1. My Interview Presentation Melissa Schimanski EDU650 Instructor Dale Kimball 06/22/2015

2. Preview ▪ Introduction and explanation of position applying for ▪ Philosophy of Education ▪ Classroom Management Plan ▪ Differences in School Models ▪ Effective Lesson Planning and Design ▪ Assessments- Why they matter ▪ Professional Learning Communities (PLC)

3. Introduction Melissa Schimanski, age 28 From Michigan Oldest of 4, have 2 dogs, unmarried, no kids Associate’s- Business Administration (2009) Bachelor’s- Early Childhood Education Administration (2015) Master’s- Education- Early Childhood Education (Expected 09/2016) Current position- Lead 3 year old Preschool teacher for Avondale Public School District Enjoy reading, listening to music, gardening, and cooking

4. Position Description ▪ Lead preschool teacher ▪ Love of children and education ▪ Bachelor’s degree in ECE preferred ▪ Be a leader and innovator ▪ Continue education along with obtain required training

5. Philosophy of Education  Myself, children, and families will expect me to come in everyday with a smile on my face, prepared, ready to teach and answer questions. We should all expect me to continue learning.  I value education because it is something that cannot be taken from you.  Differentiated teaching and scaffolding are a must, especially at the preschool level; no two children learn the same.

6. Classroom Management Plan ▪ The plan, and goal, in my classroom is to provide an environment that is warm and welcoming. ▪ I offer a supportive climate where both the “children and adults have control” (HighScope Educational Research Foundation, 2011, p10). ▪ Students are given an opportunity to come up with a consequence or a choice, but if they cannot or repeatedly break rules, teachers give the child choices to help support better outcomes in behavior and attitude. ▪ We use the six steps, as shown in the picture, to help with conflict resolution. ▪ My classroom is arranged in sections with labels for areas and toys. This help with the students becoming responsible and organized.

7. School Models Traditional Classroom ▪ students’ desks, teacher’s desk, white board and the rest of the “normal” elements of a classroom (Newman, 2013, 1.2) ▪ Children sit and listen to teacher instruction ▪ Standardized testing ▪ Formative and summative assessments My Classroom ▪ Bright and airy ▪ Displays children’s art work ▪ Areas arranged so teachers can see students at all times and gives children enough room to spread out and play ▪ Table arranged for children to sit family style ▪ Teachers and students eat together ▪ Child-directed ▪ Formative assessments

8. Effective Lesson Planning “An effective lesson plan gets students thinking and allows them to interact and ask question, tap into their background knowledge, and build new skills” (Ullman, 2011, para 1) An example of a good objective is: “Students will be able to describe and compare measurable attributes of a single object, such as length and weight” (CCSS.Math.Content.K.MD.A.1) (http://www.corestandards.org/) Activities need to hold the attention of the students, yet be carefully planned in order to meet specific goals, such as those outlined in the Common Core State Standards. Starts with a goal or list of questions, plan how to assess how we measure achievement of goals, then plan the lesson based around goals and questions (Jones, Vermette, & Jones, 2009) Students’ role is to ask questions, be involved, be responsible, and understand what is expected of them and the lesson. If they do not understand, it is their responsibility to seek help and ask peers and teachers for more guidance.

9. Assessment Types Formative Assessment ▪ Informal ▪ “inform future practices” (Newman, 2013, 11.3) ▪ Quizzes, anecdotal notes, journals, homework, assignments ▪ Utilizes student involvement and feedback Summative Assessment ▪ Formal ▪ Determines “overall achievement levels” (Newman, 2013, 11.3) ▪ Exams, finals, report cards, term papers, final projects, performances, standardized testing ▪ Gives students a grade or rating after a predetermined time length

10. Professional Learning Communities (PLC) Learning Communities- place where individuals expand their abilities to create their desired results, where they nurture new models of thinking, where goals are set free, and where they learn how to learn together (Newman, 2013, 13.3)

11. References Common Core State Standards retrieved from http://www.corestandards.org/ HighScope Educational Research Foundation. (2011). Adult-Child interaction. Ypsilanti, MI: HighScope Educational Research Foundation. Jones, K. A., Vermetter, P. J., & Jones, J. L. (2009). An intergration of “backward planning” unit design with the “two step” lesson planning framework. Education, 130(2), p357-360. Retrieved on June 7, 2015 from EBSCOhost. Newman, R. (2013) Teaching and Learning in the 21st century: Connecting the dots. San Diego, CA: Bridgepoint Education, Inc. Ullman, E. (2011). How to plan effective lessons. Education Update, 53(10). Retreived on June 7, 2015 from http://ascd.org/publications/newsletters/education- update/oct11/vol53/num10/How-To-Plan-Effective-Lessons.aspx