Candidate Teaching Summit Presentation

Christine Shepherdshepherd97097@students.reinhardt.edu

“Shoot for the moon, even if you miss, you’ll land among the stars.”

About Me

• Christine Shepherd• Major: Early Childhood Education• School: Pickett's Mill Elementary• Grade: Kindergarten• Collaborating teacher: Cindy Cole• Subjects: Reading, Writing, Math, Science,

Social Studies

Pickett’s Mill Elementary 6400 Old Stilesboro Road

Acworth, GA  30101

• Principal: Sheila Chesser• Est. 2008• 784 students• 28% minorities• Mixed income levelsMy Class• 12 students • One minority student• EIP (early intervention program)• Low, middle, and high income families.

Demographics

School

7.40%

0.10%

3.00% 2.

30%

87.10%

784 Students

African American

American Indian

Asian

Hispanic

White

My Classroom

8%

92%

12 Students

African American

White

Schedule

7:05-7:50 Students arrive, unpack, and begin morning work

7:50-8:20 Morning announcements, Pledge, Calendar Math

8:20-9:00 Writing9:00-10:15 Shared Reading, Phonics, Guided Reading, and Work

Stations

10:15-10:28 Clean up, restroom, music & movement10:28-10:58 Lunch10:58-11:25 Outside and Restroom11:25-12:10 Math and prepare for specials12:10-12:55 Specials12:55-1:30 Snack, restroom, & rest1:30-2:00 Science, Social Studies, or enrichment2:00-2:10 Pack and prepare for announcements & dismissal

In the beginning…

Fears• Acceptance/trust• High school vs.

kindergarten• Meeting standards• Individual needs• Time management

Strengths• Classroom

experience• Organization• Collaboration

Planning Process

Action• Collaborate w/ grade

level teachers• Meet w/ collaborating

teacher• Discuss individual needs

of students• Research available

resources• Prepare a pre-

assessment

Purpose• Coordinate standards

• Suggestions/ advice

• Meet individual needs of all students

• Know what is available

• Plan lesson adjustments to provide differentiation

PART II.CANDIDATE PROFICIENCY EVIDENCE:

Domain I• Proficiency 1.0: The teacher candidate uses

knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content.

• Reflective Analysis: How did you use knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content?

Pre-assessments

Pre-assessments

Rhyme Books-students asked to identify words that rhyme. Teacher recorded results on checklist

DRA

Lesson Plans

• Reading-Rhyming Words

• Science-Living & non-living

• Social Studies- National Symbols

DOMAIN II:  PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT

• Proficiency 2.0: The teacher candidate utilizes a variety of strategies to differentiate instruction and assessment.

• Reflective Analysis: How did you utilize a variety of strategies to differentiate instruction and assessment?

Instruction

• Technology-Powerpoint-Computer

(Reading eggs)• Direct Instruction• Student work• Manipulatives• Visuals

Differentiated Instruction

• Direct Instruction• Student Applied Practice

• Small Group• Flash cards

Ongoing Assessments

DOMAIN III:  IMPACTING STUDENT LEARNING

• Proficiency 3.0: The teacher candidate uses systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction.

• Reflective Analysis: How did you use systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction?

Differentiated Post Assessments

Visual/auditory learner Higher order thinking

Checklists/Rubrics• ..\Kindergarten\Observation Lesson Plans\Collect Formative and Summati

ve Assessment Data about Student Learning.htm

Impact on Student Learning

0.42

0.33

0.25

Pre-assessment

ExceedsMeetsDoes not meet

0.58

0.42

Post Assessment

ExceedsMeetsDoes not meet

DOMAIN IV: PROFESSIONAL RESPONSIBILITIES IN SUPPORT OF DIFFERENTIATED INSTRUCTION &

ASSESSMENT

• Proficiency 4.0: The teacher candidate displays a professional commitment to the teaching philosophy of differentiated instruction to support students’ diverse learning needs and to maximize learning.

• Reflective Analysis: How did you display a professional commitment to the teaching philosophy of differentiated instruction to support student’ diverse learning needs and to maximize learning? How has your teaching philosophy changed during Candidate Teaching?

Professional Development

• Faculty meetings• Kindergarten collaboration meetings• Staff development

-Leadership (The Leader in Me)- Common Core

Professional Organization Memberships

Philosophy

Before• Essentialism &

Progressivism• Differentiation• Flexibility• Authoritative• Teachers are a wealth

of knowledge

After• Idiosyncratic

(combination) • Differentiation• Seven Habits of Highly

Effective People• Flexibility• Love & logic• Students are a wealth

of knowledge

Leader In Me

Meetings• Seven Habits of Highly Effective

People by Stephen Covey• Students develop leadership skills

from kindergarten on. • It is possible to have a job for every

student in the classroom – every day.

PART III. CONCLUSION:

Future Education Plans

Certification in Middle grades Math and Language arts

Certification in Secondary Mathematics

Certification in Special Education

Masters in education

Challenges

• Finding a teaching position• Changes due to Common Core• Accumulation of PLU’s• Reaching each and every student in

a positive way.