1. Mirrinda Huddlestun EDU 650: Teaching, Learning &Leading in the 21 st Century Professor Wendell LaTouche December 05, 2015 The Big Interview

2. Hello, My name is Mirrinda Huddlestun and I am applying for the Pre-K teaching position currently open at Fort Belvoir Elementary. I have a Bachelors Degree in Early Childhood Education with a focus on child development and I am currently working on obtaining a Masters Degree in Early Childhood Education. Along with my educational background, I have 5 years of experience working in early learning classrooms. My CPR and first aid training is up to date and I have completed the required child abuse training. Introduction

3. I believe that students learn the best when: The learning environment is safe and engaging They are motivated to learn The teacher understands each student has their own preferred style of learning Students have respect for themselves, their peers, and our classroom They use hands on activities There is a collaborative between teachers, students, and families Educational Philosophy

4. Classroom Management Plan According to Newman (2013), “classroom management is the set of procedures and systems that are put into place to create an environment that focuses on learning” (Newman, section 4.1, para 1). A classroom management plan helps educators create a vision for how their individual classroom will run.

5. My classroom management plan will include: Goals I have for myself and students A description of how the classroom and materials will be organized A clear set of rules and expectations as well as any consequences for not following the rules A daily classroom schedule Allotted time for transitions and mastering skills Plans on implementing curriculum, meeting school readiness goals, and creating a feeling of community (Stewart, 2013). Classroom Management Plan

6. Before the school year starts, I will make every effort to: reach out to each student and their family to introduce myself and learn more about the child and their background. Learning about the child, their cultural background, any prior daycare or school experiences the child has had, their interests, and any goals the parents have for their child’s education will help me in planning instruction and adding materials to the classroom to make the experience more meaningful.

7. Classroom Rules and Expectations Example Here are my classroom rules: 1). Use inside voices 2.) Use your walking feet 3.)Use your soft hands 4.)Be kind to each other There will also be a set of consequences for not following the classroom rules and expectations. I believe that even Preschool Students are old enough to help set the classroom rules, expectations, and consequences. Once we have gone over my set of classroom rules and expectations, students will be given the opportunity to add any they feel are necessary.

8. According to Newman (2013), one of the most important decisions parents will make is determining which school their children will attend. Today, parents have the ability to choose from a wide variety of school and educational models that have changed greatly from a few decades ago (Newman, 2013, Chapter 2). Different School Models

9. Classrooms of the past have followed a Traditional Model meaning the classroom is teacher-centered (Newman, 2013). In a Traditional Classroom you might find: Presentations by the teacher Teacher monitored independent work Written tests that look for learning deficits Stern instructions that do not encourage collaboration (Newman, 2013).

10. Classroom Model Although I see my classroom having some aspects of the traditional model, I prefer to use a flipped classroom design. In a flipped classroom, students take on a portion of responsibility and ownership of learning themselves (Newman, 2013, Chapter 1). In a Flipped Classroom: The teacher becomes a facilitator for learning The teacher helps students answer questions and assists them in learning Differentiated Instruction is done on the students own schedule leaving more time for individualized instruction (Newman, 2013, Chapter 1).

11. “A good lesson plan begins with good learning objectives” (Newman, 2013, section 9.1, para 4). Clear learning objectives aligned with Common Core or state learning standards can help teachers decide what specific skills we want to teach students and help us think about how we are going to teach them. Effective Lesson Planning

12. Good Learning objectives are critical to planning effective instruction because they act as a road map to follow. Good Learning objectives provider structure and help identify specific skills we want to teach students and how we want to teach them. Good Learning objectives can help draw on previous knowledge of a topic and build new skills, encourage students to participate and ask questions, and encourage interaction in the classroom (Ullman, 2011). Effective Lesson Planning

13. According to Newman (2013), the data collected from assessments helps encourage learning and inform instruction. Moreover, educators can use assessments to engage students in the learning process and help them take more responsibility in their own learning (Newman, 2013, section 11.1, para 5). Two types of assessments are commonly found in the classroom: Formative: give teachers the opportunity to “continually evaluate students’ academic needs and development within the classroom” (Coffey, n.d., para 1). Summative: assessments help teachers and schools organize curriculum, measure school progress, or determine a letter grade (Coffey, n.d.). Assessment Matters

14. I believe that assessment is necessary in the classroom because it does help guide a teacher’s instruction. If teachers did not have a guide or support for instruction, it would be really difficult to manage a classroom and make sure students were learning at their highest potential. Summative and formative assessments are both needed because they do provide a glimpse at a student’s academic strengths and weaknesses as well as their educational growth. If we know that students in our classroom are excelling at a few skills, then maybe we do not need to focus on those the most and can spend more instructional time strengthening the weaker areas. Assessment Matters

15. Professional Learning Communities are groups of people with an interest in education who collaborate in order to provide continuous learning with hopes of improving student learning. Professional Learning Communities might consist of: Grade level teaching team A high school department A school committee A school district State Department of Education A national professional organization (DuFour, 2004). Professional Learning Communities (PLC)

16. Coffey, H. (n.d.). Formative assessment. Retrieved November 29, 2015, from http://www.learnnc.org/lp/pages/5212 DuFour, R. (2004). What is a professional learning community? Retrieved December 06, 2015, from http://www.ascd.org/publications/educational-leadership/may04/vol61/num08/What-Is-a-Professional-Learning- Community%C2%A2.aspx Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San Diego, CA: Bridgepoint Education, Inc. Stewart, D. (2013, August 18). Classroom management on the first day of school. Retrieved November 07, 2015, from www.teachpreschool.org/2013/08/classroom-management-on-the-first-day-of-school/ Ullman, E. (2011, October). How to plan effective lessons. Retrieved November 22, 2015, from http://www.ascd.org/publications/newsletters/education-update/oct11/vol53/num10/How-To-Plan-Effective-Lessons.aspx References