Casie Paradiso’s MAT Candidate Teaching Summit Presentation Spring 2013

1. CasieParadiso’sMAT Candidate Teaching Summit PresentationSpring 2013 WebsiteE-Mail “If you can't fly then run, if you can't run then walk, if you can't walk then crawl, but whatever you do you have to keep moving forward.” –Dr. Martin Luther King, Jr.

2. INTRODUCTION:Picture of School

3. CasieParadiso • Master of Arts in Teaching: Early Childhood • Union Elementary • 1st Grade • Stacey Davis • All Subjects

4. Union Elementary • Size • Location • Description of Community

5. My Class Information • There are 22 students • Diversity • Boys • Girls • 3 African American • 19 Caucasian • RTI, Gifted, Tier Level

6. Schedule • 7:30-8:10 Morning Work • 8:10-9:00 Math Centers and NBI • 9:00-9:45 Specials • 9:45-10:40 Math Workshop • 10:40-11:10 Read Aloud, Science, Social Studies • 11:10-11:40 Lunch • 11:40-12:30 Phonics/Spelling

7. My Thoughts and Feelings, Fears, Strengths and Weaknesses as I Began Candidate Teaching • 4-5 describing words

8. CANDIDATE PROFICIENCY EVIDENCE:

9. DOMAIN I:PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT PSOE 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 I use knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content?

10. DOMAIN I:PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT PROFICIENCY EVIDENCE: Fact Family Lesson Plan

11. DOMAIN II:PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT PSOE Proficiency 2.0: The teacher candidate utilizes a variety of strategies to differentiate instruction and assessment. Reflective Analysis:How did I utilize a variety of strategies to differentiate instruction and assessment?

12. DOMAIN II:PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT PROFICIENCY EVIDENCE:

13. 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 I use systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction?

14. DOMAIN III: IMPACTING STUDENT LEARNING PROFICIENCY EVIDENCE:

15. 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 I display a professional commitment to the teaching philosophy of differentiated instruction to support student’ diverse learning needs and to maximize learning? How has my teaching philosophy changed during Candidate Teaching?

16. DOMAIN IV:PROFESSIONAL RESPONSIBILITIES IN SUPPORT OF DIFFERENTIATED INSTRUCTION & ASSESSMENT PROFICIENCY EVIDENCE:

17. Professional Development • Professional Associations • In-Service and Training • Parent/Teacher Conference • Scan Documentation

18. Professional Organization Membership

19. Teaching Philosophy • Before and After

20. CONCLUSION: 

21. Continuing Plan to Develop as a Professional Educator