Candidate Teaching Summit Presentation

Katie Outzoutz68850@students.reinhardt.edu

"Shoot for the moon. Even if you miss, you'll land among the stars."

Les Brown

Katie Outz • Early Childhood Education

• Candidate teaching at Roswell North Elementary

• Placed in 1st grade

• Collaborating teacher: Mrs. Katherine White

• Taught all subjects including math, social studies, reading, language arts, and science.

Roswell North Elementary

• Located in Fulton County

• Approximately 809 students in grades Pre-K through 5th

• Composed of middle and lower class students with outliers on either ends of the spectrum.

• Principal is Kindra Smith

• Assistant Principals are Lisa Garosi and Martha Patorgis.

Roswell North Elementary

Principal Kindra Smith

My 1st Grade Class

• Class Size: 23 • Diversity:

- 12 girls - 11 boys• 15 Caucasian • 3 African American • 2 Hispanic (ESOL) • 3 EIP• 1 in Speech• 9 Advanced Students

Schedule 7: 15am- 7:45am: Students arrive7:45am-8am: Announcements8am- 8:15am- Go over morning work and get ready to begin Math.8:15am-9:05am: Math 9:10am-9:55am: Specials (PE, Art, Music) 10am-10:15am- Snack 10:20am- 11:15am- Centers and Reading Groups11:15am-12:05pm: Language Arts12:10pm-12:42pm:Lunch 12:50pm- 1:05pm: Bathroom break and silent journal time 1:10pm- 1:40pm: Science/ Social Studies1:40pm-1:50pm: Pack up 1:50pm- 2:15pm: Recess 2:25pm- Afternoon announcements

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

•I was eager yet nervous about beginning student teaching.

•I feared taking over the whole class, and I was afraid I was not going to get along with my collaborating teacher.

•I was excited and looking forward to working at Roswell North and gaining more experience in teaching.

•I was eager yet nervous about beginning student teaching.

•I feared taking over the whole class, and I was afraid I was not going to get along with my collaborating teacher.

•I was excited and looking forward to working at Roswell North and gaining more experience in teaching.

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?

The Planning Process• Each week, Mrs. White and I discussed the

important topics in each subject. She allowed me to work on lesson plans independently and sufficiently, while also helping and guiding me

throughout the semester. She always was more then willing to let me to use any of her resources and materials that I needed. Mrs. White also gave me the opportunity to be

creative with the activities that I was planning. In addition to Mrs. White’s help, the other first grade teachers let me run ideas by them and

gave me their feedback.

My Lesson Plans

Telling Time

Compound Words

Homophones

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?

•Pre-Assessment: Telling Time to the hour and the half hour

•Students were given a written test to the hour and half hour.

•In addition, I had students brainstorm by asking them some questions:

•“Which hand is the minute hand? How do you know?”•“Which is the hour hand? How do you know?”

•Pre-Assessment: Telling Time to the hour and the half hour

•Students were given a written test to the hour and half hour.

•In addition, I had students brainstorm by asking them some questions:

•“Which hand is the minute hand? How do you know?”•“Which is the hour hand? How do you know?”

Various Assessment Activities

•Scavenger HuntOn-going assessment: Students had to go around the room with a partner to look for two individual words that went together. One set of index cards were yellow and the other ones were green. The words written on the yellow index cards were the ones that the students wrote down first and the words on the green index cards were the second word.

For example: “base” was written on a yellow index card and the “ball” was written on a green index card.

•Scavenger HuntOn-going assessment: Students had to go around the room with a partner to look for two individual words that went together. One set of index cards were yellow and the other ones were green. The words written on the yellow index cards were the ones that the students wrote down first and the words on the green index cards were the second word.

For example: “base” was written on a yellow index card and the “ball” was written on a green index card.

Various Assessment Activities Continued…

•Post-Assessment: Making a flip book

•Students made flip books using four sets of homophones.

•Advanced students had to come up with their own homophones and sentences for their flip books.

•On-level and lower students were given the homophones and just had to write sentences for each one.

•Post-Assessment: Making a flip book

•Students made flip books using four sets of homophones.

•Advanced students had to come up with their own homophones and sentences for their flip books.

•On-level and lower students were given the homophones and just had to write sentences for each one.

Various Assessments Continued…

My Class

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?

Adjusted Assessments

Advanced

On-level/ Lower level

The advanced students had to come up with their own homophones and sentences.

For the on-level/ lower level students, I gave them their homophones and they came up with their own sentences.

Student Analysis- Homophones

Assessment Tools-

HomophoneLesson

Scavenger Hunt for Compound Word Lesson

Scavenger Hunt for Compound Word Lesson

Assessment Tools for Compound

Word Lesson:

Being able to combine two

words together to make a

compound word.

Assessment Tools for Compound

Word Lesson:

Being able to combine two

words together to make a

compound word.

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: I displayed a professional commitment by planning and implementing lessons that were composed of Garner’s Multiple Intelligences. By using these in every lesson, I supported the needs of every students’ diverse learning. My main goal was that I optimized effective learning and that all of my students were successful.

Professional Development Activities • Faculty Meetings

• ICT Meetings

• SST Meetings

• Grade Level Meetings

• Parent Conferences

Professional Organization Memberships

• PAGE: Professional Association of Georgia Educators

• The Georgia Council of Teachers of Mathematics

My Teaching Philosophy Before Student Teaching After Student Teaching

I was not focused on what my philosophy really was because I was too worried about the length.

A philosophy is not all about length, it’s about how you can plan and implement differentiation in the classroom to meet the needs of all students.

My philosophy did not flow and I did not stay on topic.

It is important to have a structured, but nurturing classroom environment so that students of all levels can succeed to their highest potential and goals can be achieved.

I was too worried about putting everything that I had every learned in my paper rather than what actually worked.

Differentiation is more then just teaching by the standards.

In Conclusion…

• I am planning on getting my Master’s in Education.

• Staying up to date with any changes in education.

• Future Challenges as a Teacher– You are the main and only

teacher (in most instances).

• Advice to Future Candidate Teachers:– Keep an open mind– Have flexibility – Have fun!