Candidate Teaching Summit Presentation

Lani AndersonAnderson70223@students.reinhardt.edu

“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” By William Arthur

Ward

Name, Major, School, Grade, Teacher, Subject

• Name:– Ms. Kawehilani Anderson

• Major : – Early Childhood and Development

• School– Mission Road Elementary School

• Grade– Fourth Grade

• Teacher and Subject– Bruce Harger, and subject English/ Language Arts

School, Size, Location, Description of community

• School– Mission Road Elementary School

• Size – The school has 519 students that attend the school.

• Location– 1100 Mission Rd SW Cartersville, GA 30120-5779

• Description of Community– The school is zoned around neighborhoods that have

middle class/ and low income families.

Class, Size, Diversity of students, Schedule

• Class– Reading / Language Arts

• Size– Neel (30) Webb (28) Harger (28)

• Diversity of Students– Caucasian, African American, Hispanic, Pacific

Islander, Asian

Schedule

• My Schedule– Homeroom 7:40-8:00– Reading/Language Arts 8:00-9:30– Switch 9:30– Reading/ Language Arts 9:30-10:55– Switch 10:55– Special Areas 11:05-11:55 – Review 11:55-12:05– Lunch 12:08-12:38– Reading / Language Arts 12:40-1:50– Recess 1:50-2:10– Dismissal 2:15

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

• Thoughts and feelings before Candidate teaching.• I was excited and overwhelmed to get start candidate

teaching in the county that knew me. I was also nervous about working in a English class due to the fact that I need help with grammar.

• The strength was that I was going to feel comfortable since I knew some people over at the school where I would be working.

PART II. CANDIDATE PROFICIENCY EVIDENCE:

APPROXIMATELY 15 MINUTES

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: The bench mark test helped me to know what I needed to cover then planned to meet the needs of all my students by having different activities.

Lesson Plans

Folktale Lesson PlanFolktale PowerPoint

Root word Lesson PlanRoot Word PowerPoint

Personification Lesson PlanPersonification PowerPoint

Pre-Assessment Activities

• Personification Pre-assessment• Root word Pre-assessment• Folktale Pre-assessment

DOMAIN II: PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT

• Proficiency 2.0: The teacher candidate utilizes a variety of strategies to differentiate instruction and assessment.

• Reflective Analysis: I used bench mark test to decide what information needed to be reviewed before the CRCT.

The Various Assessment Activities

• Folktale Assessment Activities:– The students just wrote the story elements then when the

student fully understand went more in depth with their story.

• Root word Activities– The students did the worksheet and then a practice the book to help them

more with root words.– Allie: Work 1, Work 2 , Work 3– Mark: Work 1

Room Diagram:

Computers Projector and board

Desk

Pictures:

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: By constantly having checklist or rubrics this allowed me to check the growth of my students or I need to revisit some information because some students may not be comprehending the material.

REQUIRED ARTIFACT: Instruction Adjustment

Synonym, Antonym, and Homophone • Lesson plan• Analysis• Final Checklist

Checklist and Rubrics

• Checklist– Personification

• List 1• List 2

– Folktale• List 1• List 2

• Rubrics– Synonym– Folktale

• Grade

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 created different types of work that met the needs of students so they fully understood the material. I provided different assignments to help them practice what they were learning.

REQUIRED ARTIFACTS: Artifact Possibilities

• _R_ List of Professional Development Activities (In-services, Conferences...Provide Documentation)

• _R _ Professional Organization Memberships • _R_ Teaching Philosophy at the conclusion of candidate teaching as contrasted

with an earlier philosophy• ____Evaluations from College Supervisors, Collaborating Teachers • ____Communication and Letters to and from Parents• ____Lists of school meetings attended (PTA, SST, Parent Conferences, etc.)• ____Self-Assessments• ____Candidate may choose to describe an ethical dilemma he/she encountered in

Candidate Teaching and the decision-making process that he/she or another went through in order to resolve this dilemma.

• ____Candidate may also choose to describe how participation in meetings, in-services, and professional development activities affected his/her teaching philosophy.

REQUIRED ARTIFACT: Professional Development Activities

• I attended periodic meetings dealing with parents, staff members, and IEP students.

• I was very involved with class programs and helped with Math game night.

SPAGE Member and Pictures of Science Olympiad

• I am a member of SPAGE: My Team trophy for coaching Science Olympiad( We are going to state and still working with my

students.)

Teaching Philosophy

BeginningI believe that a teacher is born to teach and others can not learn to grow into this passion. Thorndike was a very good philosopher who established punishment and reinforcement which has helped in the classroom. Assessment is important to know the students growth in their knowledge and retain the knowledge.

End• I now have other

philosophers to help me that are important to me like Bloom and his work with the gifted students. Also Costa which states the sixteen stages of learning.

Note From My Collaborating Teacher: Mr. Harger

Note:

PART III. CONCLUSION: CANDIDATE TEACHING EXPERIENCE: APPROXIMATELY 3 MINUTES

REQUIRED ARTIFACTS: Artifact Possibilities

• _R_ Continuing Plan to Develop as a Professional Educator

• ____Future Challenges as a Teacher• ____Differences between being a Candidate

Teacher and a First-year Teacher • ____Advice to Future Candidate Teachers

Continuing Plan to Develop as a Professional Educator

• I plan on continuing my education by getting certified in math.

• I also plan on working on grammar and working to develop more of a consistent management for the classroom.

• I will be more flexible to work schedules and at the same time realizing that you can do to much and this causes you to be tired.

• It is very important to be involved in the school. Involvement shows the staff that you are willing to staff after school, therefore they will ask you to be on communities.

• It is important that you know your limits, if you do not you will become tired and over worked. You want to be at your best so the students are not the ones who suffer from your lack of sleep.

Advice to Future Candidate Teachers