1. The Big Interview Keri Morris EDU 650 Teaching, Learning and Leading in the 21 st Century Kimberly A. Smith November 23 rd 2014

2. Overview of Contents Educational Philosophy Classroom Management Plan Different School Models Effective Lesson Planning and Design Assessment Matters Personal Interview

3. Educational Philosophy Education is a fluid field, it is ever changing with advancement of technology and new practices with how to administer concepts within the classroom.. As a teacher I hope to blend the old with new, what works with what is most efficient and effective within the classroom. I have three key educational beliefs that I bring to my students, classroom and my independent school district as a whole. I believe that communication with students, parents and faculty is a key component to a strong and successful education. Second combining both the old teaching strategies with the new technology, being adaptable is key. Finally I believe collaboration between parents and teachers.

4. (Educational Philosophy continued) As a teacher I feel that communication is often one of the most basic skills to teach and learn but also is one of the hardest to implement regularly and effectively. Technology has become so standard in our classrooms that we forget to teach personal skills and how to interact. We have an application for everything these days, which makes our lives very convenient and easy but when technology fails, as it does so often, we need to have the most basic skills to continue to carry on and communication is one of those skills that I focus on highly. I want to nurture an open, caring and compassionate environment for my students and their parents so they feel comfortable approaching me with any feedback, concerns and praises. Being an active listener and really being able to accurately interpret and hear a parent not only helps me as a teacher but it also helps keep myself, the student and parents on the same page working together toward a common outcome or goal. Karakus (2012) states that “Parental involvement in their children’s schooling has consistently been shown to impact children’s school success”. In the end all any teacher or parents wants if for their child to perform to the best of their ability and be successful. The goal of the school system is teaching and learning but we are often bogged down with the limited parameters of how to administer the information and the timeline in which we are expected to yield a result. I feel that over time we have seen many changes in education, some for the good and some for the bad. There is much to learn and pull from in the many decades of teaching techniques that are available to us. I feel that you have to know where you have been before you can decide the correct path to take and where you want to go. I love having my students take part in group work with children a grade or two above them; this is a throwback to the old one room schoolhouse. When my kindergartners are reading or being read to by a student that is two grades ahead of them they feel empowered as well as enlightened by the feedback and encouragement that they receive. My students look forward to these interactions with the older children and work hard to continue to have the privilege of participating in the group sessions. Also providing my students with multiple hands on activities allows them time to manipulate and figure out the answer using 3-d objects, they are much more successful inputting the correct answers on the iPad when they have real world experience to pull from.

5. (Educational Philosophy continued) One of the most important beliefs that I have is consistent collaboration. I look for collaboration in the classroom with my students as well as out of the classroom with my parents. The more we are able to collaborate the more parents are an active participate and are invested in their child’s education. By collaborating with parents I get to know my students on a more personal level, parents are able to provide insight into their child’s behavior, background and help me form accurate expectations for that child. Newman states “Knowing who students are, both as a group and as individuals, is critically important to being a successful teacher” (2013, Chapter 3.4 ) By collaborating continually with parents and students I am able to stay on top of situations and address them in a swift manner so further issues are not a problem. Continual collaboration with my students allows me to engage in open ended questions and facilitate more creativity while they are solving problems. Student enjoy bouncing ideas off of other classmates and me as a teacher, by allowing everyone to speak up and “think out loud” we are opening a whole new world of options for the students. Finally, while these are not all of the beliefs that I have regarding teaching they are the backbone and core that hold up my entire teaching philosophy and approach. We are ever evolving along with our students and if we are not able to adapt we will get left behind. Teachers, parents and students are all working together towards a common goal and that would be success.

6. Kindergarten Classroom Management Plan Goal The goal of this kindergarten classroom is to provide a positive and enriching first experience to education for children that are ages five and six. Students will be exposed to new literacy skills, mathematics/problem solving, engage in physical activity and explore science, history, art and music. Students will engage in hands on activities throughout the day to facilitate deeper understanding on the concepts that are being presented as well as engage and collaborate with peers and their teacher to discuss what they have seen, heard or experienced throughout the day. Newman (2013) states that “all teachers want to be effective and ensure that their students are attentive, motivated and most importantly learning”, through structure, routine and boundaries that is also the goal of this kindergarten classroom.

