Hs Chemistry Teacher Goal Setting Example Template printable pdf download

TEACHER SLG GOAL SETTING EXAMPLE – HIGH SCHOOL CHEMISTRY

Grade Level:

Elementary

Middle School

High School

Goal Type:

Individual Goal

Team Goal

SLG GOAL 1

Describe the composition, structure, and properties of matter, draw

conclusions about the interactions and conservation of matter and

energy, and explain why matter and energy can neither be created

Content

nor destroyed in a given system and/or reaction.

Standards/Skills

Related Oregon 2014 Science standards (NGSS): HS-PS1-4, HS-PS1-7,

HS-PS3-1, HS-PS3-4

Category 2

1. Unit Tests: Students will complete a written assessment at the

end of each unit.

Assessments will include multiple choice, short answer, and

constructed response items. There are five units in total: Atoms,

Molecules and Ions, Chemical Reactions, Calculations with Chemical

Formulas and Equations, Ionic and Covalent Bonding, and Solutions.

The unit assessments were created in collaboration with members

of the Science Department and approved by the Science

Department Chairperson.

Assessments

2. Hydrated Salt Performance Task: Students develop procedures

for an investigation and plan for recording and organizing

observations and data. It requires students to draw upon their

Goal-

understanding of the crystalline structure of ionic salt, the

application of conservation of matter to calculate the coefficient of

Setting

H2O in the empirical formula of the hydrated salt, and making

Conference

conclusions consistent with the use of chemical equations to predict

quantitatively the molar masses of reactants and products in 3

chemical reactions. This task will be assessed using the Oregon

Scientific Inquiry Scoring Guide.

This objective applies to the 71 students in my three sections of

Context/Students

College Prep Chemistry. 53 of my students are boys and 18 are girls.

This is a year-long course that meets for 50 minutes daily.

In order to gauge students’ incoming content knowledge, I

administered the Chemical Concepts Inventory during the first

week of school. It is a multiple choice instrument composed of one-

and two-tiered non-mathematical conceptual questions based on

common student misconceptions about general chemistry topics

(ex. Does the rust from a completely rusted iron nail eight more,

Baseline Data

less, or the same as the nail it came from?). I adapted the inventory

from one that was created for first year college students, so I

expected student scores to be quite low.

Not surprisingly, the average across my three sections of CP

Chemistry was 36%. From these results I was able to determine that

most students are coming into this course with limited knowledge

Hs Chemistry Teacher Goal Setting Example Template

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