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When completed after Candidate Teaching….You will post this on your website and in LiveText.

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When completed after Candidate Teaching….You will post this on your website and in LiveText.

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  1. Create a “folder” called CT_Summit_presentation on your thumb/flash drive or desktop. It is best to save in at least 2 places. In this folder place your powerpoint template and your documents/artifacts you are going to use while Candidate Teaching. These will be your working folders. IT IS IMPORTANT THAT ALL YOU USE IS INSIDE THIS FOLDER!!!!!! When completed after Candidate Teaching….You will post this on your website and in LiveText. FYI: ONLY- Don’t present these pages!

  2. Be sure to save documents as html/web documents so they will open up immediately. FYI: ONLY

  3. DESIGNING YOUR PRESENTATION You are free to design your layout of slides and how they look aesthetically. Remember you are presenting and 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 or etc. FYI: ONLY

  4. Looking at examples: • Go to : • http://studentweb2.reinhardt.edu/faculty-save/dpnichols

  5. Davis V. MillerCandidate Teaching Summit Presentation EMAIL Website “Teachers should be highly respected people with values that the children should imitate.” – Freidrich Froebel

  6. PART I.  INTRODUCTION:DESCRIPTION OF SELF AND PLACEMENT: APPROXIMATELY 2 MINUTES FYI: ONLY

  7. Name, Major, School, Grade, Teacher, Subject

  8. School, Size, Location, Description of community

  9. Class, Size, Diversity of students, Schedule

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

  11. PART II.  CANDIDATE PROFICIENCY EVIDENCE: APPROXIMATELY 15 MINUTES FYI: ONLY

  12. 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? FYI: ONLY

  13. REQUIRED ARTIFACTS: At least three lesson plans or a unit plan _R_At least three lesson plans or a unit plan (For ECE candidates, at least one must be a READING lesson.)[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)]

  14. 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? FYI: ONLY

  15. REQUIRED ARTIFACTS: •  At least three of the following artifact possibilities • _R _Various Assessment Activities (You may use below within these 3 artifacts of Assessment) • ____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.)

  16. 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? FYI: ONLY

  17. 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) (Use with first R above)

  18. 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? FYI: ONLY

  19. 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 • ____Candidate may also choose to describe how participation in meetings, in-services, and professional development activities affected his/her teaching philosophy. (May use with Philosophy Requirement)

  20. PART III. CONCLUSION:  CANDIDATE TEACHING EXPERIENCE: APPROXIMATELY 3 MINUTES FYI: ONLY

  21. REQUIRED ARTIFACTS:  Artifact Possibilities • _R_Continuing Plan to Develop as a Professional Educator

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