7. (Kindergarten classroom management plan continued) “ Many behavioral problems can be avoided by establishing a solid classroom management plan at the beginning of the school year” (Capizzi, 2009) Rules: Always listen and follow directions – students will be expected to listen to lessons when presented and follow directions throughout the day without reminders. Be kind to others and use your manners- students will be expected to treat fellow classmates with kindness and use appropriate manners such as saying please and thank you throughout the day. Ask Questions – students will be encouraged to raise their hands and ask questions throughout the day, any question will be encouraged and there will be no trivial or silly questions in the eye of the teacher, curiosity will be encouraged. Always do your best and never give up- Students will be encouraged to strive for the best each time they complete a task, perseverance will be praised. Respect yourself and others at all times – Students will be taught to respect themselves as well as others in the class, respectful behavior will be noticed and praised. Consequences The kindergarten class utilizes a rainbow color system. Students will start each day on green and have the opportunity to move up or down the color rainbow depending on their daily choices. – Purple- Excellent Day! – Blue – Great Day! – Green – Good Day! – Students will start each day on green – Yellow – 1 st warning – 5 minute recess reduction – Orange – 2 nd warning – 10 minute recess reduction – Red- Parent contacted/office referral

8. (Kindergarten classroom management plan continued) Roles of the Students within Classroom Students in the kindergarten classroom are expected to participate and engage throughout the day as well as offer input, ideas and questions regarding material that is being taught. The classroom will be an open and inviting setting for creativity, exploration and growth for each student in it. The students will have a routine to follow each day supported by a picture schedule that is visual in the classroom. The morning will start with everyone placing backpacks and lunch boxes in cubbies and move into morning announcements, circle time and lessons. Lessons will be structured to have hands on activities at each table and students will be encouraged to engage with one another to work on the tasks in front of them. Teachers Role within the classroom The teacher’s role will be to facilitate and enrich the day of each student, this will include offering a variety of activities, experiences and lessons for the class as a whole as well as one on one lessons as needed.

9. (Kindergarten classroom management plan continued) Implementation Plan The classroom and all materials are meticulously organized for students to quickly locate, each item is located with a picture as well as the word label since students will be working on early literacy skills and reading throughout the year. Children will have multiple opportunities to work in small groups throughout the day; this will encourage team work, creativity and resourcefulness. There are 4 low rectangle tables with six students at each table; these are arranged so that all students can see each part of the classroom at any given time. The teacher will have set times to work one on one with students to assess their comprehension of the lessons being taught and offer more instruction if needed throughout the day. Lessons will be taught with a variety of methods including video lessons, group collaboration, hands on experience and traditional teaching strategies. Students will have a daily take home folder that will have all graded work for the day, the students color location on the color rainbow for the day and any additional communication that needs to go home with the student for the day. Parents will have opportunity throughout the year to communicate either via the daily folder, conferences with the teacher, email or phone calls to continue to be an active participate in their child’s ongoing education. Behavior issues will be handled quickly and strictly by the class rules but also with a calm tone and compassion. “Experts suggest handling situations quietly and calmly” (Schibsted, 2009).

10. (Kindergarten classroom management plan continued) Physical Arrangement of Classroom and Students – The room will be inviting and cheerful for anyone who enters. – The teacher has a small desk used for paperwork purposes only; the desk is located off to the side of the classroom so that there is still an ample view of the entire room if needed. – The classroom has three desktop computers that are located at the back of the room and provide educational applications at various times during the week. Two iPads are assigned to each classroom and those are assigned by the teacher each day for specific tasks like administering assessments or taking reading comprehension tests. – At the front on the classroom there is a white board and a promethium board, these are used to administer lessons, show various examples, videos and pictures. On the floor at the front of the room is also a large area rug that the class sits on to participate in group activities and circle time. – The room has many posters and colorful drawings that are educational and relevant to kindergarten. Every surface is also labeled with a word tag since the students are working on literacy; these will also be used as resources for spelling and reference as needed by the students throughout the year. – The front left corner of the room has a quiet area for reading, this area has large pillows, beans bags and chairs for students to relax and read. – Students are encouraged to move as needed to be comfortable, if they need to stand at their desk, sit on a large ball, lie on the floor or sit on a pillow the teacher encourages these movements and these adaptations are available within the classroom.

