Candidate Teaching Summit Presentation
Kolbi Kelley-BlantonKelley-
“Education is the key to unlock the golden door of freedom.”George Washington Carver
Kolbi Kelley-Blanton• Early Childhood
Education Major
• Student Taught at Liberty Elementary School
• 1st Grade
• Taught All Subjects: Reading, Language Arts, Math, Science, and Social
Studies
• Collaborating Teacher: Mrs. Tiffany Wilson
Liberty Elementary School10500 Bells Ferry Road
Canton, GA 30114
• Liberty Elementary opened its doors for the first time in August of 2002, with an enrollment of 580 Kindergarten through Sixth grade students. The student population is now 1,586.
• 105 full-time teachers
• 6 part-time teachers
• 21 paraprofessionals who work in Kindergarten, Art, Music, PE, and areas with special needs.
My Homeroom Class
• I taught 27 students: – 15 girls & 12 boys
• 22 Caucasian students• 1 Hispanic student• 2 African American students• 2 Bi-racial students
• 5 EIP students• 3 Gifted/AIM students
My Candidate Teaching Schedule
7:25 - 8:15 Arrival/Unpack/Morning Work 8:20 - 9:45 Compact Reading Classes9:45 - 9:55 Snack/Restroom Break 10:00 - 11:05 Compact Math Classes 11:15 - 12:00 Specials12:14 - 12:44 Lunch12:50 - 1:00 Read Aloud/Calendar/Restroom Break1:00 - 1:20 Recess1:20 - 1:45 Science/Social Studies
1:45 - 2:00 Pack Up/Dismissal
My Thoughts and Fears as I began Candidate Teaching
• Taken from my Week One Journal Entry:• “The first day my collaborating teacher informed me that
Liberty Elementary School uses the compacting method to differentiate beginning in Kindergarten, and that I would have different classes of students for each subject. This was extremely overwhelming.”
• “The students are adjusting to me being in the classroom, and some are testing the waters to see if they have to follow the same rules when I am in control. I have full confidence that I will be able to handle these issues with my classroom management skills.”
• Of course, I was beaming with excitement, but I was shaking with nervousness at the same time!
Domain I:Planning for
Differentiated Instruction & Assessment
Planning for Differentiated Instruction and 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?
Proficiency 1.0 Artifacts
•Science Lesson on Weather and Seasons •English Language Arts Lesson on Nouns and Naming Part •Science/Reading Lesson on Plants and Animals• Social Studies Lesson on Landforms
Weather and Seasons Pre-AssessmentPre-Assessment
Nouns and Naming Part Pre-Assessment
Pre-Assessment
Plants and Animals Pre-Assessment
Pre-Assessment
Landforms Pre-Assessment
Pre-Assessment
Domain II:Providing Differentiated
Instruction and Assessment
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?
Proficiency 2.0 Artifacts
• Various Assessment Activities• Rubrics
• Activities that Integrate Technology• Student Work
• Classroom Management System• Photographs
Weather and SeasonsDifferentiated Fall Tree Activity
High = Tornadoes Middle = Thunderstorms Low = Blizzards
Fall Tree Activity Continued
Fall Tree Activity Rubric
LandformsDifferentiated Flip Books
High = Mountains Middle = Valleys Low = Plains
Landforms Flip Book Checklist
Integrating Technology
Promethean board 5 desktop
computers
Class set of laptops
Brain Pop, Jr. Power Point
Flip charts
Classroom Management System
• Large classes
• Positive reinforcement
for good behavior
• Outstanding Student
Cards
• Consistent
consequences for
misbehavior
• OOPS Cards
• Star cards
Domain III:Impacting Student
Learning
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?
Proficiency 3.0 Artifacts
•Analysis of Impact on Student Learning Naming Part Reflection
• Rubrics• Observation Reports
Reflection Leading to Adjustments
0%
Re-TeachNaming Part
• Meet with smaller groups• Introduce action verbs• Ask who or what
Completed Assessment Tools
Observation Reports
Monitor specific information
Provides information for reflections
Identifies success or area of weaknesses as a quick check
Domain IV:Professional
Responsibilities in Support of Differentiated Instruction and
Assessment
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 student’ diverse learning needs and to maximize learning? How has your teaching philosophy changed during Candidate Teaching?
Proficiency 4.0 Artifacts
• List of Professional Development Activities
• Professional Organization Membership
• Teaching Philosophy Changes
Professional Development Activities
3 Faculty MeetingsWeekly 1st Grade
Team Meetings10 Parent/Teacher
Conferences1 RTI, Tier 3
Conference
Professional Organization Memberships
• Member of PAGE
Teaching Philosophy Changes
Then
1. I was learning about differentiation, but I was unsure of how to do it.
2. I did not have a classroom management plan.
3. I did not realize the importance of assessing students.
Now1. I know the importance of
differentiation, and I am comfortable with using different methods to do so.
2. I feel as though classroom management is one of my strengths. I am a firm believer in consistent consequences and positive reinforcement.
3. I know that assessing is key to differentiation and guides the teachers impact on student learning.
Conclusion
What’s Next for me?How Will I Continue
My Education?
• I hope to begin courses to get my Masters soon after graduation.
• Of course, I will continue to look for a full time teaching job!
• I have been blessed with the opportunity to fill my collaborating teachers spot as a long term substitute beginning in January while she is on maternity leave.
