Help

1. Help • Delores Nichols • dpn@reinhardt.edu • Cell 706-633-3293 • April 18, 2011 Monday- help session

2. MAT Candidate TeachingSummit Presentation(CAPSTONE PROJECT) EXPLANATION AND REQUIREMENTS

3. 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.

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

5. 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.

6. PSOE MAT CANDIDATE TEACHING 20-MINUTESUMMIT PRESENTATION FOR 30 MAT CANDIDATE TEACHERS • Format • Required and Optional Artifacts

7. Robin HumphreyCandidate Teaching Summit Presentation E-Mail Website “The object of education is to prepare the young to educate themselves throughout their lives.” Robert M. Hutchins

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

9. Robin HumphreyEarly Childhood EducationFerguson ES KindergartenMrs. Nicole Briggs

10. A Gwinnett County Public School A Title I School First year school Home to approximately 925 students in grades Pre-K through 5th, including special education. 222 students on free and reduced lunch

11. 20 students- 10 girls, 10 boys Diversity of students: 14 ESOL students 1 Caucasian student 1 student with an IEP (speech with suspected processing disorder)

12. Schedule

13. Thoughts and Feelings, Fears, Strengths and Weaknesses as you began Candidate Teaching. • Assessment • Lesson Planning • Behavior Management

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

15. 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?

16. REQUIRED ARTIFACTS: _R_At least three lesson plans or a unit plan (At least one must be a READING lesson.) Lesson plan I do not like [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)]

17. 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.)

18. 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?

19. 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.)

20. 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?

21. 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.)

22. 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?

23. 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 ___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.)

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.