Naticia Dempsey Candidate Teaching Summit Presentation

EmailWebsite

"Listen to the musn'ts child, listen to the don'ts. Listen to the shouldn'ts the impossibles, the won'ts. Listen to the never haves, then listen close to me...

Anything can happen child, anything can be!"

-Shel Silverstein

Naticia G. Dempsey• Master of Arts in Teaching:

Early Childhood Education• Holly Springs Elementary School• Fourth Grade• Mrs. Alison Vidal• Reading, Language Arts and Social

Studies

Holly Springs Elementary School

• Located in Canton, Georgia within the Cherokee County School District

• Current Principal is Dr. Dianne Steinbeck• Home to approximately 1251 students in grades K-6 and

home to 81 certified teachers• Currently at 86% capacity with 10 mobile units, 115%

without the mobile units

Gender and Racial Diversity

• Gender: 53% Male 47% Female

• Race: -85% Caucasian-7% African-American, -3% American Indian/Alaskan-3% Multi-Racial-2% Asian-1% is Pacific Islander

• Ethnicity:- Approximately 12 % of all students are Hispanic/Latino

From the HSES Profile and Improvement Plan

Gen

der

Race

Socioeconomic Diversity• The majority of students are from “blue-

collar” families that tend to sit within the lower-middle to middle class, but there is a substantial portion of the student population that fits into the lower class.

• Approximately 32% of the Students are eligible for Free or Reduced Lunches.

From the HSES Profile and Improvement Plan

My Class49 Students Overall

24 Homeroom Students

Morning Block______

22 Student

s

Afternoon

Block_______

27Students

Classroom Diversity

Morning Block

Gender: 11 Girls 11 Boys

Ethnicity: 1 ELL Hispanic

Ability Levels: 4 Above-Target13 On-Target 6 Below-Target

Disabilities:

-1 student with Cerebral Palsy

-1 Student with Spina Bifida

-2 students with ADD

Afternoon Block

Gender: 15 Girls 12 Boys

Ethnicity: 2 African Americans

Ability Levels: 5 Gifted - Aim 8 Above-Target 6 On-Target 8 Below-Target

Disabilities:

-1 student with Asperger Syndrome - 3 students with ADD

- 4 students in EIP for Reading and Math

Schedule

Morning Block

7:30 Homeroom and Spelling

8:00 SWITCH Classes8:05-8:15 Agendas8:15-9:00 Reading9:00-9:30 Language Arts9:30-10:10 Social Studies10:15-11:00 Specials and

Planning Period

11:05 SWITCH Classes

Afternoon Block

11:05-11:15 Agendas11:15-12:05 Reading12:05-12:09 Restroom

Break12:09-12:39 LUNCH12:45-1:00 RECESS1:05-1:30 Language

Arts1:30-2:00 Social

Studies2:00 DISMISSAL

A Journey of a 1000 Miles….

Fears:• The Unknown

• Collaborating Teacher• The Day to Day Rigor • Classroom Management• Inability to Reach a Student with Autism.

Feelings:• Nervous

• Shy with other teachers and administration

• Excited• Hopeful• Important

Weaknesses:• Thinking like an adult• Giving directionsbefore breaking into

small groups• Giving students too

much independence too soon

• Rubrics

Strengths:• Empathizing and sympathizing with

Students•Having high expectations

for every student• Guiding students in deep

discussions• Social Studies

• Classroom Management

Candidate ProficiencyEvidence

Documentation of Competency

DOMAIN I:  PLANNING FOR DIFFERENTIATED INSTRUCTION &

ASSESSMENT 

Proficiency 1.0The teacher candidate uses knowledge of curriculum, learner differences, and ongoing

assessment data to plan for student access to same essential content.

Lesson Plans

• 4th Grade Reading Lessons:– The Great Kapok Tree– The Houdini Box

• 4th Grade Language Arts Lesson:−Compound Sentences

• 4th Grade Social Studies Lesson:−The Three Branches of National Governme

nt

DOMAIN II:  PROVIDING DIFFERENTIATED

INSTRUCTION & ASSESSMENT

Proficiency 2.0The teacher candidate utilizes a

variety of strategies to differentiate instruction and

assessment.

