Running head: LOOKING FORWARD

Looking Forward
Marissa C. Mizuno
National University

Submitted in partial fulfillment of the requirements for

TED 690 Capstone
Stacia Levy

LOOKING FORWARD

2
Abstract

This paper presents a reflection of the goals identified within a five-year professional
development plan. This paper also provides a rationale for the selection of each goal and an
explanation of how they align with the instructional and professional standards of the Nevada
Educator Performance Framework.

LOOKING FORWARD

3
Looking Forward

Teachers are entrusted with the job of providing students with an education that allows
them to thrive in a complex, ever-evolving world. As a result, it is important for teachers to view
themselves as lifelong learners. By maintaining a portfolio, teachers are able to identify specific
needs and seek appropriate professional development opportunities in order to improve their
practices and maximize student support. A plan can then be created based upon short- and longterm goals for professional growth. Professional development plans focus on continued
professional growth related to performance evaluations and individual career objectives
(Costantino, De Lorenzo, & Tirrell-Corbin, 2009, p. 18).
After graduating from the University of Nevada, Las Vegas in 2013 with a Bachelor of
Science in Biological Sciences, I became a substitute teacher with Clark County School District.
I soon realized that teaching would allow me to combine my interest in science and my passion
for working with the youth within my community. As a result, I decided to pursue the field of
education and completed the Alternative Route to Licensure offered through the school district.
In 2015, I was hired as a seventh grade science teacher. I will be receiving my Master of
Education in Secondary Science Education from National University in March 2016 and
completing my first year of teaching in June 2016.
My first goal is to become a post-probationary teacher. In order to achieve this goal, I
will need to remove all provisions from my teaching license. The first provision is Parental
Involvement and Family Engagement Coursework. This requirement can be satisfied by
completing the course EDUC 520: Parent Engagement, Family Involvement, and Classroom
Practices offered through the Sierra Nevada College. This course explores the expectations of
teachers in regards to state and district expectations in parent engagement, and working with

LOOKING FORWARD

parents with a variety of needs and in a variety of subjects (DAult, 2016). As a result, I will
become familiar with the different models of family support for school success and analyze the
impact of culture, family, and socioeconomic status on family engagement. This course will be
taken from August 2016 to December 2016. The second provision is the Principles of Learning
and Teaching Test. This is a standardized test that assesses a new teachers knowledge and
understanding of educational practices foundational to beginning a career as a professional
educator (Educational Testing Service, 2014, p. 6). It includes topics such as human
development, learning processes, diverse learners, educational psychology, and professional
issues. I will study for the Principles of Learning and Teaching Test by using The Praxis Series
Study Companion, completing practice exams, and reviewing relevant literature. I will prepare
for and take this test from January 2017 to April 2017.
My second goal is to increase student engagement and motivation through technology
integration. This goal addresses several indicators of the Nevada Educator Performance
Framework, which includes making new learning relevant, pursuing aligned professional
learning opportunities to support improved instructional practice, and taking an active role in
building a professional culture that supports school and district initiatives (Nevada Department
of Education, 2015, p. 4-5). As our school district transitions to Google Apps for Education,
technology will become more accessible in the classroom. I will achieve this goal by
completing the Online and Blended Teacher Certification Program offered through Clark County
School District. This program allows teachers to foster and maintain a digital learning
environment (Clark County School District, 2015). To receive certification, a total of seven
courses must be completed. I plan to complete the following courses:

PDE 3144: Introduction to Online and Blended Learning

LOOKING FORWARD

PDE 3145: Engaging the Online and Blended Learner

PDE 3148: Differentiating Instruction in the Online & Blended Classroom

PDE 3155: Designing for the Online & Blended Learning Environment

PDE 3107: Adding Online Elements to the Traditional Classroom

PDE 3156: Flipping the Classroom

In addition, an ePortfolio must be developed at the end of the program. The ePortfolio must be
submitted and approved before applying for certification. This certification process will be
completed from May 2017 to December 2017.
My final goal is to contribute academic research within the field of education in order to
influence and develop statewide policies and curriculum. I will achieve this goal by pursuing a
Doctorate of Philosophy from the University of California, Berkeley with a focus on the
cognitive science of math, science and technology education. This program focuses on
developing scientific understandings of learning and instruction, building frameworks and
theories of knowledge organization, contributing to the empirical scientific knowledge base for
education, and conducting relevant experiments and studies (UC Regents, 2016). I expect to
complete this program from January 2018 to December 2020.

LOOKING FORWARD

6
References

Clark County School District. (2015). Online & blended teacher certification program.
Retrieved from https://drive.google.com/file/d/0B0pxY8Ne7ZckUU50cnotTTdnZVU/
view?usp=sharing.
Costantino, P. M., De Lorenzo, M. N., & Tirrell-Corbin, C. (2009). Developing a professional
teaching portfolio: A guide for success. Upper Saddle River, NJ: Pearson.
DAult, S. (2016). Parent engagement, family involvement, and classroom practices. Retrieved
from http://www.sierranevada.edu/wp-content/uploads/16SpringEDUC520RDAULT.pdf.
Educational Testing Service. (2014). Principles of learning and teaching: Grades 7-12.
Retrieved from https://www.ets.org/s/praxis/pdf/5624.pdf.
Nevada Department of Education. (2015). Nevada educator performance framework statewide
evaluation system: Teacher and administrator protocols/tools. Retrieved from
http://www.doe.nv.gov/Educator_Effectiveness/Educator_Develop_Support/
NEPF/Tools _Protocols/final2015NEPFToolsandProtocols/.
UC Regents. (2016). Education in math, science and technology. Retrieved from
https://gse.berkeley.edu/cognition-development/emst.