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Professional
Development Plan - Can You Dig It? |
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Learning
Goals |
Life
Long Learning Processes |
Nested
Learning Objectives |
Type
of Learning |
Student
Goal
1) Understand the impact that geography played on the four
ancient river valley civilizations through investigations of
archaeological sites. |
Information processing
Complex thinking
Habits of mind
|
Understand the process and purpose of an archaeological dig. |
Cognitive
(comprehension, application)
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Compare and
contrast information gathered on the four ancient river valley
civilizations. |
Cognitive
(comprehension, application, analysis, synthesis) |
Student
Goal
2) Predict what an archaeological dig of Carroll High School
5000 years from now might lead future archaeologists to conclude
about our civilization. |
Complex thinking
Effective communication
Habits of mind
|
Make
predictions about modern day society based on historical
information. |
Cognitive
(comprehension, application, analysis, synthesis)
|
|
Understand
how current day geography, architecture, tools, and technology
available in 2004 impact our civilization at Carroll High
School. |
Cognitive
(comprehension, application, analysis, synthesis, evaluation) |
Teacher
Goal
3) Develop confidence in creating and implementing technology integrated
lesson plans. |
Effective
communication
Collaboration/cooperation
Habits of mind |
Adequately
prepare for successful implementation of the lesson plan. |
Affective,
Cognitive (application, analysis) |
|
Reflect on
the lesson implementation and focus on the positive outcomes. |
Affective,
Cognitive (analysis) |
Teacher
Goal
4) Use instructional strategies that support diverse learners
and address classroom management strategies. |
Effective communication
Collaboration/cooperation
|
Understand
various instructional strategies and how they relate to specific
disabilities. |
Cognitive
(application, analysis) |
| Conference
to receive Spec Ed input for students requiring modifications
(gifted, impaired, special needs) |
Cognitive
(comprehension, application) |
|
Secure equipment checkout and lab reservations and in a timely
manner. |
Cognitive
(comprehension, application) |
Mentor
Goal
5) Help teacher to develop confidence in troubleshooting
technology issues that occur during student lessons. |
Information processing
Effective communication
Collaboration/cooperation
Habits
of mind
|
Plan
and carry out pre- and post- technical skills sessions so that
teacher gains confidence in her abilities. |
Affective, Cognitive
(comprehension, application, analysis) |
|
If necessary during the lesson, direct teacher in how to solve
technical issue, but let her carry the steps out to completion. |
Affective, Cognitive
(application, analysis) |
Mentor
Goal
6) Use questioning strategies to guide teacher in creating
learner-centered lessons that maximize positive impact on
students.
|
Complex
thinking
Information processing
Effective communication
Collaboration/cooperation
|
Explain
the research-based connection between technology integration
and instructional design. |
Cognitive
(application) |
|
Continued
heightened awareness during mentoring sessions of telling
instead of questioning, and listening instead of
speaking. |
Cognitive
(comprehension, application, synthesis) |
This
is how I believe the successful accomplishment of my goals
will lead to improved student learning.
If the teacher gains confidence and
skill in creating and implementing technology integrated,
learner-centered instruction with
a minimal amount of frustration of technical issues, she will be more
likely to use the same and other similar strategies more
often. Research has shown when learner-centered
instruction is used students are more engaged and learning
is improved.
This
is how I plan to evaluate my progress toward reaching my
goals. (checkpoints, indicators of success, etc.)
Mentor
Goal #5 – Progress: Teacher is able to implement
lesson with a minimal amount of stress related to technical
issues. Success: Teacher
continues to create and implement technology integrated lessons in the future.
Mentor Goal #6 – Progress: Coach observation data
showing an adequate amount of guiding and clarifying
questions asked during session. Success: Lesson plan contains
learner-centered instructional design.
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We
agree to work together as a collaborative team to implement
this plan.
Teacher’s
signature 
Coach’s signature
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