Sandra Salazar ZuñigaCandidate Teaching

Summit PresentationWebsiteE-Mail

Any human anywhere will blossom in a hundred unexpected talents and capacities simply by being given the opportunity to do so. - Doris Lessing

PART I. INTRODUCTION: Description Of Self And Placement

Name, Major, School, Grade, Teacher, Subject

Sandra Salazar ZuñigaSecondary Math Education/Mathematics MajorCherokee High School10th Grade GPS Geometry11th Grade GPS Advanced Algebra12th Grade GPS Mathematics of FinanceDr. Dave Sullivan

School, Size, Location, Description of Community

• Cherokee High School• Approx. 140 teachers and 2100 students• 930 Marietta Hwy. Canton, GA 30114• Diverse community- Large Hispanic Population• Some students have low-income families• Serving and supporting community

CHS Mission StatementWith our nation's beliefs and ideals as its foundation, Cherokee High School, hand-

in-hand with our families and community, will create a character-

building environment to prepare students to negotiate the challenges of

the future as productive citizens in a diverse society.

"Warriors of Excellence!"

Class, Size, Diversity of StudentsMathematics of Finance- 21 Students • 6 girls and 15 boys• Mostly white, one African-American, two Hispanic

Geometry- 26 Students• 12 girls and 14 boys• Mostly white, three African-American, three Hispanic

Advanced Algebra- 25 Students• 14 girls and 11 boys• Mostly white, three African-American, seven Hispanic• 2 Special Education Students (one low vision- paraprofessional)

Advanced Algebra- 17 Students• 7 girls and 10 boys• Mostly white, two African-American, two Hispanic• 2 Special Education Students

Regular SchedulePeriod Time Class Room

1st 8:30 – 9:30 a.m. APEX Lab (Credit Recovery) 208

2nd 9:36 – 10:30 a.m. Mathematics of Finance 112

3rd 10:36 – 11:30 a.m. GPS Geometry B 106

4th 11:36 – 12:30 p.m. GPS Advanced Algebra B 107

5th 12:36 – 1:30 p.m. Lunch 104

6th 1:36 – 2:30 p.m. GPS Advanced Algebra B 111

7th 2:36 – 3:30 p.m. Planning 104

Thoughts and Feelings, Fears, Strengths and Weaknesses as you began Candidate Teaching• Excited• Nervous• Class management (discipline students)• Transportation and being away from home• Vast knowledge of mathematics• Comfortable with being in front of the classroom• Soft voice (need to be louder)

PART II. 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?

Planning

Sector Area Lesson PlanDeriving the formula Delicious Sectors Activity

Affording a Home Lesson PlanFinding a Home Task

Nth Roots/Rational Exponents Lesson PlanWar Game Alternative Assignment

Graphing Square/Cube Root Functions Lesson PlanActivity #1 Activity #2 Activity #3

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?

Performance-Based TaskActivities that integrate technologyStudent workIRS Website–1040 FormPre-Assessment vs. Post-Assessment

Various Assessment Activities

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?

REQUIRED ARTIFACTS: Artifact Possibilities

Analysis of Student LearningCompleted Assessment Tool – Checklist

Student Learning Student Pre-Assessment Post-Assessment Gain

Alejandro G. 0 100 +100Shalima S. 0 100 +100

Kally A. 0 80 +80Cesar M. 0 100 +100Haley M. 0 80 +80

Courtney D. 0 100 +100Alex M. 0 80 +80

Michael L. 0 80 +80Madison T. 0 80 +80Dylan M. 0 80 +80Tyler S. 0 80 +80Tyler E. 0 100 +100Isaac G. 0 100 +100

Robert R. 0 80 +80Blake H. 0 100 +100John S. 0 60 +60

Kiersten C. 0 Absent N/A

Student Learning

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?

REQUIRED ARTIFACTS: Artifact Possibilities

List of Professional Development ActivitiesGeometry Teachers Planning Meeting (2/14/12)Math Department Meeting (3/22/12)Parent-Teacher Conference (3/27/12)Faculty Meeting (4/10/12)EOCT Preparation Meeting (4/12/12)Professional Organization MembershipsPAGEKappa Delta Pi

Teaching PhilosophyPrior to Candidate Teaching Now (after Candidate Teaching)

Help students become good citizens Prepare students to be good citizens by being an example to them.

Teach by example and through service Teaching is about being an example.Service shows students how much you

care for them.Be a facilitator not a dictator Being a facilitator is difficult but not

impossible. Be a shepherd Students sometimes do not want to be

told what to do or how to do it; give them freedom but be there to watch for them.

All students are different and learn different

Differentiation is often difficult but is the key to education. Requires a lot of work.

Students want to learn Some students do not want to learn, so it is an opportunity for me to motivate them.

Be their cheerleader and give them confidence in themselves.

PART III. CONCLUSION:

Candidate Teaching Experience

• I pray that I am able to teach very soon.• I want to get certified to teach gifted

classes because I want to teach AP Calculus.

• I will miss my students.• Eventually, I will like to get my Master’s

and PhD to teach at a college and prepare other math teachers.