Jeremy Jameson
Professional Development Plan (Goals)
Lesson Description: “Using your web-sight for your website”
Creating effective and attractive teacher websites
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Learning Goals At the completion of session, educators/student/s
will be able to |
Type of Learning |
Nested Learning Objectives At the completion of session, educators/student/s
will be able to |
Type of Learning (Cognitive, Psychomotor, Affective) |
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Learner Target Goals |
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Understand and Analyze the elements of good design. |
Information
processing Effective
communication Collaboration/cooperation |
Identify main design elements |
Cognitive(Knowledge, Comprehension,
Application, Analysis) Psychomotor(Executing
actions) |
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Compare and group good/bad elements |
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Justify decisions in design |
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Discover what makes a website effective. |
Complex
thinking Information
processing Effective
communication Collaboration/cooperation |
Discuss and classify effective design |
Cognitive(Knowledge, Comprehension, Analysis) Psychomotor(Acquiring
knowledge, Executing actions) |
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Understand website terms and technology |
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Reflect on qualities that enhance a websites “likeability” |
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Create an effective and attractive teacher website for Duncanville ISD |
Information
processing Effective
communication Collaboration/cooperation |
Utilize design elements learned above to create a website |
Cognitive(Knowledge, Comprehension, Application, Analysis) Psychomotor(Executing
actions) |
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Compare(Grade/Reflect) design to qualities learned above |
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Post website to district issued webspace |
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Develop the skills necessary to help implement a staff development for technology |
Information
processing Effective
communication Collaboration/cooperation Habits of mind |
Review/strengthen technical knowledge |
Cognitive(Knowledge, Comprehension, Application) Psychomotor(Acquiring
knowledge) |
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Establish entertaining and engaging ways of sharing information/knowledge |
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Refine coaching and mentoring techniques through proper questioning and relationship building |
Information
processing Effective
communication Habits of mind |
Utilize/review coaching skills and techniques for mentoring |
Cognitive(Analysis, Synthesis) Psychomotor(Acquiring
knowledge, Executing actions) |
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Continue to reinforce teacher confidence and build trust |
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Mentee Goals |
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Explain clearly and accurately the elements of good design |
Information
processing Effective
communication Habits of mind |
Establish walkthroughs or additional self-paced material for diverse learners |
Cognitive(Knowledge, Comprehension, Application) Psychomotor(Acquiring
knowledge) |
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Establish trust with audience(students) through effective communication |
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Read Ellen Zimmerman’s “Powerpoint Lesson” J |
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Create and implement instruction on effective web design |
Complex
thinking Information
processing Effective
communication Collaboration/cooperation Habits of mind |
Create a list of websites for use in comparing bad v. good design |
Cognitive(Knowledge, Comprehension, Application) Psychomotor(Executing
actions) |
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Design basics of website design handout/slides |
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Present information in a fun and engaging manner |
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Keep the learners engaged and excited about incorporating technology for their(and other’s) benefit. |
Complex
thinking Information
processing Effective
communication Collaboration/cooperation Habits of mind |
Establish comfortable atmosphere for learners |
Cognitive(Application, Analysis, Synthesis, Evaluation) Psychomotor(Acquiring
knowledge) |
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Establish trust with adult learners through communication |
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(Place yourself in the learners position and try to figure out what would keep you entertained) |
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This is how I believe the successful accomplishment of my goals will lead to improved educator/student learning.
By meeting my goals I will place
the mentee in a position to meet her goals. If my goals are met and we have a good
working relationship, the mentee should provide the
learners with an opportunity to expand their knowledge as well as her own and
mine.
This is how I plan to evaluate my progress toward reaching my goals. (checkpoints, indicators of success, etc.)
Consistent
communication with mentee. Discuss all
aspects of project, both positive and negative. Establish checkpoints and ensure they are met
in a timely fashion._
________________________________________________________________________________________
We agree to work together as a collaborative team to implement this plan.
Peer Coach’s 1 signature ________________________________________________________________________
Peer Coach’s 2 signature _________________________________________________________________________
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.