mentoring and professional development Continued from page 50
analysis of student survey results, newly created rubrics that assess individual and group performances, or student reflections of their performances. The important point to remember is that you need to think now about what evidence you can collect dur- ing the next year or two that shows that you have grown professionally and that
your students have learned as a result of your professional growth.
After you have listed a variety of methods to assess your professional growth and student learning, move back to the section that asks you to discuss the rationale for your goal. After thinking about your goal and how you will assess that goal, you should now have a vivid picture of why
you chose this goal and how it relates to your teaching situation. In the rationale section of the PDP, remember that you need to write out the teaching standards using actual words from them.
Step 4: Plan for Activities and Collaboration After you have thought about assessing your growth and student learning, think about how you can actualize your goal. You need to take action toward achieving what you have set out to do. Write down a list of activities that will span the next two to three years depending on the length of your plan. In the first year of your plan, participate in some activities that will help you gain new knowledge or skills. Consult resources in your own district to see what staff development opportuni- ties are offered. You can research what workshops or courses are offered through the state music association. Discuss what you want to learn with colleagues to see if they have taken a good workshop or heard a good speaker. In the next year of your plan, implement some of the new knowl- edge or skills that you have learned. With the previous example of researching and implementing new rehearsal techniques, you can implement some of the new techniques and assess whether students are playing with correct technique. You can look back at the goal of rehearsal techniques and divide it into observable and measureable objectives such as, “I will research a variety of rehearsal techniques, I will implement these new techniques, and I will assess student performance.” If you divide your goal into three objectives you have ensured that you are gaining new knowledge and skills and that you are as- sessing whether your growth is having an impact on student learning.
Another important element of the profes- sional development process is your plan for collaboration. Many newer teachers tend to feel isolated and disconnected from many of the staff. This is a result of being the new teacher among veterans and not knowing how to fit in with the rest of the staff. In your plan for activities, work in some collaboration with other teachers. Teachers are often willing to share ideas
52 April 2011
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