Candidate Teaching Summit Presentation

Rita G. Lyon

lyon73425@students.reinhardt.edu

Who dares to teach must never cease to learn. – John Cotton Dana

Part I.Introduction

Description of Self and Placement

• Rita G. Lyon• Early Childhood Education• Tate Elementary School• 2nd Grade• Collaborating Teacher: Susan Johnson• Subjects Taught: Reading, Language Arts,

Science, Social Studies

• Tate, Georgia - Pickens County (between Jasper & Ball Ground)

• Oldest school in Pickens County – rebuilt 1928• Only school in the United States made of GA marble• 329 students K-5• High-class Big Canoe to low-income neighborhoods• 2010 Title 1 Distinguished School• Principal – Dr. Deb Longshore• Assistant Principal – Destini Shope

• 2nd Grade

• 23 students

• Diversity of

students:

• 10 boys

• 13 girls

• 22 Caucasian

• 1 Hispanic

• 3 gifted

• 0 special ed.

• 3 RTI

• 2 Tier 3

• 1 Tier 2

Daily Schedule

7:45 – 9:05 Reading Group B

9:05 – 10:25 Reading Group A

10:30 – 11:15 Computer / Art / Music

11:20 – 11:25 Restroom & Wash hands

11:27 – 11:57 Lunch

12:00 – 1:15 Language Arts

1:20 – 1:50 PE / Recess

1:50 – 2:20 Social Studies (Mon. Tues. Thurs.)

1:50 – 2:20 Science (Wed. Fri.)

2:25 Dismissal

Beginning Candidate Teaching

Thoughts and Feelings:Nervous Excited

Fears:Not being acceptedTeaching writing

Strengths:Parapro experienceLearned all 2nd grade student’s names in 2-days

Weaknesses:Watching every student every minuteKeeping students quiet in hallwaysTime Management

PART II. CANDIDATE PROFICIENCY

EVIDENCE:

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 Plans

• Lesson plan 1– Social Studies: President, Governor,

Mayor

• Lesson plan 2– Language Arts: Four types of

sentences

• Lesson plan 3– Reading: Spelling Word Digraphs

• Lesson plan 4– Science: Levers

Pre-Assessment Activities

• Pre-assessment 1– Social Studies: Matching game with their cutouts of president,

governor, mayor photos, description of job, building in which they work, and job title

• Pre-assessment 2 – Language Arts: Index cards with a question mark, exclamation mark,

command/period mark, and statement/period mark. Students will hold up the appropriate end mark to a verbal sentence.

• Pre-assessment 3 – Reading: Introduce spelling words. Ask what some of the words have in

common or how are they alike. • Pre-assessment 4

– Science: Review simple machine videos from Friday 11/11/11. Name 6 simple machines – pulley, wheel/axle, screw, lever, wedge, inclined plane. Review vocabulary of a lever – lever stick, fulcrum, load, force.

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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?

Artifacts of Differentiation:

• Various Assessment Activities:– Projects– Illustrations– KWL chart– Ticket out door– Thumbs up-down-sideways– Observations– Level readers / workbooks

• Student work:

• Websites utilized:– www.unitedstreaming.com– www.brainpopjr.com

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?

Artifacts of Student Learning:

• Lesson adjustment– Lesson plan: President, Governor, Mayor ORG.– Lesson plan: President, Governor, Mayor ADJ.

• Rubrics, Checklist– Rubric 1, rubric 2– Checklist

• Impacts– impact 1SS, impact 2LA, impact 3RD, impact 4SC

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?

Artifacts of Professionalism:

• Professional development activities – Inservice: Oct. 6, 2011, training at PCBOE of using newly adopted Social Studies program

• Memberships – PAGE Professional Association of Georgia Educators– Membership card

• Philosophies – – 2008, I have to find a way to bring knowledge to children, in a way that all can

understand. Every student can learn if given the right amount of support. – 2011, By using strategies of differentiation, all children can be successful of

learning the same content.

Professionalism…continued• Faculty meetings attended – Sept. 14th, Oct. 5th, Nov. 2nd, and today

Dec. 7th if possible

• Committees meetings attended - Sunshine team: Sept. 21st, Oct. 19th, Nov. 16th

• 2nd grade RTI meetings attended - Sept. 15th, Oct. 13th

• Parent conferences – student’s RTI, IEP, behavior issues, report card scores, and just how is my child doing.

• PTO meetings attended - Sept. 1st, Oct 20th, Nov. 10th, Dec. 1st – 2nd grade’s performance.

PART III. CONCLUSION: CANDIDATE TEACHING

EXPERIENCE

Conclusion - Candidate Teaching Experience

• Continuing plan to develop as a professional educator – read, research, and collaborate with other educators.

• Future challenges as a teacher – staying up-to-date with technology.

• Advice to future candidate teachers – get plenty of sleep, be flexible, accept positive criticism, ask for advice, be organized, have eyes in the back of your head, take lots of photos (first, ask collaborating teacher/administration if all students may have their

picture taken), etc.