1. Felicia Louvet Childers "Optimism is the faith that leads to achievement, nothing can be done without hope and confidence." -- Helen Keller childers70757@students.reinhardt.edu http://studentweb2.reinhardt.edu/psoe/childers70757

2. Early Childhood Education Major Candidate Teaching Placement Little River Elementary School Mrs. Brooke Meadows 1 st Grade classroom Taught all subjects

3. Little River Elementary School 3170 Trickum Road Woodstock, GA 30188 Old school opened in 1977 & new school opened in 2008. K—5 th 1,000+ students – ½ Girls & ½ Boys – Approx. 20% receive free/reduced lunch Community: Upper middle class with lower class sections: a few mobile home communities, access to several large food chains, and access to grocery stores. Principal: Mr. Christian Kirby Assistant Principals: Abbey Philpot Loraine Ward Little River Elementary School Website

4. Mrs. Meadows’ Marine Life 27 students Diversity: – 13 boys – 14 girls  18 Caucasian  4 African Amer.  1 Asian  4 Hispanic  1 qualified Gifted and 5 to be tested  5 RtI Students Mrs. Meadows' Marine Life- Class Website

5. Our Class Schedule 7:30 AM—7:55 AMMorning Work 8:00 AM—8:50 AM Math Compacting—Advanced Group 9:00 AM—9:30 AMSaxon Phonics 9:30 AM—9:45 AMSnack/Restroom/Story Time 9:50 AM—10:50 AMReading & Reading Centers 10:50 AM—11:25 AMGrammar/Writing 11:30 AM—12:05 PMLunch 12:10 PM—12:25 PMRecess 12:30 PM—1:20 PM Specials: PE, Art, Music, Guidance, & Library 1:25 PM—1:35 PMPack-up/Restroom 1:35 PM—2:10 PM Social Studies/Science/Health

6. Thoughts & feelings during the first week: “I don’t really understand how this entire Candidate Teaching experience is supposed to work. How is it going to go smoothly by having a collaborating teacher who has never had a candidate teacher before?” “Open house is next week. What if I meet the parents and they get upset because they won’t accept me? What if they don’t want a candidate teacher teaching their children?” “My collaborating teacher doesn’t really say a whole lot to me. I wonder if she even likes me at all. Oh what a long 3-4 months this will be…”

7. Domain I: Planning for Differentiated Instruction and Assessment

8. Planning for Differentiated Instruction and 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? Artifacts:  Compare and Contrast-Reading Lesson Compare and Contrast-Reading Lesson  Asking Sentences-Grammar Lesson Asking Sentences-Grammar Lesson  Measurement: Weight-Math Lesson Measurement: Weight-Math Lesson  Pre-Assessment Activities

9. Compare and Contrast Lesson Pre-Assessment:

10. Asking Sentences Lesson Pre-Assessment:

11. Measurement: Weight Lesson Pre-Assessment:

12. Domain II: Providing Differentiated Instruction and Assessment

13. Providing Differentiated Instruction and 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? Evidence of Artifacts: – Activities that integrate technology – Photographs – Rubric – Classroom Management System

14. Compare and Contrast Lesson Strategies used to differentiate instruction and assessment:

15. Asking Sentences Lesson Strategies used to differentiate instruction and assessment:

16. Measurement: Weight Lesson Strategies used to differentiate instruction and assessment:

17. Evidence of integrating technology: -4 desktop computers-Promethean Board -8 laptop computers-Activote class set

18. Integrating Technology “Compare and Contrast Lesson” LessonTechnology / Websites Used “Compare and Contrast” Promethean Board for brainstorming activity (Activate Student Prior Knowledge) “Compare and Contrast” PowerPoint (Provide for New Knowledge)

19. Integrating Technology “Asking Sentences Lesson” LessonTechnology / Websites Used “Asking Sentences” ● Promethean Board used for giving Pre- Assessment PowerPoint Questions (Pre- Assessment) BrainPop Jr.: “Types of Sentences” (Activation of Student Prior Knowledge) “Asking Sentences” PowerPoint (Providing for New Knowledge) Promethean Board used for giving Post- Assessment PowerPoint Questions (Post- Assessment)

20. Integrating Technology “Measurement: Weight Lesson” LessonTechnology / Websites Used “Measurement: Weight” BrainPop Jr.: “Ounces, Pounds, and Tons” (Activation of Student Prior Knowledge) Choice Board Activity #4: BrainPop Jr.: “Ounces, Pounds, and Tons” game & PBS Kids: Poodle Weigh In game

21. Evidence of photographs: students using homemade manipulatives to participate in alphabetical order lesson:

22. Evidence of using a rubric for a writing assignment:

23. Continued… evidence of using a rubric for a writing assignment:

26. Evidence of using my own classroom management system: 10 Tickets = 1 Prize For example: Payton has 36 tickets for Treasure Box Friday. She has a complete total of 30 tickets so she will get to choose 3 prizes from the treasure box and will get to keep 6 tickets to help start her out on the next 2 week’s earnings.

