1. Candidate Teaching Summit Presentation Katie Outz outz68850@students.reinhardt.edu "Shoot for the moon. Even if you miss, you'll land among the stars." Les Brown

2. Katie Outz Early Childhood Education Candidate teaching at Roswell North Elementary Placed in 1 st grade Collaborating teacher: Mrs. Katherine White Taught all subjects including math, social studies, reading, language arts, and science.

3. Roswell North Elementary Located in Fulton County Approximately 809 students in grades Pre-K through 5 th Composed of middle and lower class students with outliers on either ends of the spectrum. Principal is Kindra Smith Assistant Principals are Lisa Garosi and Martha Patorgis.

4. Roswell North Elementary Principal Kindra Smith

5. My 1 st Grade Class Class Size: 23 Diversity: - 12 girls - 11 boys 15 Caucasian 3 African American 2 Hispanic (ESOL) 3 EIP 1 in Speech 9 Advanced Students

6. Schedule 7: 15am- 7:45am: Students arrive 7:45am-8am: Announcements 8am- 8:15am- Go over morning work and get ready to begin Math. 8:15am-9:05am: Math 9:10am-9:55am: Specials (PE, Art, Music) 10am-10:15am- Snack 10:20am- 11:15am- Centers and Reading Groups 11:15am-12:05pm: Language Arts 12:10pm-12:42pm:Lunch 12:50pm- 1:05pm: Bathroom break and silent journal time 1:10pm- 1:40pm: Science/ Social Studies 1:40pm-1:50pm: Pack up 1:50pm- 2:15pm: Recess 2:25pm- Afternoon announcements

7. Thoughts and Feelings, Fears, Strengths and Weaknesses as you began Candidate Teaching. I was eager yet nervous about beginning student teaching. I feared taking over the whole class, and I was afraid I was not going to get along with my collaborating teacher. I was excited and looking forward to working at Roswell North and gaining more experience in teaching. I was eager yet nervous about beginning student teaching. I feared taking over the whole class, and I was afraid I was not going to get along with my collaborating teacher. I was excited and looking forward to working at Roswell North and gaining more experience in teaching.

8. DOMAIN I: PLANNING FOR DIFFERENTIATED INSTRUCTION & 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. The Planning Process Each week, Mrs. White and I discussed the important topics in each subject. She allowed me to work on lesson plans independently and sufficiently, while also helping and guiding me throughout the semester. She always was more then willing to let me to use any of her resources and materials that I needed. Mrs. White also gave me the opportunity to be creative with the activities that I was planning. In addition to Mrs. White’s help, the other first grade teachers let me run ideas by them and gave me their feedback.

10. My Lesson Plans Telling Time Compound Words Homophones

11. DOMAIN II: PROVIDING DIFFERENTIATED INSTRUCTION & 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. Pre-Assessment: Telling Time to the hour and the half hour Students were given a written test to the hour and half hour. In addition, I had students brainstorm by asking them some questions: “Which hand is the minute hand? How do you know?” “Which is the hour hand? How do you know?” Pre-Assessment: Telling Time to the hour and the half hour Students were given a written test to the hour and half hour. In addition, I had students brainstorm by asking them some questions: “Which hand is the minute hand? How do you know?” “Which is the hour hand? How do you know?” Various Assessment Activities

13. Scavenger Hunt On-going assessment: Students had to go around the room with a partner to look for two individual words that went together. One set of index cards were yellow and the other ones were green. The words written on the yellow index cards were the ones that the students wrote down first and the words on the green index cards were the second word. For example: “base” was written on a yellow index card and the “ball” was written on a green index card. Scavenger Hunt On-going assessment: Students had to go around the room with a partner to look for two individual words that went together. One set of index cards were yellow and the other ones were green. The words written on the yellow index cards were the ones that the students wrote down first and the words on the green index cards were the second word. For example: “base” was written on a yellow index card and the “ball” was written on a green index card. Various Assessment Activities Continued…

14. Post-Assessment: Making a flip book Students made flip books using four sets of homophones. Advanced students had to come up with their own homophones and sentences for their flip books. On-level and lower students were given the homophones and just had to write sentences for each one. Post-Assessment: Making a flip book Students made flip books using four sets of homophones. Advanced students had to come up with their own homophones and sentences for their flip books. On-level and lower students were given the homophones and just had to write sentences for each one. Various Assessments Continued…

15. My Class

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

17. Adjusted Assessments Advanced On-level/ Lower level The advanced students had to come up with their own homophones and sentences. For the on-level/ lower level students, I gave them their homophones and they came up with their own sentences. Student Analysis- Homophones

18. Assessment Tools- Homophone Lesson

19. Scavenger Hunt for Compound Word Lesson

20. Assessment Tools for Compound Word Lesson: Being able to combine two words together to make a compound word. Assessment Tools for Compound Word Lesson: Being able to combine two words together to make a compound word.

21. 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: I displayed a professional commitment by planning and implementing lessons that were composed of Garner’s Multiple Intelligences. By using these in every lesson, I supported the needs of every students’ diverse learning. My main goal was that I optimized effective learning and that all of my students were successful.

22. Professional Development Activities Faculty Meetings ICT Meetings SST Meetings Grade Level Meetings Parent Conferences

23. Professional Organization Memberships PAGE: Professional Association of Georgia Educators The Georgia Council of Teachers of Mathematics

24. My Teaching Philosophy Before Student TeachingAfter Student Teaching I was not focused on what my philosophy really was because I was too worried about the length. A philosophy is not all about length, it’s about how you can plan and implement differentiation in the classroom to meet the needs of all students. My philosophy did not flow and I did not stay on topic. It is important to have a structured, but nurturing classroom environment so that students of all levels can succeed to their highest potential and goals can be achieved. I was too worried about putting everything that I had every learned in my paper rather than what actually worked. Differentiation is more then just teaching by the standards.

25. In Conclusion… I am planning on getting my Master’s in Education. Staying up to date with any changes in education. Future Challenges as a Teacher – You are the main and only teacher (in most instances). Advice to Future Candidate Teachers: – Keep an open mind – Have flexibility – Have fun!