11. (Kindergarten classroom management plan continued) ISTE (International Society for Technology in Education) Standards for Teachers – Facilitate and inspire student learning and creativity – The kindergarten classroom will be a positive, creative and warm learning environment for all students. The classroom will encourage self- esteem, trying new things, collaboration with peers, properly use our manners and engage in appropriate behavior. These are all skills that students will continue to use throughout the rest of their school career and everyday life. – Design and develop digital age learning experiences and assessments- Within the classroom we will use computers and tablets to administer assessments and also work on reading skills. These opportunities will lay the foundation for students to continue to use technology as they advance in the education system.

12. Different School Models Today teachers are implementing and applying strategies that are both tried and true and also new to the field of education. “Ensuring the success of students requires teachers to consider a variety of factors that affect student learning” (Newman, 2013). As professionals in the field, teachers have to collaborate, educate and facilitate with other teachers, parents and students to help develop a well rounded education for all involved. From each of the visits with the schools in my area I learned that their struggles are not hugely different. While I went into the private school with a preconceived notion that they would have more parental involvement and possibly a richer learning environment I was surprised at how similar the two actually where. Both schools struggle with engaging and retaining parent involvement, which leads to more pressure on the teachers to succeed within the classroom Throughout the process of observing and interviewing in both of these schools I came to the realization that in any educational facility whether it is public or private a lot of the same struggles still exist. “Educators are bombarded with new content, pedagogies and strategies on a regular basis” (Brusic, 2014). A common struggle with both of these schools is how to best teach what is needed to advance but also give students a clear understanding of the material in a short amount of time. I feel that I have also been battling these concerns and there is not a perfect solution, as a teacher we need to adapt to what works for that class at that time and be willing to change when needed as often as needed.

13. (Different School models continued) What areas of new knowledge to you plan to explore? Both teachers that I spoke with feel that there is a gap between what should be learned and what needs to be learned. At the high school they feel that technology is a way to throw money at an already established problem. The problem being that the students don’t understand the basic concepts that should have been taught in much younger grades, without these concepts they are not able to continue building a strong knowledge base, the teachers are seeing gaps with the student’s proficiency to master a skill. At the elementary school the teachers are seeing the beginning stages of this problem, a few years ago the students went to the computer lab once or twice a week for lessons, now the teacher has multiple iPads and computers in the classroom and the students are constantly using them throughout the day. When technology is clearly and effectively integrated into the classroom we will be able to continue to teach lessons and use the technology to support the lesson not lead it. How would you address some of the issues in your classroom? In my visits with the schools I realized that technology is everywhere now, the issue of technology hindering education is not what should be addressed. It is now an issue of how to effectively incorporate technology to enhance our teaching style and strategies throughout the day. The best use of technology in my classroom is to administer short assessments as well as supplement the hands on activities and lessons as they are taught. I understand that my students, as kindergartners, will never know what it is like to not have a computer or ipad readily available to them but I can teach them how to use the devices and how to use their brains. “One of the curriculum goals of e-learning in school education is to develop learners for 21 st century skills through their daily learning activities” (Siu Cheung, 2014).

