1. http://studentweb2.reinhardt.edu/psoe/parrott71522/ parrott71522@students.reinhardt.edu “The first step in the acquisition of wisdom is silence, the second listening, the third memory, the fourth practice, the fifth teaching others.” -Solomon Ibn Gabriol Candidate Teaching Summit Presentation

2. Part I. Introduction: Description Of Self And Placement

3. Nicole F. Parrott Middle Grades Education Vickery Creek Middle School Sixth Grade Mrs. Emily Harrison Language Arts

4. Vickery Creek Middle School 1,059 Students 6240 Post Road, Cumming, Georgia 30040 West Cumming is a small community compared to its surrounding counties. Vickery Creek Middle School is home to the Vickery Vipers. The students all come from upper to middle class families. Cumming is slowly becoming a more diverse community.

5. Sixth Grade Language Arts with Mrs. Harrison 30 students per class Five classes a day The classes are not very diverse in culture, but they are very diverse in intelligences. Weekly Schedule

6. Thoughts and Feelings Placement-fear Nervous Worried Overwhelmed Ready-strength Lesson plans in head didn’t work in the classroom-weakness

7. Part II. Candidate Proficiency Evidence: Documentation of Competency

8. Domain I: 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?

9. Artifacts __R_ At least three lesson plans or a unit plan Business Letter Lesson Plan Propaganda Lesson Plan Medusa’s Head Lesson Plan (Reading) Medusa’s Head Lesson Plan Poetry Lesson Plan

10. Other Artifacts Pre-assessment Activity 1 Pre-assessment Activity 2

11. Domain II: 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?

12. Artifacts __R__ Various Assessment Activities Assessment Type 1 Assessment Type 2 Assessment Type 3 Instructional Strategies During my Medusa’s Head Lesson I also used a c.d. to read the story to the auditory-learner students and my linguistic learners were able to read along with the c.d..

13. Domain III: Impaction 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?

14. Artifacts __R__ An example of one lesson, reflection, or use of assessment results to adjust instruction __R__ Completed Assessment Tools (Anecdotal Records, Rubrics, Checklists, Observation Reports, Analyses of Student Learning, etc.) Lesson Pre-Assessment On-Going Assessment Mention Walk Around On-Going Assessment Post-Assessment Completed Observation Report My Lesson Analysis

15. Domain IV: 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 students’ diverse learning needs and to maximize learning? How has your teaching philosophy changed during Candidate Teaching?

16. Artifacts __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 TLC Activities (Professional Development) TLC Activities Depth of Knowledge Levels Beginning Teaching Philosophy 2008 Ending Teaching Philosophy 2011

17. Professional Organization Membership I have been a member of GAE and NEA for the past three years. I will continue being a member for thirty years plus.

18. Part III. Conclusion Candidate Teaching Experience

19. Continuing Plan as an Pro. Educator In the future not only do I plan to get a master’s degree, but I also have been thinking about getting certified in Math and Reading. I believe that opening the door to a broader educational experience will not only help me to find a job, but also to put some variety in my teaching experiences. I would also really like to help teach adults to read that have some how missed out on that learning. My future challenges as a teacher will probably be allowing myself to become emotionally attached to my students. During my candidate teaching I went home crying a few times, and I have learned from my collaborating teacher that I need to be more assertive and stop letting my classes get the upper hand.