goals

The need //to improve assessments in my classroom remains most poignant.// The most interesting aspect of this current professional goal is that it has been the same basic goal since the beginning of this academic school year, and remains my most pressing improvement-area of domain 1 or domain 4. I really believe that my students must learn to manage their own success on the assessments that are designed for the courses that I teach, but especially the preCalculus course. In looking at the documents that I provided as exemplars of my abilities within the responsibilities of planning and preparation, I was surprised to find myself lacking any real evidence connecting teaching to learning outcomes and assessments all tied together. This is a huge hole. Eventually, I want my students to be designing their own asessments and setting their own instructional outcomes. If the material is not linked clearly for them in their homework, in the lessons, in my own planning, or on their assessments, I do not believe that the students will ever make the necessary jumps to autonomy that I so desire. This was a very useful exercise because it hightlighted the disjointed nature of some of the materials that I use to supposedly organize my courses.