Mary Epperson Candidate Teaching Summit Presentation Website [email protected].

Mary EppersonCandidate Teaching Summit Presentation

Website

[email protected]

Introduction

Mrs. WhitmireCollaborating Teacher

Mrs. EppersonCandidate Teacher

Name, Major, School, Grade, Teacher, Subject

• Mary Epperson• Early Childhood Education• Holly Springs Elementary• 2nd Grade• Mrs. Michelle Whitmire• Reading, Grammar, Spelling, and Math

School, Size, Location, Description of Community

• Holly Springs Elementary School• Approximately 1251 • 1965 HICKORY ROAD

CANTON, GA 30115•

Class, Size, Diversity of Students

• Gifted cluster classroom• 23 Students• 19 Caucasian students, 2 Asian students, 2

Hispanic students• 12 female students and 11 male students

Schedule7:30-8:00   Homeroom: Morning Routine8:00-8:45  Specials (PE, MWF (Art, Tu) (Music, Th)8:45-9:00  Complete Morning Tasks: Daily Language Review & Drops in the Bucket9:00-10:00 ELA Block : Reading10:00-10:15 Snack 10:15-11:00 Language, Grammar, Spelling, Writing11:00-11:45  Math11:45-12:10  Teacher Read Aloud: prepare for lunch12:11-12:41  Lunch12:41-1:00 Correct Morning Tasks1:00-1:15  Social Interaction1:15-2:05 Science, Social Studies, Health/Enduring Understandings (Weekly Rotation)2:00-2:08  Closure : Pack-up2:08-2:15  Dismissal to Assigned Classrooms for Buses / Car Riders / ASP

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

• When it was time for me to start candidate teaching I was very excited that I had finally reached the end of my education.

• I had many fears that I would be inadequate as a teacher. I also worried about how the parents would feel about their children being taught by a student teacher. Another fear I had was that my two babies would have to go into daycare.

• One of my strengths was my classroom management.

• One weakness that I had was that I tried to do too much in the amount of time that I had to teach.

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?

• Artifact Possibilities:• Lesson Plans: REQUIRED: Three lesson plans or your unit plan.• Other artifacts you may include:• Pre-Assessment Activities• Student Inventories• Student Interviews

Lesson Plans

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?• REQUIRED: Choose at least three of the following artifacts to present.

INCLUDE: How did you decide which strategies to use and how did you provide for inclusion students?

Artifact Possibilities: • Performance-Based Tasks• Rubrics• Activities that integrate technology

Webquests• Videos and Photographs• Room Diagram

Links to websites utilized

Student work• Classroom Management System• Various Assessment Activities

Mrs. Whitmire’s ClassroomMrs. Whitmire’s Classroom

Students WorkThe 5 parts of a friendly letter

The 5 parts of a friendly letter!

Web Sites Used

• http://www.prometheanplanet.com• http://www.scottsboro.org/~flewis/SF

%20Reading%20Street/Student%20Activities.htm

Student ActivitiesBoosterthon 2010

MUST Thanksgiving

Thanksgiving Activities

I’m Gonna Like Me Activity Spelling Game

Veteran's Day ROTC Readers

In House Field Trip (Dragon Flies)

Success Maker/ Computer Activity

Classroom Management System• Students were made aware of the classroom rules

from the first day of school. • Each student has a star that has written on it the

students number that was assigned to student by the teacher. When the student has had one verbal warning the teacher asks the student to move their star. The students move from green to yellow which is the second warning. If misbehavior continues the students move their magnet again and give half of their recess. If the magnet gets moved again the students sit out their entire recess and parents get called.

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: Choose at least two of the following artifacts to present.INCLUDE: An example of one lesson, reflection, and use of assessment results to adjust instruction (You may not have had the opportunity to implement, but tell what you would have done.)

• Artifact Possibilities:• Completed Assessment Tools (Anecdotal Records, Rubrics, Checklists,

Observation Reports, Analyses of Student Learning, etc.)Impact on Student Learning Reflections, evidence of use of assessment results, adjusted lesson plan.

Lesson Plans

Adjusted Lesson• Telling time• Adjusted by re-teaching the lesson • Other adjustments made were using Judy

Clocks (one per student)• Students that were still struggling were given a

packet to take home for extra practice• All students were given a clock printed out with

attachable hands to use for extra practice

Notes for lesson

College Supervisor Feedback

• Evaluations of lesson plans

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?

• REQUIRED: Your teaching philosophy at the conclusion of candidate teaching as contrasted with an earlier philosophy.INCLUDE: How did your teaching philosophy change during candidate teaching.

• Artifact Possibilities: (PROVIDE DOCUMENTATION, IF APPROPRIATE)• Evaluations from College Supervisors, Collaborating Teachers • Communication and Letters to and from Parents• Lists of school meetings attended (PTA, SST, Parent Conferences, etc.)• List of Professional Development Activities (In-services, Conferences...Provide Documentation)

Professional Organization Memberships • Teaching Philosophy• Self-Assessments• You may choose to describe an ethical dilemma you encountered in Candidate Teaching and the

decision-making process that you or another went through in order to resolve this dilemma?• You may also choose to describe how your participation in meetings, in-services, and professional

development activities that affected your teaching philosophy?

Meetings Attended

• Faculty meeting• Grade level meetings• Furlough Day ( Teacher work day/planning)• Active inspire training

Professional Organizations

• SPAGE

Teaching Philosophy

SUMMARY: Candidate Teaching Experience

• My experience as a candidate teacher was very fulfilling. I had possibly the best collaborating teacher that anyone could have. I learned so much from Mrs. Whitmire and was so impressed with everything that she did. I knew that if I had any questions or problems that I could talk or ask her for her help. My experiences with the students were also very rewarding. I am proud to have been part of this classroom full of bright and loving children. I am also so very grateful to have had such a great experience with my collaborating teacher and I feel that I have made a dear friend for life.

In conclusion,................

What are your future challenges as a teacher?

• Finding a job!• Having my own classroom• Being thorough and concise

How do you think that being a teacher will be different from being a candidate teacher?

How I think being a teacher will be different than being a candidate teacher is total responsibility. I think that being in complete control of a classroom will bring new challenges every day. I also think that being a teacher we will all realize that we are alone with no one standing at our side to answer the questions that we have about lessons, students, and problems.

What advice would you give to future candidate teachers?

• My advice for future candidate teachers is simply to put your fears aside and be there for your students. Do not let your fears get the best of you or your students will take full advantage of you. Be in complete control of your classroom at all times and pay close attention to your collaborating teacher in the first weeks to see how he/she keeps control of the classroom.

What is your plan to continue to develop as a professional?

• I feel that we are all life long students. Long after our schooling is completed we continue to learn. My plan to develop as a professional is to continue learning and sharing what I learn. I plan to have an open mind and continue to grow as a professional. I plan to become a master teacher!

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