Professional Development Plan (Goals)

Sonya Lanham

MTTC 1001

Fall 05

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 Students 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)
1. Student Goals: Effectively research Louisiana Purchase on the Internet.	Complex Thinking	Use appropriate search techniques	Cognitive (application)
		Determine appropriate keyword searches.	Cognitive (analysis)
		Create Word document to save information and pictures from Internet research	Cognitive (application)
2. Use PowerPoint to create a multimedia project	Complex Thinking Collaboration/Cooperation	Create a presentation with linear progression consisting of at least four slides *Modify lesson as needed per IEP	Cognitive (application)
2. Use PowerPoint to create a multimedia project	Complex Thinking Collaboration/Cooperation	Copy/Paste images from Internet	Cognitive (application)
3. Students will reflect integrity and ethical practices regarding acquisition and use of copyright material	Complex Thinking Habits of Mind	Determine appropriate use of images acquired from Internet	Cognitive (analysis)
	Complex Thinking Habits of Mind	Create a Works Cited Slide	Cognitive (application)
4. Teacher’s Goals: Design a student centered integrated lesson plan that will create a thirst for learning	Complex Thinking Collaboration/Cooperation Effective Communication	Plan Lesson	Cognitive (synthesis)
		Discuss desired outcomes	Cognitive (comprehension)
		Design appropriate assessment	Cognitive (analysis)
5. Gain comfort with using technology in the classroom	Habits of Mind	Ask for assistance from mentor	Affective
5. Gain comfort with using technology in the classroom	Habits of Mind	Train on software where needed	Psychomotor (acquiring knowledge)
6. Professional Goals: Gain knowledge, skill and comfort with the mentoring process.	Habits of Mind Effective Communication Collaboration/Communication	Develop trusting relationship with mentee	Affective
		Participate in mentoring process through pre-production, production and post-production	Cognitive (analysis, application, synthesis)
7. Discuss classroom management techniques when using lab	Effective Communication Collaboration/Communication	Discuss possible problems that may arise when students use Internet and how to address	Cognitive (analysis)
7. Discuss classroom management techniques when using lab	Effective Communication Collaboration/Communication	Establish protocols for Internet search
8. Assist the teacher in acquiring better understanding of computers, the Internet and multimedia projects.	Effective Communication Collaboration/Communication	Help the teacher on proper search techniques	Cognitive (comprehension)
	Effective Communication Collaboration/Communication	Help the teacher with procedures for creating presentations	Cognitive (comprehension)
	Complex thinking Information processing Effective communication Collaboration/cooperation Habits of mind		Cognitive Knowledge Comprehension Application Analysis Synthesis Evaluation Psychomotor Acquiring knowledge Executing actions Transfer of control Automization Generation Affective

Note: Please add more table rows as necessary.

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

Students will have a better understanding of research techniques and methods. They will also be able to produce a presentation as needed.

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

I will observe teacher as she makes her presentation and also students. Are students successful in research and in creating presentation? The teacher will also use a rubric.

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.