Self Evaluation Goals for 2006 – 2007

Sample 1

May 2006

1. To become more knowledgeable about curriculum, programs and resources that would help low-achieving students experience greater academic success.

February 2007

Response: Attendance at the Institute for Excellence in writing at the free workshop (include dates). This workshop was excellent in helping to identify writing strategies and a writing program that will benefit all my students.

May 2006

2. To become more proficient in identifying different student learning styles and matching curriculum to their unique styles.

February 2007

Response: Attended PLS workshops last year and this year at the all-ES meeting. In addition, I have put together a binder identifying the different learning styles and am doing ongoing research for curriculum to meet the needs of each different kind of learner. Also, read the book, “(provide title),” which identifies different kinds of personalities and learners.

Sample 2

May 2006

1. To continue to learn and apply Knowledge related to a-g classes and any issues related to the college bound student.

February 2007

• I have read and printed the course outlines and acceptable textbooks for a-g courses.
• Access Mary Halter with questions, and have done so.
• Understand how to work with the course outline, integrating a variety of curricular sources, using the approved text as a support.
• How to use assessments from the approved materials to prove that students have mastery of material even though they have integrated other material.
• Worked with Mary and advisor to understand transcript issues.

May 2006

2. To address state standards in working with student of all levels, assisting with writing/algebra instruction.

February 2007

• Purchased State Standards from CDE.
• Developed familiarity with the standards – goal is to have a working knowledge of the main standards (learning records are helping with this, and looking at student learning with these as a guide).
• Reviewing CAHSEE materials-to know what to ask-and in the case of math/algebra, I am working through the material to brush up.
• I am having my students do more writing.
• I have enrolled students in the Algebra classes at learning centers.
• I am focusing on interventions for those students not proficient, by using advised curriculum, strategies, and remedial support.

Sample 3

May 2006

1. Continue to become more familiar with vendors and curriculum so I can be of more help to parents and students.

November 2006

I have asked many ESs about curriculum that they like of know a lot about. I have also asked my parents if they have come across curriculum they really like. I have acquired about 5 new catalogs that are new to me and have tried to familiarize myself with them. I also went online and added vendors to my favorites list, so I have easy access to their websites and I can get information quickly (especially if they have a scope and sequence or are state aligned so that I can have help in doing my learning records).

February 2007

I have started a chart for my own personal use of specific curriculums I think work well in the different learning areas. I also specified if they met the state standards or basically met the standards. Sometimes what the parents choose is fine with the a few standards missing, so I wanted to be able to offer choices to them as supplemental.

May 2006

2. Keep updated and familiar with ES job procedures and changes. Go through the handbook periodically.

November 2006

There is so much information to keep up with and so many changes, that I found that I am constantly checking the ES Handbook on procedures before I do many things. I have tried to look up the procedures that I have a question on before I respond to a parent, or talk to my advisor. I started going through the section in the handbook about POs, GEAs, etc, just to review.

February 2007

I have periodically gone back through the handbook to keep updated on the school policies and how to work with high school students. I also completed working through the section on using instructional funds, CP class set ups, GEAs and PO procedures.