14. (Different School models continued) How would you prioritize the work in these classrooms if you were the teacher? I agree with Sir Ken Robinson when he said “Education is meant to take us into the future” (2006). We need to look at what we have to accomplish in the classroom but also realize how in moves us into the future and down our educational path. Creativity needs to be nurtured in this technological society and that is where I place a large focus in the classroom. Any lessons that are being taught should have an element of freedom to be creative, with creativity in all of our lessons we are seeing a wide range of ideas and opinions, more thinking outside of the box. What role could technology play in assisting with the work? Technology will always be in the classroom, we administer our lessons on smart boards and show more videos that every before because we can access them so quickly and easily. Within the classroom these are tools to support the lesson being given by the teacher, students will learn to use them as a tool also. Reflect on the ISTE Standards for Teachers you reviewed last week and share any insights related to your research. The standards that we follow are meant to enhance learning experiences for our students, one of the standards it to “facilitate and inspire student learning and creativity” (ISTE, 2014) and I feel that this is possibly the most important. We are the experts in the classroom and offer a huge knowledge base to our students through our own education and experiences. We need to continue to engage our students in real life scenarios in the classroom, when they are too comfortable with technology they seem to begin to withdrawal from the social component of the class. As a teacher I always want to have the engagement of my students so I can facilitate personal and social development, which technology is not able to do.

15. School ASchool B Differences/Similarities identified between schools. Points to consider Type of schoolPrivatePublic Public and private, both currently adhere to the state standards for curriculum and testing Total Population/ Demographics Total: 364 African American: 23 Hispanic: 42 White: 280 American Indian: 1 Other: 18 Economically Disadvantaged: 195 At –Risk: 80 Total: 1205 African American: 135 Hispanic: 64 White: 871 American Indian: 109 Other: 26 Economically Disadvantaged: 649 At –Risk: 375 Overall the breakdown of the ethnical background between the schools looks very similar as well as the socioeconomic background. Both have more than half of the population as economically disadvantaged Student to teacher ratio 16 to 112 to 1 The elementary class has 16 children that attend with the same teacher each day. In the high school class the ratio is smaller since classes vary by what each student it enrolled in. Key Issues facing Lack of parental support, too much content to master, different abilities of students within the classroom Having each student achieve their potential, different abilities within the school Both schools struggle with helping each child reach their full potential while still completing the required curriculum. Role of Technology iPads and computers for reading comprehension tests, interactive videos for math lessons Projectors and iPads for presentations and videos, Computers on wheels (COWs) to lend to classrooms when needed for various projects or research The elementary using computers as a supporting aide while the high schools day largely focuses around using technology for everything.

16. 21 st Century Skills Work as a team, use technology effectively, be creative Gather and apply information quickly, be resourceful, interactions with others Both schools value technology in the classroom, the high school is also trying to instill personal values to prepare for the work force. Grade Level2 nd grade9 th -12 th grade Elementary and High School Role of studentparticipantActive participant, leader The elementary gives more guidance and encouragement to learn, the high school expects that these skills should already be in place and the student should be facilitating their own learning. Role of teacherGuide, instructorGuide, coach, facilitator Both believe that the teacher is a guide; the elementary is also an instructor while the high school is also there to facilitate and build on the student’s current knowledge base. Description of teaching Hands on, active, busyLaid back, more conversational with teaching style The elementary class has a very hands on teacher with activities planned out. The high school is more of a discussion forum in the classroom, more laid back and less rigid with the lesson.

17. Effective Lesson Planning and Design What are the most important elements of effective lesson design? – Research- gather information from multiple outlets including the internet, social media, coworkers, ect. – As lots of questions to gather as much information as possible, read everything that you can for different ideas (Newman, 2013)

18. (Effective Lesson Planning and Design continued) Why are good learning objectives critical to planning effective instruction? Clear and concise learning objectives will build a foundations for a strong lesson These objectives will also lead to developing conceptual understanding of the topic (Newman, 2013) Learning objectives should be measureable so we can easily tell when a concept has been mastered

19. (Effective Lesson Planning and Design continued) Provide an example of a good learning objective aligned with the Common Core State Standards. What makes this a “good” learning objective? Objective: What the student is intended to learn from the lesson. Clear learning objectives help develop conceptual understanding for cognition (Newman, 2013) Example Objective: Kindergarten The Student will trace all letters of the alphabet. This Objective is clear, concise and measureable in line with the CCSS

