Professional Development Plan (Goals)

This is a collaborative lesson where the Media Specialist will be guiding students in a series of activities so that students can become proficient in the use of the "Research Model" to achieve designated goal(s).
 

Learning Goals (Target and Professional)

Learning Goals
 (Target and Professional)

Nested Learning Objectives

What Must My Students Be Able To Do To Achieve Each Learning Goal?

Type of Learning

(Cognitive, Psychomotor, Affective)

Students
At the completion of session, student/s will be able to

At the completion of session, student/s will be able to

At the completion of session, student/s will be able to

At the completion of session, student/s will be able to

1. Evaluate the credibility of information sources, including how the writer's motivation may affect that credibility

Complex thinking

Information processing

Effective communication

Collaboration/cooperation

Habits of mind

a. Evaluate reliability of resource material and source.

b. Determine which information sources to use for project’s purposes.

Cognitive

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

 Psychomotor

• Acquiring knowledge

• Executing actions

• Transfer of control

• Automization

• Generation

Affective
 

2.  Generate relevant, interesting, and researchable questions; locate appropriate print and non-print information using text and technical resources, including databases and the Internet; use text organizers such as overviews, headings, and graphic features to locate and categorize information; produce reports and research projects in varying forms (including tutorials) for audiences; and draw conclusions from information gathered

Complex thinking

Information processing

Effective communication

Collaboration/cooperation

Habits of mind

a. Develop “relevant, interesting, and researchable” questions for research

b. Organize elements using concept mapping and templates if available.

c. Draw conclusions regarding relationship of elements

d. Present information regarding elements and their relationship using appropriate software (word processor/ presentation/ spreadsheet/ video).
 

Cognitive

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

 Psychomotor

• Acquiring knowledge

• Executing actions

• Transfer of control

• Automization

• Generation

Affective

3. Use the conventions of oral language effectively; use informal, standard, and technical language effectively to meet the needs of purpose, audience, occasion, and task; communicate effectively in conversations and group discussions while problem solving, and planning; use effective verbal and nonverbal strategies in presenting oral messages; ask clear questions for a variety of purposes and respond appropriately to the questions of others; and make relevant contributions in conversations and discussions
 

Complex thinking

Information processing

Effective communication

Collaboration/cooperation

Habits of mind

a. Work in small groups to research background information

b. Work in small groups to produce product to present background information

c. Work in small groups to produce product

Cognitive

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

 Psychomotor

• Acquiring knowledge

• Executing actions

• Transfer of control

• Automization

• Generation

Affective

Teacher
At the completion of session, educator will be able to

At the completion of session, educator will be able to

At the completion of session, educator will be able to

At the completion of session, educator will be able to

4. Allow students to complete tasks required by lesson rather than doing the task for the student or "dumbing" down lesson to accommodate perceived weaknesses.

Complex thinking

Information processing

Effective communication

Collaboration/cooperation

Habits of mind

a. Develop classroom management strategies that enable the giving of  time to student complete task his/ her self.

b. Allow students to make (and correct) mistakes.

c. Scaffold lesson and provide modifications/ adaptations as required including (ESOL, Resource, and  ADD/ADHD)

Cognitive

• Knowledge

• Comprehension

• Application

• Analysis

 Psychomotor

• Acquiring knowledge

• Executing actions

• Transfer of control

• Automization

• Generation

Affective
 

5. Comfortably use technology to integrate Higher Order Thinking Skills into lesson.

Complex thinking

Information processing

Effective communication

Collaboration/cooperation

Habits of mind

 

a. Think of technology as ancillary not the purpose of a lesson.

b. Consider technology for purposes other than for "drill and kill" when developing lessons targeting TAKS objectives.

c. Consider HOTS development and remediation as complimentary (not opposite) instructional objectives.

d. Use technology to facilitate scaffolding of  lesson and provide modifications/ adaptations as required including (ESOL, Resource, and  ADD/ADHD)

