Lead Teacher Postion Interview Presentation Ebony King EDU650 Teaching Learning and Leading in the 21st Century Professor Eileen Dial May 5, 2014

Education philosophy Each students deserves a quality education; no matter what school they attend or their capacity to learn. The purpose of effective classroom management is not to only control student behavior but to facilitate learning (Ediger 2013). Each activity must be planned to emphasize its educational importance (Ediger 2013).

Classroom Management Plan My teaching philosophy is a mesh of a student-centered classroom and love and logic model. In the student-centered classroom, students are involved in the decisions made in the class, as well as participate in constructing the lesson plans they learn from (Newman 2013). The love and logic model focuses on teaching students in such a way that they become responsible citizens with appropriate behaviors by helping them develop the ability to problem-solve on their own and how to respond to each problem and every situation uniquely (Newman 2013).

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Effective Lesson Planning and Design Start with good learning objectives (in most cases are aligned with the Common Core State Standards). Shouldn't be describing what the teacher is doing or saying. - Good learning outcomes are developed from effective learning activities; therefore good lesson planning teaches skills that the students are expected to learn. By emphasizing the use of learning outcomes to develop what student's will learn. Composed of 3 stages: Teacher defines what they want students to learn. Teacher determines the precise way to obtain desired learning outcomes. Teacher plans accordingly.

TRADTIONAL BACKWARDS 1.) Select topic 2.) Develop learning experiences2.) Develop assessment 3.) Teach3.) Develop learning experiences 4.) Test4.) Teach 5.) Grade and give feedback5.) Assess outcomes based on the developed assessment 6.) Select new topic6.) Give feedback 7.) Reteach topic or choose new topic

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What makes me the perfect candidate...

References Caldarella, P., Page, N. W., & Gunter, L. (2012). EARLY CHILDHOOD EDUCATORS' PERCEPTIONS OF CONSCIOUS DISCIPLINE. Education, 132 (3), Carr, M., May, H., Podmore, V. N., & New Zealand Council for Educational Research, W. n. (2000). Learning and Teaching Stories: Action Research on Evaluation in Early Childhood. Final Report to the Ministry of Education. Ediger, M. (2013). Managing the Classroom: A Very Salient Responsibility in Teaching and Learning Situations is Classroom Management. Education, 134 (1), Hochweber, J., Hosenfeld, I., & Klieme, E. (2014). Classroom Composition, Classroom Management, and the Relationship Between Student Attributes and Grades. Journal Of Educational Psychology, 106 (1), Emanuel, D. C., Robinson, C. G., & Korczak, P. (2013). Development of a Formative and Summative Assessment System for AuD Education. American Journal Of Audiology, 22 (1), Herppich, S., Wittwer, J., Nuckles, M., & Renkl, A. (2014). Addressing Knowledge Deficits in Tutoring and the Role of Teaching Experience: Benefits for Learning and Summative Assessment. Journal Of Educational Psychology. Morris, P., Lloyd, C. M., Millenky, M., Leacock, N., Raver, C., Bangser, M., & MDRC. (2013). Using Classroom Management to Improve Preschoolers' Social and Emotional Skills: Final Impact and Implementation Findings from the Foundations of Learning Demonstration in Newark and Chicago. Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San Diego, CA: Bridgepoint Education, Inc.