27. Domain III: Impacting Students Learning

28. 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? Artifacts: −“Compare and Contrast” Lesson Analysis of Impact on Student Learning“Compare and Contrast” Lesson Analysis of Impact on Student Learning −Completed Checklist/Observation Report Impacting Student Learning

29. Reflection Leading to Adjustments “Compare and Contrast” Lesson After meeting with supervisor and writing reflection, weaknesses identified Weaknesses: Needed to give more examples of how to compare and contrast things. − “Ashley and Mason have on the same color of shirt. I am comparing the colors of their shirts.” − “Jace and Sofia both have hair but they have different hair styles. Jace’s hair is curly and Sofia’s hair is straight. Needed to get students’ attention to help begin the lesson more effectively and to help with being on time as well as helping with confusion. − “Touch your nose, your head, your shoulders, your hips, and put a finger on those lips.” Needed to work on wrapping up the lesson/restating the lesson. Left students hanging or feeling confused…

30. Adjustments for “Compare and Contrast” Lesson Reteaching: Gave a more downsized version of the “Provide for New Knowledge” PowerPoint. Demonstrated and gave more examples of how to compare and contrast items and students in the classroom. Together as a class we read a passage on the Promethean Board about insects mainly focusing on two different insects: spiders and bees. Then together as a class we compared and contrasted on the Promethean Board using a Venn Diagram of how spiders were different than bees, how bees were different than spiders, and how bees and spiders were somehow alike. Then took time to work on the bee puppets that were started during the formal observation lesson the day before.

31. Completed Assessment Tools “Asking Sentences” Lesson FORMAL OBSERVATION ONGOING ASSESSMENT Name Well Not Well  William √ Ashley √ Sebastian √ Olivia √ Kaden √ Jordan √ Mason √ Tools: Observational Checklist Popsicle sticks Monitored specific information while teaching All ongoing assessment information helped to me to write a reflection over this lesson. Altogether helped me pick out my strengths and weaknesses.

32. Completed Assessment Tools “Measurement: Weight” Lesson FORMAL OBSERVATION ONGOING ASSESSMENT Name Well Not Well  Sophia√ Jeremiah√ Emily S.√ Alyssa√ Emily J.√ Kayla√ Kaden√ Tools: Observational Checklist Popsicle sticks Monitored specific information while teaching All ongoing assessment information helped to me to write a reflection over this lesson. Altogether helped me pick out my strengths and weaknesses.

33. Domain IV: Professional Responsibilities in Support of Differentiated Instruction and Assessment

34. Professional Responsibilities 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? Artifacts – Professional Development Activities – Professional Organization Membership – Teaching Philosophy: Then and Now – Evaluation of Last Formal Observation

35. Professional Development Activities 27 Parent/Teacher Conferences 14 Grade Level Meetings 2 RtI Meetings 1 IEP Meeting 5 Faculty Meetings chaperoned on Field Trip 27 Parent/Teacher Conferences 14 Grade Level Meetings 2 RtI Meetings 1 IEP Meeting 5 Faculty Meetings chaperoned on Field Trip

36. Professional Organization Membership

37. Teaching Philosophy Then Importance of having Kindergarten Attendance in school Race or ethnicity should not be an issue Education should improve in a student as well as a teacher I am an eclectic teacher with an all around personality Some differentiation, not too much Responding to student needs Now Some major points of old philosophy still stand for me; I learned more as I went on through the PSOE program DATA (Differentiated Approaches to Teaching and Assessment) Differentiation is a MUST unlike the way I had thought before Nurturing personality for a safe and caring learning environment Hold high expectations for all students and treat them with respect and dignity Use of standards, ongoing assessment, and learner differences to help reach all students Importance of reflecting on learner progress and reteaching It is my duty as a teacher to mold and shape minds and to be a role model

38. Evaluation of Last Formal Observation

39. Evaluation of Last Formal Observation continued…

41. In Conclusion…

42. Continued Development Substitute teaching (starting in January) Keeping up with current events Reading articles and journals Attending conferences about how to be a better teacher. Continuing my education with Special Education certification, Masters in Early Childhood Education, and continuing endorsements Substitute teaching (starting in January) Keeping up with current events Reading articles and journals Attending conferences about how to be a better teacher. Continuing my education with Special Education certification, Masters in Early Childhood Education, and continuing endorsements

43. My Advice to Student Teachers and Future Educators ALWAYS plan ahead Prepare for anything AND everything Be prompt, reflection of being a fine educator If you’re having a bad day, PUT ON YOUR GAME FACE Learn to be patient Learn to be flexible Can never ask too many questions because you’re still a “student” and not yet a teacher Keep your mouth shut and your ears open Be respectful, kind, and courteous to EVERYONE And… remember that everything happens for a reason ALWAYS plan ahead Prepare for anything AND everything Be prompt, reflection of being a fine educator If you’re having a bad day, PUT ON YOUR GAME FACE Learn to be patient Learn to be flexible Can never ask too many questions because you’re still a “student” and not yet a teacher Keep your mouth shut and your ears open Be respectful, kind, and courteous to EVERYONE And… remember that everything happens for a reason