Candidate Teaching Capstone Presentation By: Crystal Nunley Spring 2011

Introduction Conducted Candidate Teaching at Ellijay Elementary School in Ellijay, GA.

Collaborating Teacher was Mrs. Angie Booker

Taught all subjects including: Reading, Language Arts, Science, Social Studies, and Science

Ellijay Elementary School Serves 592 students in grades 3 rd -5 th A 2010 Title I Distinguished School Current Principal is Sandy Layman Current Assistant Principal is April Smith

My Class * Consists of 21 students - 10 Males, 11 Females - 15 Caucasians, 6 Hispanics - 2 Special Education Students - 1 RtI Student

Our Daily Schedule: 7:45-8:00 Homeroom/Journal 8:00-8:45 Language Arts 8:45-10:45 Reading 10:50-11:35 Specials (Art, Music or P.E) 11:38-12:08 Lunch 12:08-12:38 Recess 12:38-1:16 Read Aloud 1:16-1:40 Social Studies/Science 1:40-3:00 Math 3:00-3:15 Dismissal

My Thoughts and Feelings, Fears, Strengths and Weaknesses as I Began Candidate Teaching I was very excited to begin Candidate Teaching but quickly became extremely OVERWHELMED!! My biggest fear was that I would teach a new concept to the students and they would look at me like I was crazy! My greatest strength going into student teaching was that I felt like I had the necessary tools to provide differentiation and truly make a difference.

Math Mini-Office Folders Writing Portfolios

Planning Process Before planning for differentiated instruction, Mrs. Booker and I would meet once a week to discuss concepts that I would need to cover the following week. I was free to use any resources and techniques I felt were necessary to ensure success for all students. Before planning each lesson, I always implemented some type of pre-assessment to gain knowledge of what each individual student already knew about the concepts.

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? REQUIRED ARTIFACTS: Artifact Possibilities R At least three lesson plans or a unit plan (At least one must be a READING lesson.) Science Lesson Plan: Magnets Language Arts Lesson Plan: Dictionary Use Reading Lesson: Making an Inference

Magnets: Pre-Assessment Other Artifacts Candidates Might Include: Pre-Assessment Activities Student Inventories ___ Student Interviews

Language Arts: Dictionary Use Pre-Assessment

Student Interest Inventory

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? At least three of the following artifact possibilities _R _ Various Assessment Activities ____Performance-Based Tasks ____Rubrics ____Activities that integrate technology ____Webquest Videos and Photographs Room Diagram Links to websites utilized Student work Classroom Management System Required Artifacts:

Various Assessment Activities Social Studies Lesson: Important People in United States History Social Studies Lesson: Important People in United States History

Posters:

Timelines:

Movie Maker Video

Think Tac Toe

Student Work

Classroom Management Bobcat Bucks : * School wide Receive a buck for: P: Positive Attitude A: Appreciative W: Work Ethic S: Safety *Every 3 weeks students trade Bobcat Bucks for enrichment time.

Technology I used a Document Camera for the following: Word Walls Poems/Charts Morning Message Questions of the Day Environmental Print Math Manipulative Interactive Writing CRCT Review

Other Uses of Technology

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 on-going diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction? REQUIRED ARTIFACTS: Artifact Possibilities 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.) ____Impact on Student Learning Reflections, evidence of use of assessment results, adjusted lesson plan(s)

Example of Lesson with Reflection No Lesson Adjustment Necessary Language Arts Lesson Plan: Dictionary Use Analysis of Student Learning Math Lesson Plan: Elapsed Time Adjusted Plan

Completed Checklist

Completed Rubric

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. REQUIRED ARTIFACTS: Artifact Possibilities _ 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 ___ Evaluations from College Supervisors, Collaborating Teachers ___ Communication and Letters to and from Parents ___ Lists of school meetings attended (PTA, SST, Parent Conferences, etc.) ___ Self-Assessments ___ Candidate may choose to describe an ethical dilemma he/she encountered in Candidate Teaching and the decision-making process that he/she or another went through in order to resolve this dilemma. ___ Candidate may also choose to describe how participation in meetings, in- services, and professional development activities affected his/her teaching philosophy.

Professional Development Activities Faculty Meetings CRCT Training Math Workshop

Professional Organization Memberships National Educators Association National Association of Educators of Young Children Georgia Association of Educators

Teaching Philosophy My teaching philosophy has NOT changed very much after this experience. However, I did come to a realization about my philosophy. I whole heartedly believe in creating a sense of community in the classroom with morning meetings. After student teaching for the last several months, I have come the realization that this will be harder to achieve than I initially thought due to time issues. There is very little time in the day to spend doing anything other than instruction. My Philosophy

Continuing Education Plan: Taken and passed the Special Education General Curriculum GACE Plan to begin Specialist degree as soon as possible Hope to obtain Gifted Endorsement