ED5501 U2 Assignment
charkjohn
ED5501U2A2.pdf
4/23/2018 Capella University - Scoring Guide Tool
http://rubric.capella.edu/rubric/learnerAssessment.do?sg=ODI1MjIzOQ%3D%3D&learnerId=MjIwNjg3Ng%3D%3D 1/3
ED5501 - Section 02 [U02A1] - PROFESSIONAL GROWTH PLAN TEMPLATE
CRITERION 1 Create a professional goal statement that guides the Professional Growth Plan.
(20%) COMPETENCY
Improve instruction and professional learning.
COMMENTS:
It looks like you are writing a goal for the students. This will be good when it comes to planning for week 4, but for week 2, the goal should be about one PEDAGOGICAL practice that YOU will change
NON- PERFORMANCE
Does not create a professional goal statement that guides the Professional Growth Plan.
BASIC
Creates a goal statement, but it is not aligned with the Professional Growth Plan.
PROFICIENT
Creates a professional goal statement that guides the Professional Growth Plan.
DISTINGUISHED
Creates a professional goal statement that guides the Professional Growth Plan, supported by current research in self-directed learning activities.
CRITERION 2 Align the goal statement to the framework of teaching.
(20%) COMPETENCY
Improve instruction and professional learning.
COMMENTS:
This should be on the Danielson Framework
NON- PERFORMANCE
Does not align the goal statement to the framework of teaching.
BASIC
Aligns the goal statement to learning instead of teaching.
PROFICIENT
Aligns the goal statement to the framework of teaching.
DISTINGUISHED
Aligns the goal statement to the framework of teaching and cites examples from research.
4/23/2018 Capella University - Scoring Guide Tool
http://rubric.capella.edu/rubric/learnerAssessment.do?sg=ODI1MjIzOQ%3D%3D&learnerId=MjIwNjg3Ng%3D%3D 2/3
CRITERION 3 Identify opportunities for learning the skills laid out in the goal statement.
(20%) COMPETENCY
Demonstrate the dispositions expected of a professional educator and self-directed learner.
COMMENTS:
These should be activities YOU will do to help you get closer to your goal, not what the students will do
NON- PERFORMANCE
Does not identify opportunities for learning the skills laid out in the goal statement.
BASIC
Identifies a single opportunity for learning the skills laid out in the goal statement.
PROFICIENT
Identify opportunities for learning the skills laid out in the goal statement.
DISTINGUISHED
Analyzes opportunities for learning the skills laid out in the goal statement from multiple sources and justifies the choices made in the plan.
CRITERION 4 Apply multiple measures of evidence to indicate progress toward professional goals.
(20%) COMPETENCY
Collaborate with other professionals and the family for the purpose of improving instruction.
COMMENTS:
This should measure YOUR growth not what the students will do
NON- PERFORMANCE
Does not apply multiple measures of evidence to indicate progress toward professional goals.
BASIC
Applies limited measures of evidence to indicate progress toward professional goals.
PROFICIENT
Applies multiple measures of evidence to indicate progress toward professional goals.
DISTINGUISHED
Justifies the measures of evidence chosen to indicate progress toward professional goals.
4/23/2018 Capella University - Scoring Guide Tool
http://rubric.capella.edu/rubric/learnerAssessment.do?sg=ODI1MjIzOQ%3D%3D&learnerId=MjIwNjg3Ng%3D%3D 3/3
CRITERION 5 Support the Professional Growth Plan with a rationale designed to improve performance.
(20%) COMPETENCY
Improve instruction and professional learning.
COMMENTS:
Please see the exemplar, revise and resubmit
NON- PERFORMANCE
Does not support the Professional Growth Plan with a rationale designed to improve performance.
BASIC
Presents a Professional Growth Plan, but the rationale is designed to improve learning instead of performance.
PROFICIENT
Supports the Professional Growth Plan with a rationale designed to improve performance.
DISTINGUISHED
Supports the Professional Growth Plan with a rationale designed to improve performance and positions the plan in context of life- long professional development goals.
