PSOE CANDIDATE TEACHING SUMMIT PRESENTATION FORMAT

Candidate Teaching Summit Presentation

Dee Chancechance73873@students.reinhardt.edu

"Learning is a treasure that will follow its owner everywhere."  

  ---  Chinese Proverb

   

Introduction

• Major: Early Childhood Education

• School: Holly Springs Elementary School

• Grade: Second • Teacher: Mrs.

Denise Cloer• Subjects: Reading,

Language Arts, Math, Science, and Social Studies

School, Size, Location, Description of Community

• Holly Springs Elementary School• Encompasses K-6th Grade• Approximately 1200 Students (September

2010)• Administration: Dr. Dianne Steinbeck

(Principal), Mrs. Deborah Kelly and Mr. Paul Jones (Assistant Principals)

• Located in the Holly Springs Community (Canton)

• Lower to Lower – Middle Income Families• School Population is 85% White, 7%

African American, 3% American Indian/Alaskan, 3% Multi-Racial, 2% Asian, less than 1% Pacific Islander

Our Students

• 21 Students

• 15 Boys and 6 Girls

• 1 Hispanic, 2 African

American, and 18

Caucasian Students

• 1 Student with an IEP

(Individual Education Plan)

• 6 RTI Students (3 in Tier 2,

3 in Tier 3)

Daily Schedule• 7:15 – 8:00 Homeroom• 8:00 – 8:40 Specials (PE, Art, Music)• 8:40 – 9:30 Math• 9:30 -10:20 Reading/Language Arts• 10:20 – 10:50 Learning Centers• 10:55 - 11:25 Lunch• 11:23 - 11:40 Restroom, Water, Teacher Read Aloud• 11:40 – 11:55 Recess• 12:00 – 12:45 Reading/Language Arts/Spelling• 12:45 - 1:15 Daily Work/Check Morning Work/Working Snack• 1:15 - 2:00 Science/Social Studies• 2:00 - 2:10 Pack up for Dismissal

Thoughts and Feelings, Fears, Strengths and Weaknesses as you began Candidate Teaching

• Thoughts and Feelings:Excited, Scared, Nervous, Anxious, Overwhelmed = Mixed Emotions

• Strengths:Positive Attitude, Flexibility, Organized, Self-Starter, Hard Worker

• Weaknesses: Quiet, “Pleaser”, Limited

time in elementary classroom setting

Candidate Proficiency Evidence

DOMAIN I: PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT

• 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?

• During Student Teaching, I would consider the individual needs of my students when planning each lesson. I would take into account their learning styles, multiple intelligences, academic performances, and emotional and social backgrounds.

Artifacts• Lesson One:

Classifying Matter (Science)

• Lesson Two: Our Georgia (Reading/Language Arts/Social Studies)

• Lesson Three and Four: Calendar and Place Value (Math)

Pre-Assessment Activities• K-W-L Chart• Read Books• Songs• Thumbs

Up/Thumbs Down• Ticket in the Door• Observations

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?

• To differentiate instruction and assessments, I used a variety of strategies (technology, visuals, hands-on activities, manipulatives, graphic organizers, rubrics, and formal and informal assessments).

Rubrics

• Helping• The teacher observed the students offering assistance to each other. • None of the Time• Some of the Time• Most of the Time• All of the Time• ____• Participating:• The teacher observed each student contributing to the project. • None of the Time• Some of the Time• Most of the Time• All of the Time• ____• Respecting:• The teacher observed the students encouraging and supporting the ideas and efforts of others.• None of the Time• Some of the Time• Most of the Time• All of the Time• ____• Sharing:• The teacher observed the students offering ideas and reporting their findings to each other.• None of the Time• Some of the Time• Most of the Time• All of the Time• ____• Participation Points• ____• Did the student complete their worksheet? Circle the one that applies: YES/NO• Did the students complete their worksheet accurately? ________________________________________• Total Points:___________________________________

“Classifying Matter” Lesson

KnowledgeOf Regions and Major Rivers (See Visual Appearance

Student displayed 50% or less of the regions and rivers correctly and accurately. All or most of the regions and river was displayed incorrectly on the Map.The product is not organized AND words/illustrations are not used effectively.

Student displayed 75% of the regions and river correctly and accurately. A majority of the regions and rivers were displayed incorrectly on the Map.The product is organized but both words/ illustrations were not used effectively.

Student displayed 75% or more regions and rivers correctly and accurately. All regions and rivers were displayed correctly on the Map.The product is neat, organized and words/illustrations are used effectively.

Student displayed ALL regions and river correctly and accurately. Each region and river was displayed correctly on the Map. As well, students displayed more details onto their Map (landscapes, wildlife, etc.)The product looks great. A variety of materials is used. Both words /illustrations are used effectively. The product is organized and shows evidence that it was created with much attention to detail.

Oral Presentation Doesn’t speak clearly and loud enough to be heard.

Speaks clearly but not loud enough to be heard.

Speaks clearly and loud enough to be heard.

Makes eye contact with the group, uses facial expressions, uses enthusiasm, and speaks clearly and loud enough to be heard

Needs Criteria Not Met Improvement Meets Standards Exceeds Standards

Rubrics cont’d “Our Georgia” Lesson

Photographs of Performance-Based Tasks

Differentiation Tools• Room Layout:

• Links to Websites: Holly Springs Elementary School

• Various Assessment Tools: Rubrics, Formal Assessments and Informal Assessments, Observations

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?

• During student teaching, I would use ongoing assessments to measure individual students’ growth and to differentiate and/or adjust lesson implementation.

Artifacts• Impact on Student Learning #1 –

Classifying Matter • Impact of Student Learning #2 – Our

Georgia Unit (Regions of Georgia) • Impact of Student Learning #3 -

Calendar• Impact of Student Learning #4 – Place

Value

Student Work

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 Responsibilities• Professional Development Activities: In-Service

Training (Success maker), Staff Meetings, Weekly Conferences with Collaborating Teacher, Parent-Teacher Conferences, RTI Meetings

• Professional Organization Memberships: Professional Association of Georgia Educators for Students (SPAGE) 2011, Parent Teacher Association since 2004

Teaching Philosophy

Beginning

• At the beginning of my education journey, I thought I would need at least 10 classroom rules.

• Too, I felt that teaching would be fairly “easy” and that all children could be taught in the same way for every lesson!

Now• Now, I realize that three to

five rules are all that are needed in the classroom!

• As well, I know every child’s individual needs should be taken into consideration when planning and implementing lessons. Every child is different and unique in their own special way – that is why I enjoy teaching!

Conclusion

In Conclusion… What is your plan to continue to develop as a

professional? Continuing education for ESOL/Gifted Endorsement

and Middle Grades Certification What are your future challenges after graduation? Pursue a job as a Elementary or Special Education

teacher What advice would you give to future candidate

teachers? Be open-minded, flexible, and maintain a positive

attitude throughout Student Teaching

Thank You!• I would like to say a BIG “thank you” to the

faculty and staff of Reinhardt University for their patience and knowledge throughout my educational journey!