Individualize professional development plan

I. Plan for learning about each other and creating learning opportunities

Teacher/ Mentor

Name:

Mentor/ Coach/ Consultant

Name:

A. Strengths

· Knowledge

· Skills

· Interest

Self-assessment to discover strengths may require reviewing a relevant list of early childhood (EC) teacher competencies, standards, knowledge areas, etc.

I know

I can do

I can do I am curious

I have experience facilitating

I will partner with others to facilitate

I will also refer this teacher to

B. Question(s) to investigate: Put curiosity/areas of interest into the form of a question. Identify questions of interest from everyday work with children, or review a list of EC teacher competencies, and then create a specific question or area of focus.

Prioritize specific questions to investigate (examples): (Child development and learning) How does. . .? (Program structure or processes) What is. . .? (Teacher development areas) Why are. . .? 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):                                                                           to (specific aspect of work responsibilities):                                                         Complete this sentence: I will . . . and be able to . . .                                                         Example: learn how to . . . and know more about . . ., explore ways to . . . and be able to . . ., recognize . . . and create or problem-solve . . .

D. Long-term purpose/outcomes

Mentee: My long-term professional hope and vision is to . . . 

I will observe this teacher and gather information on how to support adult learning by . . .

I am able to facilitate learning by . . . (listening, discussing, demonstrating, observing, etc.)

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

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

 The relevant professional standards or guidelines that I want to meet and we will refer to are

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

 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

· Other

 I am wondering about . . . 

 G. Resources Needed

Educational needs: Support to participate needed: (examples: childcare, funding, computer, etc.)

I am available:

I am not available:

I need you to contact me by

 H. Possible Challenges

I need support or I am concerned about . . . Considerations about my time and work setting are . . .

 I am wondering about . . . 

I. Agreements

1. Review confidentiality and other requirements. Describe and negotiate other mentoring ground rules (attach

2.  Set up times to meet and a timeline. 

 I am available:

I am not available:

I need you to contact me by:

J. Planning for assessment/evaluation

We will know that the goals have been met by: Target dates for reflecting on/evaluating progress: