Mentor: Toni McAfoos Teacher: Natascha Cox Spring MTTC
06
Professional Development Plan (Goals)
State your:
Learning Goals (Target and Professional)
At the completion of session, student/s will be
able toType 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, student/s will be
able toType of Learning
(Cognitive, Psychomotor, Affective)12345Complex thinking
Student
Goals:
1. To understand mechanisms of plate
tectonics, earthquake faults, and types of volcanoes (complex thinking,
information processing)
2. To research plate tectonics, faults,
volcanoes using the Internet, by searching teacher-provided URL sites. (complex thinking, information
processing, understanding)
3. To collaborate in groups to compile the
information gathered (effective
communication, problem solving, collaboration, complex thinking, information
processing)
4. To understand and apply the writing
process. (Information processing)
5. Students will produce a final paper
detailing characteristics by answering specific teacher-designed questions
dealing with: Plate tectonics, earthquake faults, and types of volcanoes.
(Information processing, complex thinking, collaboration)
6. Students will also design a poster
illustrating their data gathered. (Information processing, complex thinking,
collaboration)
7. Students will orally present their data gathered from research to the rest of the class using their poster and written paper.(Information processing, presentation, collaboration, understanding, audience, communication).
1, 2, and 3 are all cognitive styles of learning - fact, understanding, application. 5, 6and 7 are psychomotor. All are cognitive in
nature.
The
students will participate in the searches of plate tectonics, earthquake
faults, and types of volcanoes.
Students will be divided into groups of 9, which will then be
sub-divided into 3 sub-groups of 2 to 4 students. Every student in the groups
will participate by being assigned a specific job within the group.
A
special needs student will work closely with the teacher and a modified plan in
order to produce his/her final product.
Teacher
Goals:
1. To improve modification of lesson plan
to include all populations. (complex thinking, information processing) Teacher plans to collaborate with the
other members of her science team and with the special education teacher for
assistance in being successful.
2. To improve classroom management when
working with groups.
(cognitive) Teacher plans
to continue searching and discussing with peers in science and in other areas
ways to manage a classroom while they work in groups.
3. To further incorporate technology into
writing the paper and presenting the data through power point
presentations. (information
processing, cognitive thinking)
Professional
Goals:
1. To use cognitive coaching skills to
facilitate teacher thought processes to focus on student objectives, student
learning, and student outcomes. (Complex thinking, and effective communication,
and collaboration) This is
affective learning. I plan to
carefully phrase questions giving the mentee time to process and solve their
own ideas and solutions.
3. Collaborate with campus technologist,
administrators, librarian, special ed chair, ESL, Dyslexia, and GT teachers to ensure student and teacher
success. (Collaboration,
cooperation, effective communication, analysis, evaluation, complex thinking
and information processing) This
is cognitive thinking. I will
gather information analyzing ideas that may be successful for students.
This is how I
believe the successful accomplishment of my goals will lead to improved student
learning.
By observing the
students through their work ethics and thought process, teacher will be able to
monitor the students' understanding of content presented by following the
teacher's prompts. Completing a
paper and poster will demonstrate the students' understanding.
This is how I
plan to evaluate my progress toward reaching my goals. (checkpoints, indicators
of success, etc.)
Teacher plans to
evaluate students' progress through a rubric, a paper, and a poster, and by conducting a post conference
with her team mentor.
We agree to work
together as a collaborative team to implement this plan.
Coach’s signature
Teacher’s signature