Cognitive

• Knowledge

• Comprehension

• Application

• Analysis

 Psychomotor

• Acquiring knowledge

• Executing actions

• Transfer of control

• Automization

• Generation

Affective
 

6. Develop a process that can be replicated across the curricula for other teachers in different classes as well as developed into a model for staff development

Complex thinking

Information processing

Effective communication

Collaboration/cooperation

Habits of mind

a. Break curricular units into component parts that can be related to each other and to other units.

b. Develop templates that can be individualized to fit the needs of individual teachers across the curricula.

c. Think in terms of school wide resources and develop lessons accordingly.

d. Feel comfortable collaborating with teachers to develop cross curricular projects.

e. Use technology to facilitate scaffolding of  lesson and provide modifications/ adaptations as required including (ESOL, Resource, and  ADD/ADHD)
 

Cognitive

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

 Psychomotor

• Acquiring knowledge

• Executing actions

• Transfer of control

• Automization

• Generation

Affective

Mentor
At the completion of session, mentor will be able to

At the completion of session, mentor will be able to

At the completion of session, mentor will be able to

At the completion of session, mentor will be able to

7. Mentor will feel comfortable coaching colleagues with respect to allowing students to help themselves (rely on themselves vs. teacher/ adult to solve problems/ complete tasks) and developing activities to address diverse backgrounds, abilities, and learning modalities.

Complex thinking

Information processing

Effective communication

Collaboration/cooperation

Habits of mind

a. Lead colleagues toward allowing students to complete tasks for required lesson by giving students time to function rather than doing the task for the student.

b. Lead colleagues toward developing scaffolding activities (using technology as and when appropriate) for students to work toward mastery rather than doing the task for the student or "dumbing" down lesson to accommodate perceived weaknesses.

Cognitive

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

 Psychomotor

• Acquiring knowledge

• Executing actions

• Transfer of control

• Automization

• Generation

Affective
 

8. Mentor will feel comfortable coaching colleagues with respect to using technology as a tool to integrate HOTS into lesson

Complex thinking

Information processing

Effective communication

Collaboration/cooperation

Habits of mind

a. Lead colleagues to think in terms of "connections" to other curricular areas.

b. Lead colleagues toward greater collaboration to develop cross curricular projects which can incorporate both HOTS development and TAKS remediation.

Cognitive

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

 Psychomotor

• Acquiring knowledge

• Executing actions

• Transfer of control

• Automization

• Generation

Affective
 

9. Mentor will feel comfortable coaching colleagues to consider technology as a means to an end (a tool) as opposed to the curriculum a tool to teach technology.

Complex thinking

Information processing

Effective communication

Collaboration/cooperation

Habits of mind

a. Work with colleagues in such a manner that their first thoughts is not how proficient they (or their students) are or are not but how can we teach the students and what tools are available to facilitate this effort.

b. Work with colleagues in such a manner that they take ownership of ideas relating to technology as another resource.

Cognitive

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

 Psychomotor

• Acquiring knowledge

• Executing actions

• Transfer of control

• Automization

• Generation

Affective
 

This is how I believe the successful accomplishment of my goals will lead to improved student learning.

Successful accomplishment of my goals would result in my colleagues more frequently allowing students to complete required tasks rather than either doing the task for the student or "dumbing" down lesson to accommodate perceived weaknesses. Colleagues will engage in more collaboration across the curriculum to develop cross curricular projects which would incorporate not only TAKS remediation but HOTS development.
 

This is how I plan to evaluate my progress toward reaching my goals. (checkpoints, indicators of success, etc.)

As I progress toward reaching my goals, one indicator of success will be in the response of my colleagues. They will react in such a manner that their first thoughts is not how technologically proficient they (or their students) are (or are not) but how can we teach the students and what tools (including technology) are available to facilitate this effort.
 

Why I choose these goals?

I choose these goals because this is what my mentee specifically said she wanted ... a lesson that could be adapted to different subjects and teachers.
 

We agree to work together as a collaborative team to implement this plan.