The teacher education student demonstrates 3.1.1 ‘Graduate exceeds’ through setting explicit, challenging and achievable learning goals for all students, specifically:
G: The goal for this teacher education student is 3.1.1.
R: The teacher education student has exceeded 3.1.1 at graduate level.
O: What specific mentoring strategies could you employ with this teacher education student teacher to help him move beyond graduate and towards ‘Proficient’ for 3.1.1?
W: What is the next step you would negotiate as a goal for this teacher education student? What will you do as a Mentor to help him achieve this goal?
G: To set learning goals that provide achievable challenges for students of varying abilities and characteristics and to move up on the 3.3.1 graduate continuum.
R: Which level of the graduate continuum are you currently at for 3.1.1? Refer to recent feedback you have received from an observation.
O: What specific actions could you take to improve in setting explicit, challenging and achievable learning goals for all students?
W: What is your next step to improve in setting explicit, challenging and achievable learning goals for all students? Try to formulate a specific goal.