Candidate Teaching

Capstone PresentationBy: Mallory L. Chastain

Spring 2010“It’s easy to make a buck. It’s a lot tougher to make a

difference.”-Tom Brokaw

My E-MailMy Website

Introduction

Mallory L. Chastain• Early Childhood Education major• Conducted Candidate Teaching at Harmony Elementary

School• Placed in the 2nd grade• Collaborating Teacher(s): Mrs. Renee LeMieux & Mrs.

Kristine Elrod• Taught all subjects including:

• Reading• Math• English Language Arts (Grammar & Spelling)/Writer’s

Workshop• Science & Social Studies (When allotted time)

Harmony Elementary School

• Home to approximately 740 students in grades K-5• Located in Jasper, Georgia • Zoned to contain many different middle-class

subdivisions and neighborhoods along with several middle/low-income apartment complexes

• Newest school in Pickens County• A 2009 Title 1 Distinguished School• Current Principal is Sherry Mullins• Current Assistant Principal is Beth Simonds

My Class• Composed of 19 students• Diversity:

– 12 Males– 7 Femaleso 16 Caucasian studentso 2 African American studentso 1 Hispanic student 1 Gifted Student 1 Special Education Student 6 RtI Students

• 4 Tier 2 Students• 2 Tier 3 Students

My Daily Schedule• 7:30: Teacher Arrival• 7:40-8:00: Morning Procedures• 8:00-9:30: Reading (Mrs. LeMieux’s Room)

– 18 Students• 9:30-11:00: Math (Mrs. LeMieux’s Room)

– 18 Students• 11:03-11:33: Lunch• 11:35-11:55: O.P.A. (Organized Physical Activities/Recess)• 12:00-1:30: Language Arts/Writer’s Workshop (Mrs. Elrod’s Room)

– 18 Students (1 Gifted Pull-out at the End of Class)• 1:30-1:35: Transition to Homeroom• 1:35-1:55: Homeroom (Science/Social Studies/C.R.C.T.

Practice/D.E.A.R./A.R./Success Maker/Study Island/Make-up Work/Remediation/Study Hall/Handwriting/Prepare for N.E.S.T./Pack Backpacks/Distribute Homework)– 19 Students (1 Special Education Student Joins Us)

• 2:00-2:50: N.E.S.T. • 2:50: Prepare for Student Dismissal• 3:00: Student Dismissal• 3:30: Teacher Dismissal

My Thoughts, Feelings, Fears, Strengths, and Weaknesses As I Began Candidate Teaching

• Taken directly from my Week One Journal Entry:– “I have experienced SO many different emotions this week. I

have been overwhelmed, excited, stressed, busy, surprised, challenged, successful, and touched. I have always thought of candidate teaching as this mystical light at the end of the tunnel. Candidate teaching has always seemed like it has been worlds away, almost like an unattainable goal. Now that it is here, I cannot believe it!”

• I feared I would be inadequate in the classroom.• I was confident that my Reinhardt education had

prepared me for the challenges I would soon face.• I was afraid that my weakness would be behavior

management.• I was afraid I would have too many questions!

Evidence of Development of Proficiency #1,

Planning

The Planning Process

• Mrs. LeMieux-Mrs. LeMieux allowed me to be very independent in the planning process. We would meet and discuss the topics/chapters of choice, then she would set me free to use resources and my own imagination to create innovative lessons.

• Mrs. Elrod-Mrs. Elrod allowed me to be very independent in the planning process when it came to spelling and grammar. Much like with Mrs. LeMieux, we would meet and discuss the important topics/chapters and then I would go use other resources to plan mylessons. With Writer’s Workshop, Mrs. Elrod and I shared in a collaborative planning process. We followed the Writer’s Workshop path she created the previous year, making adjustments along the way.

• In all of my planning I made an effort to consider each student and their collective and individual learning needs. I took into account academic levels, emotional capabilities, multiple intelligences, learning styles, and much more in order to create the best paths to reach the same learning destination.

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 the same essential content.

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

• To include in oral presentation: Present your three plans or your unit plan.

• Artifacts:• Lesson Plan Observation One• Lesson Plan Observation Two

• Magical Multiplication PowerPoint• Lesson Plan Observation Three

• Quaint Quadrilaterals PowerPoint• Lesson Plan Collaborating Teacher Observation

• Combining Solid Figures PowerPoint• Lesson Plan Observation Four

• Helping Verbs PowerPoint• Plane Shapes & Solid Figures Unit Plan

Evidence of Development of Proficiency #2,

Instruction

Domain II: Providing Differentiated Instruction and 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 include in oral presentation: How did you decide which strategies to use and how did you provide for inclusion students?