20. (Effective Lesson Planning and Design continued) Common Pitfalls: The learning objective is unclear Assessments do not match the learning objective Teacher does not know how to start the lesson Students are passive recipients of knowledge (Jones, 2011) Breadth of material vs. depth of material Lessons where students are engaged but not necessarily learning (Newman, 2013) How to avoid these: Creating and addressing learning objectives before instruction begins Creating concise, clear and complete objectives By beginning with the end in mind, teachers are able to develop assessments that reflect what they teach and define the expectations of the lesson Collaboration between teachers with recommendations, ideas and feedback on lesson planning What are some common pitfalls in planning effective lessons? How can we avoid these pitfalls?

21. (Effective Lesson Planning and Design continued) What does backwards design mean? “Backwards planning calls for educators to begin with a nominal list of essential questions all students must answer by the end of the lesson. With this clear end in mind, teachers then design the assessments of those understandings, followed by carefully crafted lessons to achieve this set of objectives.” (Jones, 2009)

22. (Effective Lesson Planning and Design continued) How does the Common Core State Standards Initiative play a role in designing effective instruction? “With students, parents and teachers all on the same page and working together toward shared goals, we can ensure that students make progress each year and graduate from high school prepared to succeed in college, career and life” (CCSSI, 2014) By adhering to Common Core standards we are already set up to focus on core concepts and procedures. This in turn helps us have concise and clear objectives in out lesson planning. “These standards can fully reflect the great variety of abilities, needs, learning rates and achievement levels of students in the classroom” (CCSSI, 2014)

23. (Effective Lesson Planning and Design continued) Traditional Model Select standard or topic to cover Begin with INPUTS- developing learning experiences and activities for students to engage in. TEACH Give an assessment Determine results and give feedback Choose new topic to cover (Newman, 2013) Backwards Design Select standard or topic to cover Begin with OUTPUTS- develop an assessment to determine student success for the outcome Develop learning experiences and activities for students to engage in TEACH Assess results using the above created assessment Give feedback Reteach or choose a new topic (Newman, 2013) Compare and Contrast Backwards design and the Traditional Model

24. (Effective Lesson Planning and Design continued) Backwards Design Activity Alignment with Common Core State Standards: CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.K.1 CCSS.ELA-Literacy.RF.K.1.a Follow words from left to right, top to bottom, and page by page. CCSS.ELA-Literacy.RF.K.1.a CCSS.ELA-Literacy.RF.K.1.b Recognize that spoken words are represented in written language by specific sequences of letters. CCSS.ELA-Literacy.RF.K.1.b CCSS.ELA-Literacy.RF.K.1.c Understand that words are separated by spaces in print. CCSS.ELA-Literacy.RF.K.1.c CCSS.ELA-Literacy.RF.K.1.d Recognize and name all upper- and lowercase letters of the alphabet. CCSS.ELA-Literacy.RF.K.1.d

25. Stage 1: Identify Desired Results Established Goals Students will be able to recognize and name all upper and lower letters of the alphabet Enduring Students will understand that… Each letter had both an upper and lower case counterpart with the same sound for each. Essential Questions How do letters come together to form words? How do we read these letters and words on a page? Students will be able to… Identify and write each letter of the alphabet Identify each corresponding sounds that goes with each letter Stage 2: Determine Evidence for Assessing Learning Performance Tasks: Weekly assessments on target letters of the alphabet for both letter recognition and sound Monthly assessments on overall letter comprehension Letters will be recognized by the student by labeling the sound and name of the letter Other Evidence: One on One activities with students will also provide input on how the student is understanding the basic features of print (letter recognition, sounds, written language) Songs will be used to teach the sounds and motion needed to write each letter, students will be able to recite these and apply them in demonstration Stage 3: Build Learning Plan Learning Activities: Songs will be used to teach the sounds for each letter. Hands on activities will be used to teach the necessary fine motor skills needed to make each letter The smart board will be used to incorporate letter videos and examples

26. Assessment Matters Education has always incorporated assessments into our progress with material, even as the earliest of learners we have had assessments providing feedback to our parents, caregivers and teachers. “Assessments are used to make a range of decisions, all of which directly or indirectly affect students” (Newman, 2013). Assessments are a useful tool for teachers as well as students and should be treated as a tool, we can build up students with the knowledge that we learn from assessments. Where we are having trouble in the education system is that our assessments are now driving our curriculum and pushing teachers to make changes to adapt to the test to have their students succeed.

