional goals, and relating it to the content area.

The candidate researches the school’s scores on a state standardized test, using that information on which to inform professional needs related to instructional strategies and pedagogical or content needs. At the end of this assignment, the candidate has the background information needed to create an ongoing professional development plan that is based on the school-wide agenda, student data, and self-reflective practices.

Based on participation in the School Improvement the candidate chooses one of the school-wide goals on which to focus for the professional development area.

RUBRIC

a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs.
The candidate provides evidence of the ability to design purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs. Evidence of the specific goal development is provided for a course of study or other activity. Candidate measures to diagnose students’ learning needs. The candidate demonstrates how instruction is determined, based on those needs. Overall, the Candidate shows evidence of providing a course of study or other activity. The candidate demonstrates how instruction is determined, based on those needs. Overall, the candidate demonstrates how data analysis and application drives the learning process. The candidate provides a narrative and graphics that confirm that data are used routinely to drive the learning process.
b. Examines and uses data-informed research to improve instruction and student achievement
The candidate provides evidence that demonstrates the ability to conduct data-based research to improve learning and student achievement. Evidence is provided in the form of a class analysis of data and the strategies that will be used to address the related learning needs. The design and alignment are described in a narrative format and are represented with graphics.
c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effective-ness of the lessons.
The candidate provides evidence that demonstrates the ability to use more than three types of data, both independently and with colleagues, to evaluate the learning outcomes of P-12 students. Evidence is provided in the form of data summaries that were developed, both independently and with colleagues. Summaries are included that describe how data can be used better to evaluate student learning outcomes in the future.
d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement.
The candidate provides evidence of a variety of four collaborations that demonstrates an understanding of the importance of collaborating with the home or school or larger communities to encourage communication that supports student learning and continuous improvement.
e. Engages in targeted professional growth opportunities and reflective practices.
The candidate provides evidence of understanding the importance of professional development and states how it can support the development of knowledge and skills needed for the teaching and learning process as demonstrated by statements that point to the need to participate in specific professional development opportunities.
f. Implements knowledge and skills learned in professional development in the teaching and learning process.
The candidate provides five examples of evidence for implementing the knowledge and skills that have been gained through professional development that supports the teaching and learning process. This is demonstrated by specific statements that point to the success of the application of the professional development in the learning process.
g. Applies technology.
The candidate demonstrates how to apply technology to the processes of organizing assessment information and integrating assessment information in the planning process. This is described on a long-term basis (e.g., a semester or academic year period). Assignment is submitted on time.