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Laura Rusinyak MAT Candidate Teaching Summit Presentation Spring 2014

Laura Rusinyak MAT Candidate Teaching Summit Presentation Spring 2014. Website. E-Mail. “ The best teachers are those who show you where to look, but don’t tell you what to see.” Alexandra Trenfor. PART I: INTRODUCTION. Introduction:. Laura Rusinyak :.

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Laura Rusinyak MAT Candidate Teaching Summit Presentation Spring 2014

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  1. Laura RusinyakMAT Candidate Teaching Summit Presentation Spring 2014 Website • E-Mail • “The best teachers are those who show you where to look, but don’t tell you what to see.” • Alexandra Trenfor

  2. PART I: INTRODUCTION

  3. Introduction:

  4. Laura Rusinyak: • Master of Arts in Teaching: Early Childhood Education • Mashburn Elementary located in Forsyth County , Georgia • 3rd Grade inclusion class • Mrs. Jennifer Daniel – Collaborating Teacher • Mrs. Julie Stephens – Support Teacher/Special Education for Math • Mrs. Wojtecezko – Support Teacher for Social Studies/Science • Mrs. Haley – Support Teacher/Special Education for Language Arts • Mrs. Carol Fort – Support Teacher for Reading • Mrs. Jamie Barnes – RTI Teacher • Social Studies/Science • Math • Language Arts • “Bear Necessities” – Response To Intervention

  5. Mashburn Elementary School: • Located in Cumming, Georgia • Zoned to a mixture of low, middle, and upper class neighborhoods • One of the most economically diverse schools within the county • Smallest Elementary school in Forsyth County • Principal: Mrs. Tracey Smith • Assistant Principal: Mrs. Jennifer Swaim

  6. My Class: • Composed of a total of twenty-four students • Male/Female Ratio: • 12 Girls (50%) • 12 Boys (50%) • Ethnic Diversity: • 17 Caucasian Students (71%) • 6 Latino/Hispanic Students (25%) • 1 Asian Student (4%) • Tier Breakdown: • 9 Students on Tier 1 • 1 Student on Tier 2 (IST) • 4 Students on Tier 3 (SST) • 10 Students on Tier 4 (SPED and IEP’s) • Horizons (Gifted Program): • 4 Students qualified for Gifted (17%) • ESOL • 5 Students identified as ESOL (21%) • Of those 5 Students, 2 Overlap; SPED and ESOL (9%) • 504 Plan • 1 Student has a 504 Plan (4%) • Twice Exceptional • 1 Student is identified as twice exceptional and has a BIP Plan(4%) They Don’t Call it an Inclusion Class for Nothin’!

  7. Schedule for 3JD:

  8. My Thoughts, Feelings, Fears, Strengths, Weaknesses as I Began Candidate Teaching: Nervous! Excited! Eager! Overwhelmed! Criticism! Organized! Management!

  9. PART II: CANDIDATE PROFICIENCY EVIDENCE

  10. The Planning Process: DOMAIN I: Planning For Differentiated Instruction and Assessment: • Mrs. Daniel’s Lesson Plans • Reviewing the Assessments (Pre, Post, and Self Assessments) • Mrs. Daniel’s Suggestions, Ideas, and Advice • Collaborating and Planning with the Third Grade Team Every Wednesday After School • Response to Intervention Plans The Fabulous Third Grade Team!

  11. My Lesson Plans: Reading: Mathematics: Science: NS.K-4.3: MCC3.MD.1: ELACC3RL9: Comparing and Contrasting Georgia Regions and Habitats Elapsed Time to the Minute

  12. StudentInterest/Choice: • Connecting with Students and Knowing Their Interests Who Am I? Word Problems That Involve Students

  13. DOMAIN II: Providing Differentiated Instruction and Assessment: • High • On-Level • Low QuickWrite (Pre/Post) Texts Written By the Same Author David Shannon Interview

  14. DOMAIN II: Continued • Low • On-Level • Elapsed Time Task Cards: • Done in Guided Math • High • Tiered Word Problems Specifically Designed For Each Level • On-Going Assessment • Elapsed Time Clocks

  15. DOMAIN II: Continued • High • Low • On-Level

  16. DOMAIN III: Impacting Student Learning: • Reading – Compare/Contrast • Science – GA Regions • Math – Elapsed Time DATA Collected From Lessons and Analyzed By Pre and Post Assessment Results.

  17. DOMAIN III: Continued Math Checklist Reading Checklist Science Checklist

  18. DOMAIN III: Continued Self Assessments Allow Students to Take More Ownership In Their Learning

  19. DOMAIN IV: Professional Responsibilities in Support of Differentiated Instruction and Assessment:

  20. Actively Participated in the BYOT Tour Professional Development Activities: • Participated and Assisted in Grade Level Planning • IKAN/GLoSS Forms and Scoring Sheets • Number Talk and Rubric Sheets • Attended IST/SST, and IEP Meetings Once A Month with the Third Grade Team

  21. Professional Organization Memberships: • Student Professional Association of Georgia Educators Member of Alpha Chi Member of Kappa Delta Pi

  22. Teaching Philosophy: Before and After

  23. PART III: CONCLUSION

  24. Continuing Plan to Develop as a Professional Educator: • Desire to become employed as a teacher at the elementary school level; preferably grades 3-5. • Continue to study and pass the GACE Art Education test. • Desire to become employed as an art teacher in grades K-12. • Continue to research different classroom management strategies and ways to differentiate instruction. • Explore taking more GACE tests (ESOL and SPED). • Look into going to back to school to get my specialist and/or PhD in leadership or curriculum and instruction. • BE A LIFELONG LEARNER!

  25. There Were So Many Times When I Felt Like This: But I Continued to Persevere and Never Gave Up on Myself or My Students!

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