1. Katie Swan Candidate Teaching Summit Presentation Spring 2013 Email Website “Twenty years from now you will be more disappointed by the things that you didn't do than by the ones you did do. So throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover.” Mark Twain 1

2. INTRODUCTION: 2

3. Katie Swan 3

4. Located in Canton, GA. Principal: Dr. Nicole Holmes Middle class subdivision and rural homes Parent involvement is high. 4

5. Demographics There are about 1,300 students at Liberty Elementary. 5

6. Class Breakdown Composed of 26 students Diversity: – 12 boys – 14 girls 1 African American, 1 Hispanic, 3 multi- cultural, 21 Caucasian students 4 tested gifted 5 with RTI’s 2 in speech therapy 1 ELL 6

7. Daily Schedule 7 TimePeriodSubject# of StudentsComments 7:25-8:15HomeroomMorning Work26 8:15-9:001Math26 9:00-9:55 Specials / planning 9:55-10:20 Recess and snack26 10:30-11:302Reading26Students switch classes based on learning ability 11:30-11:50 Read-A-Loud 11:50-12:20 Lunch 12:30-1:00 Pack-up / Calendar26 1:00-1:303Science / Social Studies 26 1:30-2:004Writing26

8. THOUGHTS… FEELINGS… WEAKNESSES… STRENGTHS… AS I BEGAN CANDIDATE TEACHING 8 My strengths include an excitement for teaching as well as the relationships I am able to form with my students. Excited to finally implement the strategies we have been learning about and see the outcome ! Nervous about meeting the needs of all of my students and meeting the expectations of my collaborating teacher. My weakness are my classroom management and time management skills.

9. CANDIDATE PROFICIENCY EVIDENCE: 9

10. DOMAIN I: PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT PSOE 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 I use knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content? 10

11. Planning for Instruction Kindergarten Curriculum Map Check standards and related content Review pre-assessment data Plan for student interests, differences and learning styles 11

12. Lesson Plans 12 Lesson 1: Ten Flashing Fireflies Lesson 2: Can the Wind Blow it? Lesson 3: Intro to Insects

13. Pre-assessments 13

14. Differentiation Ten Flashing Fireflies - Subtraction: – Higher level thinking Bloom’s questions – Learner differences Wind: – Different learning environments – Collaborative, mixed ability groupings – Higher level Bloom’s questions – Leveled Recording Sheets Higher Level Learner – words only Low Level Learners – pictures to help non-readersT – Post Assessment: Low level learners worked at table with me to complete post assessment via discussion and illustrations. High level learners worked independently and were asked to record findings in their journals. 14

15. Differentiation Cont. Insects: – Used website that had a reading component for non-readers (www.pebblego.com) – Collaborative pairs – Differentiated applied practice – Post assessment Lower level learners - oral assessment. Higher level learners - oral assessment and labeling 15

16. DOMAIN II: PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT PSOE Proficiency 2.0: The teacher candidate utilizes a variety of strategies to differentiate instruction and assessment. Reflective Analysis: How did I utilize a variety of strategies to differentiate instruction and assessment? 16

17. Student Learning Styles Using Technology 17 Videos Educational Games Interactive Flipcharts Interactive PowerPoints

18. Bloom’s Questioning 18 How would you explain…some of the items moving in the wind, and others that did not? What can you say…about the book? How would you apply what you learned… in order to build something that won’t blow away in the wind? How would you categorize… the items in the bag? What would happen if it was a really windy day today and we took these items outside to test them? Do you think the results would change or stay the same? Explain your answer. How many teeth do we have as children? And as adults? Can you explain why a tooth needs a root? What are the consequences on having unhealthy teeth? Besides eating, what are some other reasons our teeth are so important? (they help us talk and say certain words, they frame our face) Can you distinguish between the different types of teeth we have in our mouth? How are they alike? How are they different? What about their shape? How does their shape benefit the job they do in our mouth?

19. Collaborative and Interactive Activities 19

20. Flexible Grouping and Scaffolding 20

21. Leveled Activities 21

22. Leveled Applied Practice Activity for Insects Lesson 22

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24. Classroom Management Responsive Classroom Building Community within classroom Morning Meetings 24

25. 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 I use systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction? 25

26. Assessment Data Formative Assessments – Observational Checklist – Bloom’s questioning – Thumbs up, Thumbs Down Summative Assessments – Student Products – Rubrics 26

27. Analysis 27 Analysis: Parts of a Tooth Analysis: Can the Wind Blow it? Analysis: Insects

28. Pre-Assessment Data 28

29. Ongoing Assessment 29

30. 30 Pre vs. Post-assessment results

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32. Adjustment to learning tasks Based on formative and summative assessment data: Mini Lesson: Discussion of insect body parts again along with reviewing butterfly poster Mini Lesson Activities: Discussed other bugs and why they are not considered insect because they are missing 3 body parts and 6 legs Mini Lesson Assessment: Thumbs up/thumbs down 32

33. 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 I display a professional commitment to the teaching philosophy of differentiated instruction to support student’ diverse learning needs and to maximize learning? How has my teaching philosophy changed during Candidate Teaching? 33

34. Teaching Philosophy Then and Now: Then…Then Plus This = Now… -One size does not fit all. -Constructivist Philosophy -Differentiation is key -Teachers role is to facilitate learning through scaffolding -Students need clear directions and clear expectations. -If you raise the bar, students will rise to the challenge. -Children learn more by doing than watching. -Classroom management is much easier when students are engaged and excited about learning. -Building a community within the classroom is so important and will help cut down on behavior issues. -You have to let children talk. 34

35. Professional Development 35 Professional Associations In-Services and Training Parent/Teacher Conferences Other School Events PAGE Kappa Delta Pi International Honor Society Alpha Chi Honor Society Administrative Faculty Meetings Leadership Meetings with Administration PARC Assessment Introduction and Demonstration Centers 9 parent/teacher conferences 5 grade level meetings STEM night Tested incoming students during Kindergarten Registration for 2013-2014 school year Q & U Wedding

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37. Professional Organizations Member of PAGE Member of Kappa Delta Pi Member of Alpha Chi Honor Society Who’s Who Among Students in American Colleges and Universities 37

38. CONCLUSION: 38

39. Next Steps 39 Continue Education Reading Endorsement Gifted Endorsement Teaching Certificate Full-time employment in a public or private school Substitute teaching Virtual School Tutoring Keep Learning! Stay up to date through professional organizations and newsletters. READ! Get a job!!!

40. 40 Thank you!