1. MAT Candidate Teaching Summit Presentation (CAPSTONE PROJECT) EXPLANATION AND REQUIREMENTS

2. Create a “folder” called CT_summit_presentation or CT_capstone on your thumb/flash drive or desktop. It is best to save in at least 2 places. In this folder place your PowerPoint and your documents/artifacts you are going to use. These will be your working folders. When completed, you will post this on your website.

3. Be sure to save documents as html/web documents so they will open up immediately.

4. DESIGNING YOUR PRESENTATION You are free to design your layout of slides and how they look aesthetically. Remember, as you are presenting, everyone should be able to see each artifact and slide clearly. Also remember that you do not want movements and sounds that are not tied to the presentation. Example: Don’t make your words come in with a whoosh, etc.

5. PSOE MAT CANDIDATE TEACHING 20-MINUTE SUMMIT PRESENTATION FOR 30 MAT CANDIDATE TEACHERS Format Required and Optional Artifacts

6. Theresa Skinner Candidate Teaching Summit Presentation E-Mail Website "A good teacher is like a candle ~ it consumes itself to light the way for others." Anonymous

7. PART I. INTRODUCTION: Description Of Self And Placement Approximately 2 Minutes

8. Name, Major, School, Grade, Teacher, Subject Theresa Skinner Early Childhood Education Sawnee Elementary School Fifth Grade Mathematics

9. School, Size, Location, Description of Community( Look up Info) Sawnee Elementary School Home to approximately ___ students in grades pre-K through 5 Located in Cumming, Georgia Zoned to contain many middle-class subdivisions and neighborhoods

10. Class, Size, Diversity of Students, EIP, Gifted, ESOL Students How many kids, how many girls and boys Look at Malory

11. Schedule What you do turning the day.

12. Thoughts and Feelings, Fears, Strengths and Weaknesses as you began Candidate Teaching.

13. PART II. CANDIDATE PROFICIENCY EVIDENCE: Documentation of Competency Approximately 15 Minutes

14. 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?

15. REQUIRED ARTIFACTS: _R_ At least three lesson plans or a unit plan (At least one must be a READING lesson.) Math Lesson Plan Reading Lesson Plan Reading Lesson Plan [List the names of your lesson plans or the name of your unit plan and attach. (remember to place all documents saved as html in your folder, then link)]

16. Other Artifacts Candidates Might Include: ____Pre-Assessment Activities ____Student Inventories ____Student Interviews (You may create these as separate slides or attach documents to these links.)

17. DOMAIN II: PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT ( Prove as Evidence that you provided Differentiate Instruction) Blooms Taxonomy, Different Worksheets and a group to work with 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?

18. REQUIRED ARTIFACTS: At least three of the following artifact possibilities _R _ Various Assessment Activities ____Performance-Based Tasks ____Rubrics ____Activities that integrate technology ____WebQuests ____Videos and Photographs ____Room Diagram ____Links to websites utilized ____Student work ____Classroom Management System (You may create these as separate slides or attach documents to these links.)

19. 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?

20. 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) (You may create these as separate slides or attach documents to these links.)

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: How did you display a professional commitment to the teaching philosophy of differentiated instruction to support student’ diverse learning needs and to maximize learning? How has your teaching philosophy changed during Candidate Teaching?

22. REQUIRED ARTIFACTS: Artifact Possibilities _R List of Professional Development Activities (In-Services, Conferences: provide documentation) _RProfessional Organization Memberships _RTeaching 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. (You may create these as separate slides or attach documents to these links.)

23. My Philosophy Changed Venn Diagram or Graphic Organizer Original vs. New/Now (Humanist vs. Constructivist)

24. My Philosophy Changed BeginningEnding Behaviorist – Desks in RowsConstructivist – Desks in Pods (dpn@reinhardt.edu cell 706-633-3293)dpn@reinhardt.edu

25. Artifact Possibilities Your selections: ____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. (You may create these as separate slides or attach documents to these links.)

26. PART III. CONCLUSION: Mat Candidate Teaching Experience Approximately 3 Minutes

27. REQUIRED ARTIFACTS: Artifact Possibilities R Continuing Plan to Develop as a Professional Educator ____Future Challenges as a Teacher ____Differences between being a Candidate Teacher and a First-year Teacher ____Advice to Future Candidate Teachers (You may create these as separate slides or attach documents to these links.)

28. Schedule Saving your files as web pages Linking your files to your portfolio Save your powerpoint as a presentation and as a web page. Drop presentation and web presentation into your website. Philosophy-be sure you show your growth from your original philosophy and now. Example: You may have set up rules for your students to follow and later decided they needed to be a part of setting up the rules. You may have had 10 original rules and now you narrow them down to 3 that cover all 10. Example 2: You may have written lesson plans without differentiation and now you see the importance of the differentiation in class management and in terms of the students actually being able to do or wanting to do the lesson.