Strategic Mentoring Plan

Running head: Individualized Professional Development Plan 1

Individualized Professional Development Plan

Annette Williams

ECE 672 Personnal Management & Staff Development for Early Childhood Administrators

Dr. Guevara

April 21, 2020

Teacher-Mentor Professional Development Plan

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Individualized Professional Development Plan 2

Teacher-Mentor Professional Development Plan 1. Plan for learning

about each other and creating adult learning opportunities

Teacher/mentee name: Martesha Collins

Mentor/coach/. consultant name: Mrs. McBride

A. Strengths • Knowledge • Skills • Interests

Self-assessment to discover strengths may require reviewing list of early childhood teacher competencies, standards, knowledge areas.

I know how to create a learning environment that is responsive to the diverse needs of young children.

I can do planning and implementation of a developmentally appropriate curriculum for children.

I am curious about knowing how to properly assess young children such as their behavior and screening instruments for all domains, apply technology as an effective assessment tool and use assessment data for instruction.

I have experience facilitating in…helping beginning teachers learn how to plan for instruction, engage and motivate students.

I will partner with others to facilitate leadership skills, organization and communication amongst teachers.

I will also refer this teacher to other mentors who have perfected assessment and evaluation of students.

B. Questions to investigate: Put curiosity/areas of interest into the form of a question

Prioritize specific questions to investigate (examples)

1. (Child development and learning) How does one observe, document and assess to support young children?

2. (Teacher development areas) Why are assessment, evaluation and organizational and leadership skills essential for teachers of the 21st century?

If you do not know what your questions are, first schedule a time for a mentor to observe you in your work setting, and then come back to this section again

C. Short-term purpose/goals

The purpose of our PD relationship is to apply learning from (content area such as child development) __child development__ to (specific aspect of work responsibilities): __assessing and evaluating children_ Complete this sentence I will learn how to construct evaluation instruments and know more about the use of technology as an effective assessment tool. I will explore different ways to develop assessment tools

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1. Mrs. McBride

who is this? This should be

you [Frank Guevara]

2. how to construct

evaluation instruments

this is a BIG goal; it would be

helpful to understand the

learning context (preK/ 2nd

grade) to know how big of a

task this will be [Frank

Guevara]

Individualized Professional Development Plan 3

and ensure that technology is effectively used to assess children.

D. Long-term purpose/outcomes

Mentee: My long-term professional hope and vision is to… gain further knowledge and skills in language arts and appropriate assessment and evaluation of children to ensure they improve.

E. Standards/knowledge area (attach relevant standards, circle area of focus)

The relevant professional standards or guidelines that I want to meet, and we will refer to are…standard 3: Observing, Documenting, and Assessing to Support Young Children and Families.

F. Strategies for investigating and learning

I believe I learn best by • Reading • Talking/discussing • Noticing • Being observed or

observing others • Trying out an idea • Collecting

information

I will observe this teacher and gather information on how to support adult learning by… asking questions and effectively listening to his advice. I am able to facilitate learning by demonstrating, listening and discussing.

Supervisors/ administrators/other peer mentors who will review and support this plan: school administrator

G. Resources needed Educational needs: assessment tools such as checklists and rating scales.

Support to participate needed: a laptop and funding.

Community, educational, and related needs, and other professional resources to bring information about:

H. Possible challenges I need support or I am concerned about…creating learning assessment tools that are appropriate, fair and easily understood by students.

Considerations about my time and work setting are

I am wondering about… how teachers assess all students properly especially those who are disabled and mentally retarded.

I. Agreements 1. Review

confidentiality and other requirements. Describe and

I am available:

On Tuesdays, Wednesdays and Thursdays I am not available:

I am available:

On Tuesday and Thursday I am not available: On Mondays, Wednesdays and Fridays

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1. language arts

so this is more specific; does

this person only teach

language arts? [Frank

Guevara]

2. Observing,

NAEYC [Frank Guevara]

3. checklists and rating

scales.

is the goal to create

assessment tools or to learn

how to use things like

checklists and rating scales

do they not have any of

these? [Frank Guevara]

4. information

what resources can you

bring? [Frank Guevara]

5. retarded.

do they need help coming up

with a workable plan for

assessing their students?

[Frank Guevara]

Individualized Professional Development Plan 4

negotiate other mentoring ground rules (attach)

2. Set up times to meet and a timeline

On Monday, Friday and over the weekends.

I need you to contact me by: Phone and email

I need you to contact me by phone and email.

J. Planning for assessment/evaluation

We will know that the goals have been met by testing the knowledge of assessment and evaluation by the teacher. Target dates for reflecting on/evaluating progress: ongoing, after every two weeks.

3. Documenting progress

Teachers and mentors Great communication, reading and understanding demonstrated. Knowledge on developing some assessment types gained.

Implementing: Documenting Action Steps After They Occur: (example: observed, documented, reviewed information, discussed choices, put into practice, provided feedback…) Status: what happened? Check-in date (s)

Observations:

Review of documentation: documented information on various assessment strategies

Put into practice: the good observational skills

Progress toward goals: Good

Information collected: Information on different skills and knowledge in evaluation Facilitation of learning: supported the teacher in practicing how to assess, provided feedback regularly to the teacher.

Reflection Mentee reflects on observations, documentation and actions chosen Improve presentation skills, note taking, peer assessment and listening skills.

Summary of mentor feedback: Great communication, reading and understanding demonstrated.

Changes needed and next steps:

What was accomplished? What has changed? Learning how to develop checklists and rating scales that are developmentally appropriate. What still needs to occur? Perfect observational skills and oral skills. What needs to change?

The amount of time spent Next steps: Perfect written language

Evidence of making progress or meeting goals. Performed self-assessment and evaluation fairly well. What should change about the mentoring process? It should be more engaging, more meetings between mentors and mentees. Next steps:

Learn more assessment and evaluation skills.

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1. testing

you're going to give the

teacher a test? on what

content? [Frank Guevara]

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skills

References

Hanft, Rush Coaching families and colleagues in early childhood. Baltimore. MD Paul H.

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1. Hanft,

where did you use these

references?

the only citation needed was

the text [Frank Guevara]

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Sugarman (2011) Putting yourself in action. Individual professional development plans. Young Children

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