MTT Professional Development Plan: Goals

Professional Development Plan: Goals

Howard Lee McNutt III

Goal Statement: Teachers will learn how to use Webccat to search, select, and print appropriate TAKS problems for their students to use in class.

Learning Goals (Target and Professional) At the completion of session, student/s will be able to	Type of Learning (Life-long Learning Processes)	Nested Learning Objectives (What Must My adult learners Be Able To Do To Achieve Each Learning Goal?) At the completion of session, student/s will be able to	Type of Learning (Cognitive, Psychomotor, Affective)
Teachers Goals:
Acquire the latest copy of students TAKS benchmarks	Information Processing Complex Thinking Collaboration/Cooperation Habits of mind	Acquire copy of information from facilitator	Psychomotor
		Examine and evaluate the differences in scores in each TAKS objective	Cognitive Affective
		Determine which TAKS objective needs to be concentrated on.	Cognitive Affective
Go to the Webccat website	Collaboration/cooperation	Go to desktop and open up Internet Explorer and type in the url for Webccat.	Cognitive Psychomotor
Log into Webccat and learn how to create a TAKS handout based on Teacher selection of TAKS objectives	Information Processing	Use username and password to log into Webccat	Cognitive Psychomotor
	Complex thinking	Verify your Identity and Select "Assessment Menu"	Cognitive Psychomotor
	Information Processing	Select "Create an Assessment"	Cognitive Psychomotor
	Information Processing	Type and Select Test Information	Cognitive Psychomotor
	Complex thinking Information Processing Habits of mind	Select TAKS Objectives to be selected	Cognitive Psychomotor
	Complex thinking Information Processing Habits of mind	Select and add TAKS problems from Item Search Results	Cognitive Psychomotor
	Complex thinking Information Processing Habits of mind	Determine and select Sequence & Settings	Cognitive Psychomotor
Learn how to see, print and save test.	Complex Thinking Information Processing	Select PDF Preview to determine if any changes are necessary.	Cognitive Psychomotor
	Complex Thinking Information Processing	Save Order	Cognitive Psychomotor
	Complex Thinking Information Processing	Print	Cognitive Psychomotor
Mentor Goals:
Learn to use technology effectively in the classroom to engage all students and ensure high level student centered learning.	Complex thinking Information Processing Habits of Mind	Be able to chose and use effective tools that best fits objectives	Psychomotor (acquire new physical skills)
		Identify all Levels of Bloom�s Taxonomy	Cognitive (knowledge, evaluation, application)
		Be able to create strategies using technology to create student centered learning	Cognitive (knowledge, evaluation, application)
Collaborate to discover new ways to assess and evaluate student progress in reaching stated goals	Complex thinking Information Processing Habits of Mind Collaboration/Cooperation	Discuss with others creative ways to assess student progress using technology	Cognitive (knowledge, evaluation)
		Gather information, analyze, and synthesize	Cognitive (knowledge, application)
		Think creatively pushing the boundaries developing new ways of viewing	Cognitive (evaluation)
Create purposeful goals and instructional activities that reflect real world situations and lead to improved student learning.	Complex thinking Information Processing Habits of Mind	Define purposeful lesson goals and objectives	Cognitive (synthesis, evaluation)
		Assess value of information	Cognitive (analysis, synthesis)
		Think critically about problems and being open-minded	Cognitive (analysis, synthesis)
Professional Goals:
Communicate effectively using questioning strategies to help clarify teacher goals, identify desired outcomes, and anticipate problems and their solutions.	Complex Thinking Information Processing Effective Communication Collaboration/Cooperation	Ask questions and give mentees enough time to come up with ideas, facilitating the instructor in integration of technology into foundation and enrichment curricular content.	Cognitive (analysis, evaluation, synthesis)
Collaborate to evaluate needs of assistive technology that provides learning experiences for diverse learners.	Complex Thinking Information Processing Collaboration/Cooperation Habits of Mind	Ask questions about environmental factors, learner factors and content factors	Cognitive (knowledge, comprehension, application, evaluation)
		Develop new ways of viewing situations.
To use coaching/mentoring skills that appeal to different learning styles.	Effective Communication Collaboration/Cooperation	Build cognitive skills that encourage trust: withholding judgment, posing open-ended questions, meditative questions, using silent, paraphrasing, probing and summarizing. Develop elegant communication skills	Cognitive (knowledge, comprehension, application, evaluation)

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

Teachers will be able to create TAKS handout in a matter of seconds. They will be able to create a TAKS handout based on their student needs based on Six Weeks Benchmark results. They will create handouts targeted to student weaknesses and with successful teaching strategies be able to decrease/minimize students deficiencies in TAKS objectives.

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

Indicators that will determine successful progress will be: 1. Creating TAKS handout with ease, 2. Increased Student performance in TAKS benchmark, and most importantly 3.) Passing all TAKS objectives on TAKS TEST.

I agree to work on implement of this plan.

Teacher's signature:

Coach's signature: None, no partner.

Appraisals

Home Page

ESC XI Mentorship Evaluator Appraisals:

When:�� Within two weeks before the end of the MTTC 2002 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 2002 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.