• Artifacts:• Performance-Based Tasks/Problem-Based Activities & Student Work Samples

• Observation Plan Performance-Based/Problem-Based Activities• Magical Multiplication PowerPoint/Problem-Based Activity

• Magical Multiplication Student Work Sample• Quant Quadrilaterals PowerPoint/Problem-Based Activity

• Shape Sorting Sheet Student Work Sample• Combining Solid Figures PowerPoint/Problem-Based Activity

• Mr. Mouse’s House Sheet Student Work Sample• Unit Culminating Performance Task

• Unit Culminating Performance Task Instructions• Unit Culminating Performance Task Completed Rubric Example• Unit Culminating Performance Task Student Work Sample

Domain II: Providing Differentiated Instruction and 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 include in oral presentation: How did you decide which strategies to use and how did you provide for inclusion students?

• Artifacts:• Various Assessment Activities: Center Card Examples

• Observation Two• Observation Three• Collaborating Teacher Observation• Observation Four

• Technology Integration• Links to Favorite Websites Used• Daily PowerPoint Examples

• Reading “Locating Important Information” PowerPoint• Math Lesson 13.2 “Sort Plane Shapes” PowerPoint• ELA “Words That Compare” Game

My Classroom(s)• Physical Diagram of Mrs. LeMieux’s Room 215• Physical Diagram of Mrs. Elrod’s Room 214

Classroom Management • Money System• Pod Points/Group Checks• Target Market

Evidence of Development of Proficiency #3,

Impacting Student Learning

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?• To include in oral presentation: Present an example of one lesson, reflection, and use of assessment

results to adjust instruction.• Artifacts

• Completed Assessment Tools• Rubrics

• Observation One• Observation Two• Observation Three• Collaborating Teacher Observation• Observation Four

• Weekly Subject Observational Checklist Examples• Observation One• Observation Three• Observation Four

• Analysis of Impact on Student Learning Reflections• Observation One• Observation Two• Observation Three• Observation Four

• Evidence of Use of Assessment Results: Adjusted Lesson Plan-Observation Two• Original Plan• Adjusted Lesson Plan

Evidence of Development of Proficiency #4,Professionalism

Domain IV: Professional Responsibilities In Support of Differentiated Instruction and

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 students’ diverse learning needs and to maximize learning?

• To include in oral presentation: How did your teaching philosophy change during candidate teaching?

• Artifacts:• Old Teaching Philosophy-2008• New Teaching Philosophy-2010• Evaluations from College Supervisor

• Observation One• Observation Two• Observation Three• Observation Four

• Evaluation from Collaborating Teacher• Collaborating Teacher Observation

• Examples of Weekly Conference Forms• Week 2, Week 4, Week 6, Week 8, Week 10, Week 12, Week 14

• Meetings Attended During Candidate Teaching

Summary

Summary

In Conclusion…

“I have come to the frightening conclusion that I am the decisive element in the

classroom. It is my daily mood that makes the weather. As a teacher, I possess a

tremendous power to make a child’s life miserable or joyous. I can be a tool of

torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-

humanized.”-Dr. Hiam Ginott

In Conclusion…• What are your future challenges as a teacher?

– Getting it “all done”– Classroom Management– Testing Pressures

• How do you think that being a teacher will be different from being a candidate teacher?– More Responsibility– There will be no one there to “guide” you through every step

• What advice would you give to future candidate teachers?– Savor every moment– Absorb every bit of information/advice you can get your hands on– Stay organized– Listen, listen, listen

• What is your plan to continue to develop as a professional?– Continue the job search-My Resume (Copies can be readily available )– I just passed Special Education General Curriculum GACE; therefore, I will be dual

certified in Early Childhood and Special Education– Pursue Gifted Endorsement– Obtain Master’s Degree– Join Professional Organizations-PAGE– Continue to be a lifelong learner– Attempt to make a drop in the bucket of changing the world

Resources• Microsoft Office Online-PowerPoint Template• Microsoft Office Clip Art• Mrs. LeMieux/Mrs. Elrod• Many wonderful Reinhardt College faculty, staff, and students• Harmony Elementary School• PCBOE• Brain Pop• Brain Pop Jr. • Pete’s PowerPoint Station• Renaissance Place• Reinhardt College• SPAGE

Thank You!Words cannot express my gratitude to this college. Over the past few years you all have supported me, educated me, and molded me into the person I am

today. Over the past few days you all have helped me through the most difficult and sudden loss of my

daddy. The place that Reinhardt College holds in my heart is near and dear and the place that you all hold

in my heart will never be replaced.

Meetings Attended During Candidate Teaching

• Monthly Faculty Meetings• Weekly Grade Level Meetings• Yearbook Committee Meeting• Numerous Parent-Teacher Conferences• Including RtI Information Meeting

• In-service/Furlough Days

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Links to Favorite Websites Used

• Simply click on the icon and follow the link!

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Pete’s PowerPoint Station

Renaissance Place

Unit Culminating Performance Task Student Work Samples

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