Professional Development Plan (Goals)

Mentor: Toni McAfoos

Mentee: Natascha Cox

Coach: Bonnie Barnes

Lee Gabor

Spring MTTC 06

Student Learning Goals:

1. TEKS 8.11C Make predictions about possible outcomes of various genetic combinations of inherited characteristics.

Type of Learning: (Life-Long Learning Processes)

Information processing: Students will gather their genetic information by flipping a coin; one representing a male, the other representing a female. The head side is the dominant gene, while the tail side is the recessive gene.

Nested Learning Objectives (What Must My Students Be Able To Do To Achieve Each Learning Goal?) At the completion of session, student/s will be able to:

By flipping two coins, one designated male, the other female, students will decide dominant and recessive genes for a “smiley face” they are to create.

Type of Learning (Cognitive, Psychomotor, Affective)

Psychomotor – Guided response, Mechanism

Cognitive – Comprehension, Knowledge, Analysis, Synthesis

2. 126.12 7(F) Differentiate between and demonstrate the appropriate use of a variety of graphic tools found in draw and paint applications.

Type of Learning: (Life-Long Learning Processes)

Habit of Mind – Open “Draw” tools, saving shape in designated folder.

Complex Thinking – Identify shapes representing features/characteristics of “Smiley Face.”

Information Processing – Apply element and observe formation of “Smiley Face.”

Nested Learning Objectives (What Must My Students Be Able To Do To Achieve Each Learning Goal?) At the completion of session, student/s will be able to:

Create a “Smiley Face” using the dominant and recessive characteristics determined by using specific shapes in the draw tools of Microsoft Word representing face shape, eye shape, hair style, smile, ear style, nose style, face color, eye color hair length, freckles, nose color, and ear color.

Type of Learning (Cognitive, Psychomotor, Affective)

Psychomotor – Manipulation

Cognitive – Application, Synthesis

Professional Goals:

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

Creating a working relationship with my mentee in assuring technology integration in all phases of the lessons designed for her Science classes.

Type of Learning: (Life-Long Learning Processes)

Effective Communication – To discuss and come up with ideas involving lessons while creating a relationship of trust and interdependence. To work through issues involving learning disabled students and GT kids, and to ensure the highest degree of effectiveness

Collaboration – Working as a team, cross curriculum understanding to assist in lesson creation. Discuss any issues that might come up, i.e. classroom management, and to create strategies that will challenge the students.

Type of Learning (Cognitive, Psychomotor, Affective)

Psychomotor – Perception, Set, and adaptation

Cognitive – Application and Synthesis

2. This is how I plan to evaluate my progress toward reaching my goals. (checkpoints, indicators of success, etc.) Along with my mentee, I plan to create a lesson that integrates technology and the “draw” tool into a Science lesson on Genetics. Consistent and regular technology integration along with student assessment will determine the success of my goals.

Type of Learning: (Life-Long Learning Processes)

Information Processing – Enhance a lesson by using technology skills.

Type of Learning (Cognitive, Psychomotor, Affective)

Psychomotor - Generation

Cognitive – Analysis, Synthesis

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

Mentor’s signature

Teacher’s signature

Unable to obtain

Signatures for Coaches:

Bonnie Barnes

Lee Gabor

Appraisals

ESC XI Mentorship Evaluator Appraisals:

When: Within two weeks before the end of the MTTC 200 course.

Content: Review of submitted coaching documentation (pre-conference, lesson and post-conference,

lesson plan, student/educator examples), mentor journal, and pertinent course discussions.

Achievement on the 10 MTT Test Framework Domain-Competencies.

Who: ESC XI Mentorship Evaluator with optional teacher participation.

Site Technology Supervisor Appraisal:

When: Within two weeks before the end of the MTTC 200 course.

Content: Review of documentation, observations, and discussions.

Achievement on the 10 MTT Test Framework Domain-Competencies.

Who: Site Technology Supervisor with optional teacher participation.

Summative Appraisal:

When: Within two weeks following the end of the MTTC courses.

Content: Formulated review of the two ESC 11 Mentorship Evaluator Appraisals and the one Site Technology Supervisor Appraisal.

Mastery on the 10 MTT Test Framework Domain-Competencies.

Who: ESC XI Evaluator with optional teacher participation.