2018/2019 | piyawansunasuan

Goal Setting 2018/2019

Area/ Topic to Be Addressed
Learning and Skills for Sustainable Development

Where I am now?
I have been working on this goal for two years. Last year, I discovered difficulties in monitoring student learning progress and evaluating performance. As a result, I am unable to gather obvious evidence for my goal setting.

Goal Statement (My desired results)
I intended to create a better project that is more connected to the students' real-life events. The project's emphasis should be on the development of the learning process rather than the final product. As a result, the student should find it simple to plan, monitor, and evaluate themselves. This aims to improve their ability to research and acquire information about themselves, which they can then use as a guideline to continue their learning in the future.

Activities I will use to accomplish my goal

I plan to pursue a Ph.D. in Development Education.
I will incorporate a new self-directed project in relation to university application for the student. The project will focus on 2 major processes of interview and SOP writing including personal empowerment.
I will monitor the student progress trough several types of rubrics which connect to sustainable learning.

Accomplishments at Year End

Meet the goals

I worked on two major projects involving meta-cognitive learning in the skills for leadership and management class. The primary goal was to encourage students to discover themselves in order to find their best learning styles. The projects' goals were to concentrate on their learning process, which includes planning, monitoring, and evaluating. Students could select their own topics that suited their needs.

The project in the first semester was a self-directed project called personal development. The project placed a premium on university application skills (Please see the instruction and rubrics here). Students must submit two or more interview videos taken before and after skill development, two or more SOP letters, two goal settings, process journals, and reflections to their E-portfolios.

Student work and feedback

The following are links to some examples;

https://jamiewach.wixsite.com/jamie/leadership-and

http://khingw.weebly.com/goals.html

https://muidsbaitoey08.weebly.com/2-goals-for-leadership.html

http://mindchanika.weebly.com/leadership

http://winwarith.weebly.com/skills-for-leadership.html

http://bhoomza2811.weebly.com/interview-video.html

In the second semester, the project focuses on individual skills development. The students had choices in choosing to develop either procedural knowledge or conceptual knowledge. Various topics were presented as the primary objective was how they learn not what to learn. This goal aims to create sustainable learning skills that students can transfer to any discipline.

Student work and feedback

The following are links to some examples;

- Mind ; Can one love oneself wholeheartedly?

http://mindchanika.weebly.com/leadership/self-publishing-project

- Pink ; Garbage separation in South Korea

http://muidsthanap.weebly.com/skill-for-leadership

Teachers' Annual performance Review of the school year of 2018/2019

Observed by

Dr. Stephen C., Deputy Director of Academics for MUIDS

Focus of Observation: Expectations for work/behavior

April 1, 2019

Teacher got 4 rate out of 4 for:

Planning and preparation: The teacher

"Demonstrates knowledge of content and pedagogy that encompasses all aspects of the subject, including what
to teach as well as research-based best practices."

Teacher got 3 rate out of 4 for:

Planning and preparation: The teacher

"Establishes appropriate learning outcomes that clearly state what diverse students will learn as a result of
engaging in the lesson’s activities."

"Understands how students construct meaning, taking into account the impact student needs, interests,
background, and knowledge of English will have on learning content."

The instructional environment: The teacher

"Demonstrates procedures for the smooth operation of the classroom and the efficient use of time."

"Demonstrate organization of physical space that sends a clear message to students that learning takes place in
an environment that is safe and has been arranged to optimize student learning."

Instruction: The teacher

"Demonstrates skill in questioning and in leading discussion, eliciting student reflection, and challenging deeper
student engagement."

"Plans for students’ intellectual engagement and involvement with content so that they are actively constructing
meaning and understanding."

"Provides relevant, accurate, specific, timely and constructive feedback to students."

"Demonstrates ability to change, adjust, or alter the lesson in response to student confusion or lack of
understanding."

* 4 = Excels

The teacher who performs at this level consistently surpasses established standards for teaching and maintains high levels of accomplishment and performance.

3 = Highly Effective.

The teacher consistently meets school goals and standards for teaching in a manner that is above average.