Website E-Mail I can not live without books. Thomas Jefferson 1

Website E-Mail

I can not live without books.Thomas Jefferson

REBECCA AMERSON

MAT CANDIDATE TEACHING SUMMIT PRESENTATION

SPRING 2013

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INTRODUCTION:

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NAME, MAJOR, SCHOOL, GRADE, TEACHER, SUBJECT

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SCHOOL, SIZE, LOCATION, DESCRIPTION OF COMMUNITY

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CLASS, SIZE, DIVERSITY OF STUDENTS

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SCHEDULE

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MY THOUGHTS AND FEELINGS, FEARS, STRENGTHS AND WEAKNESSES AS I

BEGAN CANDIDATE TEACHING

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CANDIDATE PROFICIENCY EVIDENCE:

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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?

DOMAIN I:  PLANNING FOR DIFFERENTIATED INSTRUCTION &

ASSESSMENT 

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PROFICIENCY EVIDENCE:

DOMAIN I:  PLANNING FOR DIFFERENTIATED INSTRUCTION &

ASSESSMENT 

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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?

DOMAIN II:  PROVIDING DIFFERENTIATED INSTRUCTION &

ASSESSMENT

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PROFICIENCY EVIDENCE:

DOMAIN II:  PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT

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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?

DOMAIN III:  IMPACTING STUDENT LEARNING

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PROFICIENCY EVIDENCE:

DOMAIN III:  IMPACTING STUDENT LEARNING

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•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?

DOMAIN IV:  PROFESSIONAL RESPONSIBILITIES IN SUPPORT

OF DIFFERENTIATED INSTRUCTION & ASSESSMENT

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PROFICIENCY EVIDENCE:

DOMAIN IV:  PROFESSIONAL RESPONSIBILITIES IN SUPPORT

OF DIFFERENTIATED INSTRUCTION & ASSESSMENT

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CONCLUSION: 

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CONTINUING PLAN TO DEVELOP AS A PROFESSIONAL EDUCATOR

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