Cami Abernathy Major : Early Childhood Education Candidate Teaching at

1. Cami Abernathyabernathy87055@students.reinhardt.eduCandidate Teaching Summit Presentation"People don't care how much you know until they know how much you care" -John C. Maxwell

2. Cami Abernathy • Major: Early Childhood Education • Candidate Teaching at • Mission Road Elementary School in • Cartersville, Georgia • Grade: 4th • Subject: FOCUS ELA/Reading, On Level Reading • Teacher: Lisa Bagnell

3. Mission Road Elementary School • Approximately 580 students attend MRES in grades P-5 • Half the students are eligible for free lunches • 7% of the students qualify for ELL services • Located in Cartersville, Georgia • MRES is located just west of Cartersville, Georgia in the southern part of Bartow County. The school is very close to the Etowah Indian Mounds and the Booth Western Arts Museum.

4. Mission Road Elementary School • Principal: Sherri Hughes • Assistant Principal: Wanda Westberry

5. Diversity and Class Size • 41-4th graders • 29 students are Caucasian • 2 students are Multi-Racial • 4 students are African Americans • 6 students are Hispanic • 1st and 2nd periods are my homeroom with a total of 13 students (with the exception of 1 student from a different class) • 3rd period has a total of 18 students • 4th period has a total of 9 students.

6. Daily Schedule • 7:00-7:40 Morning Duty (Mondays only) • 7:40-8:00 Home room • 8:00-9:05 1st period (low level reading) • 9:05-10:10 2nd period (FOCUS ELA) • 10:10-11:05 3rd period (on level reading) • 11:05-11:55 Special areas • 11:55-12:30 Lunch • 12:30-1:40 4th period (low level reading) • 1:40-2:10 Recess • 2:10-2:30 Dismissal

7. Feelings • Worried • Scared • Nervous • Stressed • Excited

8. Fears, Strengths, and Weaknesses Fears • Previous experience • Classroom management • Communication with students • Teaching ELA/Reading to lower level students • CRCT • No lesson plans from collaborating teacher • Collaborating teacher having brain tumor Strengths • Great communication • Huge desire for own classroom • Love low level students • Strategies & techniques • Classroom Management Weaknesses • Too much or too little time on a concept

9. Evidence of Proficiency

10. The Planning Process • The first few weeks Mrs. Bagnell and I sat down and worked together on my lesson plans. She would tell me what I needed to teach.Since there were no plans required of her, I made my own plans and created my own worksheets and assessments. Once I had made my own lesson plans, I would go over them with her every Monday morning during our morning duty. If there was something that needed to be adjusted she would tell me and give me great advice on how to plan better for a specific plan. • While planning my lessons I considered my lower level students and my on level students. I knew I had to differentiate between my two levels. I tried to make work challenging for my on level students as well as my low level students, while still trying to stay on their level.

11. 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? Artifacts: • Lesson Plan for Observation 1 (Story) • Lesson Plan for Observation 2 (Adjectives) • Lesson Plan for Observation 3 (Idioms) • Lesson Plan for Observation 4 (Author’s purpose)

12. 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? Prometheanplanet.comStudyisland.com

13. Differentiation through technology

14. Differentiation through student work

15. 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? • Lesson Plan 2 • Analysis of Student Learning/ Reflection

16. 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? • I am a member of GAE.

17. Professional Development • 2 teacher work days • Conference night • Science and Math nights • Parent-teacher conferences • SST meetings • RTI meetings • Every other Wednesday I attended a staff meeting. • CRCT training • Field Trip to Tellus Museum • Proctor during CRCT

19. Challenges as a future educator • I hope that I can always use my classroom management techniques effectively with all of my students. • I have a fear of spending too much time or too little time on a concept. • I need to learn that when a fellow teacher gives you advice, take it with pride and not as criticism.

20. Plans as a future educator • ESL endorsement • Gifted endorsement • Reading endorsement • Masters degree in Reading • Learn to teach according to the the Common Core Standards MAKE A DIFFERENCE IN CHILDREN’S LIVES!!!

21. Fourth Grade Team Mrs. Webb, Mr. Harger, Mrs. Bagnell, and Ms. Neel