My Classroom

Social Studies: Colonization

Boards

Choice

Integrated Technology

with

Social Studies: The Three Branches of National

Government

Differentiated Summative Assessment

An Example of Student Work

Technology Integration

Language Arts: Compound Sentences

Differentiated Summative Assessment

Pre-Assessment

Formative Assessments: -Applied Practice Activities -Side by Side Chats -Whole Group Discussions -Small Group Discussions -Observational Checklists

Social Studies: Preamble to the Declaration of

Independence and the Constitution

Rubrics for Both Assessments

Declaration of Independence

Constitution

DOMAIN III:  IMPACTING STUDENT LEARNING

Proficiency 3.0The teacher candidate uses systematic

formal/informal assessment as an ongoing diagnostic activity to

measure student growth and to guide, differentiate, and adjust

instruction.

Reading Centers: The Houdini Box

The Plan-Centers = Leveled Readers, Computer Activities,

Compare/Contrast, and Questioning/Predicting

The Problem-5/22 students = very low fluency scores-3/22 students = unable to demonstrate vocabulary comprehension-2/22 students = unable to demonstrate story comprehension

The Improvement -5/5 students = showed improvement in fluency scores

on the Nuclear Fluency Checklist = all improved at least 23 points = the greatest improvement was 39 points

-3/3 students = able to demonstrate vocabulary comprehension in a side by side chat

-2/2 students = showed improvement in story comprehension in whole group discussion after listening to the story on cd

Reading: The Great Kapok Tree

The Plan

-Weekly Vocabulary Lesson

The Pre-Assessment-14/22 students knew the definition of dangle and pollen

-10/22 students knew the definition of slithered -9/22 students knew the definition of fragrant and pollinate -6/22 students knew the definition of dappled and wondrous-5/22 students knew the definition of canopy-Example of student work

The Improvement -20/22 students demonstrated vocabulary comprehension

through their products-2/22 students needed additional practice

-demonstrated comprehension after additional computer practice

-Observational Checklist-Example of student work-Completed Rubric

Technology Makes Learning Engaging and Impactful!

The Articles of ConfederationPreamble to the Constitution

The ConstitutionThe Three Branches of National Government The Three Branches of National Government

The Bill of RightsWestern Expansion

Compound SentencesVocabulary

DOMAIN IV:  PROFESSIONAL RESPONSIBILITIES IN SUPPORT OF

DIFFERENTIATED INSTRUCTION & ASSESSMENT

Proficiency 4.0The teacher candidate displays a

professional commitment to the teaching philosophy of differentiated instruction to support students’ diverse learning needs

and to maximize learning.

In-Service GCRCT Workshop

Professional Development Activities

In-Service Quia Workshop

In-Service SuccessMaker Vocabulary Workshop

Professional Organizations

Pi Lambda Theta

Kappa Delta Pi

Alpha Chi

Educational PhilosophyBefore Now

Very naïve, flowery and theoretical

Research-based and intellectualized

More about me than my students

Humanist

Constructivist

Social Reconstructivist

5 Pages Long

Mature, realistic and concrete

Research and experience based

More about educational goals for me and my students

Humanist

Constructivist

Social Reconstructivist

A Touch Behaviorist???

3 Paragraphs Long

School Meetings Attended

Family Fun Nights

Parent

Teacher

Conferences

Faculty Meetings

Fourth Grade PTA Music Night

What’s Next?Continuing Plan to Develop as a

Professional Educator • Georgia certification and a job to go along with

it!• Ed.S. within the next four years.

– Differentiated Instruction? – Curriculum?– Gifted Education (if not Ed.S., I definitely want my

gifted endorsement)

• Doctorate by the time I’m forty (within the next 10 years).-Leadership?-Culture Curriculum and Change (UNC Chapel Hill)?

“Childhood is what you spend the rest of your life trying to

overcome. That's what momma always says. She says that

beginnings are scary, endings are usually sad, but it's the middle

that counts the most. Try to remember that when you

find yourself at a new beginning. Just give hope a chance to float

up. And it will....” -Hope Floats

One Last Word

I believe that God gives us what we need when we need it, and I am

so very thankful for being led to Reinhardt and for the opportunity to work with its amazing ensemble

of educators. I graciously thank you for preparing me so finely to

become an engaging and impactful teacher.