27. (Assessment Matters continued) “High stakes testing regimes were producing a host of unintended negative consequences, including the narrowing and rationing of curricula, emphasis on rote memorization rather than higher-order skills, misuse and misreporting of data, cheating scandals and more” (Gallagher, 2009, p. 82-83). Schools need to have solid assessment system in place but it should not be the only deciding factor of if a student or teacher is failing, if a school is failing or a particular curriculum is not working, again assessment and evaluation should be used as tools in a bigger picture of data gathered. Formative assessment should be critical in each lesson and teachers should pay attention to the information they are getting from the class and also give the feedback to their students quickly. Also if a summative assessment proves that the students are not grasping the material as they should you can switch the “summative assessment into a formative assessment” (Wormelli, 2010) and reteach the principles that are missing or not being grasped. Everyone can agree that we have taken the data that we are given from summative assessments and changed teaching in the classroom, this in turn has lead to more “teaching to the test” in order to have students be successful. Dr. Brian Stecher (2011) says that we need to be accountable in schools but unfortunately the criteria that we are using to determine if we are successful or failing is not enough. So far there is no “one size fits all” curriculum or teaching style that is going to meet everyone’s standards and expectations. Overall we need to be able to pull different styles, ideas, teaching strategies, assessments and tests to give a student the overall best education possible.

28. (Assessment Matters continued) “Formative assessment is defined as assessment that takes place during the learning process to modify teaching and learning” (Emanuel, 2013, p. 14). By using this definition the more formative assessment data we have on a daily basis with our students the more our lessons can be tweaked as the days and weeks progress with the hopes that once to the end of the lesson or unit no major gaps are noticed. By using these assessments regularly students will be able to get clarity and understanding before moving on to the next task, therefore they will have a solid foundation to continue to build upon. Summative assessments will hopefully be easy since you have been giving steady and helpful feedback throughout the entire lesson and these assessments should show that the majority of students have a solid grasp of the material presented. Both of these assessments are necessary to give students the solid foundational skills to continue to build upon and further their education and learning experiences. While summative assessments dominate most students focus because of their natural consequence of a passing or failing grade, I think formative assessments have more power than we give them. As teachers, if we provide students with timely and informative tasks that are intended to facilitate student learning and more critical thinking we will see more success on summative assessments. While each form of assessment is needed to succeed in the educational system, the focus should be more equal between the two types of assessment. The feedback from formative assessments can help teachers save time, by having daily data on what students do not understand a teacher can address the hurdle at that time versus at the end of the unit after a summative assessment.

29. (Assessment Matters continued) “With students, parents and teachers all on the same page and working together toward shared goals, we can ensure that students make progress each year and graduate from high school prepared to succeed in college, career and life” (CCSSI, 2014) The activity that was selected in Week 4 was targeted for kindergarten students to recognize and name all upper and lower letters of the alphabet. Formative assessments would be administered daily in the form of hands on activities like writing the letter of the week a certain amount of times on the allotted paper. When at teacher table students would be able to show their understanding of each letter by labeling them one at a time when presented. To form a summative assessment the tasks and learning activities were reviewed that were used throughout the lesson were reviewed. Once the unit ends each student will be presented with a few short summative assessments that will target each area of the unit. One assessment will have the students match up the upper case letter with the corresponding lower case letter. In order to assess a student’s knowledge of letter recognition and sounds further a verbal assessment will be administered at teacher table. This will allow the student to give the sound for each letter as well as the name of each letter. As a teacher, each letter mastered will be checked off the list and any that are not completely mastered will continue to be reviewed and checked off once mastered in a subsequent assessment. Assessments can give teachers viable and pertinent feedback so they can tweak or alter a lesson or unit to give their students the best learning environment possible. We know that the information gathered from assessments has a huge impact on student outcomes and how they can be significantly improved with implementation of feedback. By integrating assessments into a teachers and students daily routine higher quality feedback is gathered and is more likely to be implemented routinely into the student’s lessons and overall education.

