Paula Brown |
Professional
Development Plan (Goals)
| Learning
Goals (Target and Professional) At the completion of session, educators/student/s
will be able to |
Type
of Learning (Life-long Learning Processes) |
Nested
Learning Objectives (What Must My Students Be Able To Do To Achieve Each
Learning Goal?) At the completion of session, educators/student/s
will be able to |
Type
of Learning (Cognitive, Psychomotor, Affective) |
| Professional Goals (Mentor) |
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| 1. Design questioning strategies that achieve clarity in thought, while encouraging reflective thought. |
Complex
Thinking Information
Processing Effective
Communication Collaboration/Cooperation Habits
of Mind |
a. Develop questions for specific situations and practice anticipating various responses. b. Increase awareness of wait time when asking questions of mentee. |
Cognitive (comprehension, application) |
| Cognitive (application) |
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| 2. Collaborate effectively with the mentee in the design of instruction that maximizes student learning and classroom management while addressing the needs of all learners. |
Complex
Thinking Effective
Communication Collaboration/Cooperation Habits
of Mind |
a. Evaluate classroom management techniques for success with a focus on diverse learners. b. Achieve increased rapport with mentee. c. Study instructional strategies to increase fluency. |
Cognitive (analysis) |
| Affective |
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| Cognitive (knowledge, comprehension) |
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| Target Goals (Teacher) |
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| 1. Use technology successfully as an integral tool for learning and communicating. |
Complex
Thinking Information
Processing Habits
of Mind |
a. Identify and select appropriate technology. b. Develop a plan for training with the selected technology. c. Develop guidelines for the use of technology by student learners. |
Cognitive (knowledge, comprehension) |
| Psychomotor (acquiring knowledge) |
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| Affective |
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| 2. Use effective instructional strategies that maximize student learning and classroom management while addressing the needs of diverse learners. |
Complex
Thinking Information
Processing Habits
of Mind |
a. Differentiate between the needs of all learners. b. Develop a plan to address these needs in instructional strategies. c. Develop a plan to address these needs in classroom management. |
Cognitive (analysis) |
| Cognitive (application) |
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| Affective |
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| 3.
Develop a higher sense of efficacy about teaching capabilities
and classroom management. |
Complex
Thinking Effective
Communication Habits
of Mind |
a. Discuss and develop a plan to promote a positive atmosphere in the classroom. b. Identify various types of positive reinforcement while anticipating the needs of diverse learners. |
Affective |
| Cognitive (application, analysis) |
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| Target Goals (Student) |
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| 1.
Identify angle pairs created by a transversal and a set of parallel
lines |
Complex
Thinking |
a. Identify right, vertical and adjacent angles b. Determine measurements of angles only when one measurement is given |
Cognitive (knowledge, comprehension) |
| Cognitive (comprehension) |
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| 2. Prove angles congruent through a flow proof and the various types of angle pairs |
Complex
Thinking Habits
of Mind |
a. Use the different algebraic and geometric properties b. Use deductive and inductive reasoning to show congruence of angles |
Cognitive
(application, analysis) |
| Cognitive
(analysis, synthesis) |
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This is how I believe the successful accomplishment of my goals will lead to improved educator/student learning.
Successful technology integration into the curriculum will engage the student learner and increase student achievement. The teacher will become more comfortable with their use of technology and this will increase their confidence level and lead to increased use of technology in the future. Meeting the needs of diverse learners will create a better atmosphere for learning. Increasing the efficacy of the teacher will benefit everyone as a whole and lead to more success in the classroom.
This is how I plan to evaluate my progress toward reaching my goals. (checkpoints, indicators of success, etc.)
Mentor Goal #1: Data gathered shows that the mentor is providing clear and reflective questions. Success: High levels of cognitive mentee input per data gathered.
Mentor Goal #2: Data gathered shows that the mentor is collaborating with the mentee regarding classroom management, diverse learners and instructional design. Success: Classroom management skills of the mentee have resulted in less referrals or disturbances in the classroom. Attention to the needs of diverse learners has resulted in increase success in assessments. Assessments show that instructional design has created a positive impact in the classroom. The mentee will use the appropriate assessments to gauge student success.
We agree to work together as a collaborative team to implement this plan.
Peer Coach’s 1 signature:
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Peer Coach’s 2 signature: |
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