Julie Ann Shrout

MAT Candidate Teaching Summit Presentation

Spring 2013

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“A teacher affects eternity: he can never tell where his influence stops.”- Henry Adams

"Do not be conformed to this age, but be transformed by the renewing of the mind, so that you may discern what is the good, pleasing and perfect will of God"

Romans 12:2 1

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The children enjoyed hearing Woodstock Fireman Grant read “Horton Hatches the Egg”. He volunteered his time for Read Across America.

Name, Major, School, Grade, Teacher, Subject

• Julie Ann Shrout• Master of Arts in Teaching: Early Childhood

Education• Harmony Elementary School• First Grade• Ms. Jennifer Blankenship• All Core Subjects

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School, Size, Location, Description of Community

• Serving 716 students in Kindergarten through Fifth Grade

• This school serves a rural community made up of mostly blue collar occupations. Children live in trailers, small houses or with other families. The school is a Title 1 School which was certified a Platinum School based on CRCT scores 2012.

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Class, Size, Diversity of Students

• 18% of the school population are involved with Special Education services.

• 7% are in the EIP process• 93% of the students are Caucasian.• 56% of the students receive free or reduced

lunch.• 112 First Graders in 5 classrooms. Classrooms

are grouped by Star Reading and Math Scores, which are the benchmark testing scores.

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Class Makeup

• Small Group Reading: 3 students who are on grade level leave my class to go to a higher learning classroom. 9 students who are below grade level come to my classroom for instruction.

• Small Group Math: 11 students leave to go to a higher learning classroom, while 15 students come to me for below grade level instruction.

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Class Makeup

• 19 children• 3 children left our class while we gained 1 during my

student teaching experience. • 70% of my children are working below grade level.• My lowest reading group are emergent readers struggling

with letter recognition and cannot read blends.• 50% of my children are in the EIP process.• 25% of my children already have IEP’s.• We have a co-teach situation based on convenience. It’s

easier for SPED to come to us then send over half the class to the Special Education pod.

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Time Subject # of Students Comments

0750-0815 Whole Group Reading

23 children3 leave, 5 come in

12 boys, 11 girls4 on IEP, 12 in RTI Process

0815-0915 Small Group Reading

Same 23 Children 4 groups based on test scores. 3 groups are below grade level.

1040-1125 Writing Workshop 19 children, Home room population

Week long process in the writing /publishing

1200-1215 Social Studies/Science

19 children, Home room population

15 minutes, alternates every 9 weeks

1215-1315 Math 19 children11 leave, 15 come in

3 groups based on pre assessment. All below grade level.

My Thoughts and Feelings, Fears, Strengths and Weaknesses as I Began Candidate

Teaching

• I remember being terrified, standing in front of a classroom of 6 year old children, big eyes blinking at me, wondering what we were going to do. All of that melted away the first time I heard one of them whisper “This is FUN!!”.

• I was a police officer for 14 years….this is definitely more challenging and more rewarding.

• In terms of strength, I knew going into this I would do whatever it took to succeed. God put a calling on my heart to be a teacher. As cliché as that may sound, that calling superseded all my hesitations and fears.

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CANDIDATE PROFICIENCY EVIDENCE:

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DOMAIN I:  PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT

PSOE 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 I use knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content?

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DOMAIN I:  PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT 

PROFICIENCY EVIDENCE:

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Science Inquiry Lesson Plan

Fact Families Lesson Plan

Reading Lesson Plan

Folk Tales Lesson Plan

Domain I Continued

• Children had access to a variety of materials including books, internet, songs, pictures

and videos.

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Pictures of materials

DOMAIN II:  PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT

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

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

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DOMAIN II:  PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT

PROFICIENCY EVIDENCE:

Soil Sample Worksheet (informal assessment)

Student work sample from Civil War Lesson Plan

Activity Tracker from Civil War Lesson Plan

Folk Tale Assessment/Cross Curriculum

Science Impact

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Informal Assessment

• Writer’s Workshop– Children researched an animal and kept notes on a

Venn Diagram. My below grade level group drew a picture and used a describing word. The on grade level group wrote a research paper. The above grade level group prepared a power point presentation. (Children were still working at time of presentation)

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Collaborative Learning

• Young Author’s FairChildren went through the writing process by creating a plot, setting and characters.Children created a story and we went through the revising and editing process.The books were displayed in the library.

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Collaborative Learning

• Max the class dog.

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Max is our class dog. He was used during our language arts class for describing words. He was used for language arts during verbs. We also used Max during our science topic of “What Animals Need”. Lastly, Max was used as a behavior modification tool. I brought new pictures of Max for good behavior.

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 I use systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction?

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DOMAIN III: IMPACTING STUDENT LEARNING

PROFICIENCY EVIDENCE:

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Formal Assessment SRS scores

Fact Family Scores

Reading Scores

Civil War Reflection Rubric

Informal Assessment

Adjust Planning

Formal Assessment

• SRS Student Response SystemMath Test Scores Formal pre and post test with individualized answers.

• STAR Reading and MathSTAR Reading and Math is a benchmark scoring system used county wide to evaluate children every six weeks. It correlates their score to their grade level and month of achievement.

• Running Record Calculator

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Informal Assessment

• Science by Inquiry *Plants– Children had a guest speaker who is a soil scientist

from the Department of Agriculture. Each of the three groups had a sample of three different soils. The low group had latex gloves and samples only. The on grade level group had samples and I blindfolded each child. The high group had samples and made a soil profile with the guest speaker. We all had the same worksheet and we all planted parsley.

– Science photographs

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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 I display a professional commitment to the teaching philosophy of differentiated instruction to support student’ diverse learning needs and to maximize learning? How has my teaching philosophy changed during Candidate Teaching?

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DOMAIN IV:  PROFESSIONAL RESPONSIBILITIES IN SUPPORT OF DIFFERENTIATED INSTRUCTION

& ASSESSMENT

PROFICIENCY EVIDENCE:

Inservice Grant writingRTI meetingDFCS report

Team meetings once a weekProfessional organization memberships

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Professional Development

• Poverty related issues that affect education• In Service Training – Ruby Payne’s Poverty Series• Code Red training and implementation of ideas.• Grant writing: Amicalola Energy Grant• Nationally Certified Tae Kwon Do Instructor through

the American Tae Kwon Do Association

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Amicalola Research

Professional Organization Memberships

• AAPHERD-attended the National Conference in Orlando in 2011

• SPAGE• Who’s Who• Dean’s List• Kappa Delta Pi

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Teaching Philosophy

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• Philosophy of Education

• Nurturing balanced with content• Assessment is okay has changed to

assess CONSTANTLY• Document, Document, Document• Changes daily….not yearly.

• Bribery is awesome.• Standing on your head is required.

CONCLUSION:

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Continuing Plan to Develop as a Professional Educator

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Post graduate plansIn 5 years

I would like to work on my Doctorate, concentrating on educational leadership, counseling or social work. I enjoy learning new things and I hope to share some of my thoughts on education as I move through my teaching career by publishing articles in educational related materials.

In 10 yearsI hope to be in a leadership position within the educational

community so I can be a postive influence on a larger sphere. Becoming an instructor with Reinhardt University is one of my long term goals.