30. Personal Interview Skills: Strong written and verbal communicator Positive and encouraging Self-motivated Fast Learner Reliable Exceptional organization Effective time management Superior attention to detail Professinal Summary: Highly innovative, motivated and resourceful education professional that quickly identifies and resolves challenging situations. Personable and talented, always up-to-date on new learning technologies, strategies and trends in the education community. Background: Over 10 years of experience faciliating developmental intervention by providing assessments, treatment and intervention consultation services for infants and toddlers with developmental delays and disabilities. Collaborate with team members by mentoring and advising through experiences and observations. Personal Interview link:

31. Contact Information I appreciate your time and consideration for the kindergarten teaching position. I admire your administrative leadership, current teaching staff and overall campus commitment to education. I look forward to being a part of your team in the future. Keri Morris 1129 Bat Masterson Drive Anna, TX 75409 (972) 832-8324 Keri.kyle@sbcglobal.net

32. References Brusic, S. (2014). The ABCs of 21 st century skills. Children’s Technology & Engineering, 18(4), 6-10. Capizzi, A. (2009). Start the year off right: Designing and evaluating a supportive classroom management plan. Focus on Exceptional Children, 42(3), 1-12. Common Core State Standards Initiative. (2014) Read the Standards. Retrieved from http://www.corestandards.org/read-the-standards/ Emanuel, D.C (2014). Development of a Formative and Summative Assessment System for AuD Education, American Journal of Audiology, 22(1), 14-25. doi:10.1044/1059- 0889(2012/12-0037) Gallagher, C.W. (2009). Kairos and Informative Assessment: Rethinking the Formative/Summative Distinction in Nebraska. Theory Into Practice, 48(1), 81-88. doi:10.1080/00405840802577676 International Society for Technology in Education. ISTE Standards Teachers. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards- T_PDF.pdf Jones, K.A. (2009). An Integration of “Backwards Planning” Unit Design with the “Two-Step” Lesson Planning Framework, Education 130(2), 357-360. Jones, K. (2011). Six Common Lesson Planning Pitfalls- Recommendations for Novice Educators. Education, 131(4), 845.

33. (References continued) Karakus, M. (2012). The Effects of Parental Involvement, Trust in Parents, Trust in Students and Pupil Control Ideology on Conflict Management Strategies of Early Childhood Teachers. Educational Sciences, Theory & Practice, Autumn (2977-2985). Retrieved from http://www.edam.com.tr/estphttp://www.edam.com.tr/estp Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San Diego, CA: Bridgepoint Education. Schibsted, E. (2014). How to develop positive classroom management. Edutopia. Retrieved from http://www.edutopia.org/classroom-management- relationships-strategies-tips Siu Cheung, K. (2014) E-learning in School Education in the Coming 10 years for Developing 21 st Century skills: Critical Research Issues and Policy Implications. Journal of Educational Technology & Society, 17(1), 70-78. Stenhousepublishers. (2010, November 30). Rick Wormeli: Formative and summative assessment [Video file]. Retrieved from http://www.youtube.com/watch?v=rJxFXjfB_B4 TED. (2006, June). Ken Robinson says schools kill creativity[Video file]. Retrieved from http://www.ted.com/talks/ken_robinson_says_schools_kill_ creativity.html TEDxTalks. (2011, August 14). TEDxSoCal – Dr. Brian Stecher – Cultivating thriving schools [Video file]. Retrieved from http://www.youtube.com/watch?v=HmYdW871pL4