STEPHEN COLEMAT Candidate Teaching

Summit PresentationSpring 2013

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“A Teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron.” - Horace Mann

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INTRODUCTION:

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PERSONAL DATA:

Stephen ColeMaster of Arts in Teaching Early Childhood EducationCloverleaf Elementary5th GradeMrs. Becky SmithReading/English Language Arts/Social Studies 3

SCHOOL DEMOGRAPHICS

Cloverleaf Elementary291 Highway 20 Spur, Cartersville, Georgia 30121738 StudentsTitle I SchoolLocated in northwest of Atlanta, in the rolling hills of north Georgia, sits the town of Cartersville. Cartersville is known for its beauty and small town charm. It is ideally situated close enough to the metro area to enjoy its amenities; however, far enough away to have its own character. It is a suitable place to raise a family.

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CLASSROOM DEMOGRAPHICS

Mrs. Becky Smith’s 5th Grade Classroom– Classroom

consisted of two distinct blocks• Block One: 29

regular education students, 5 ESOL students, 16 girls, 13 boys

• Block Two: 28 higher-level students, 10 Gateway students, 15 girls, 13 boys

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Schedule

Block One• Homeroom 7:30-

8:00• RTI 8:00-8:45• ELA 8:45-9:30• Reading 9:30-

10:15• Recess 10:15-

10:30• Soc. Stud.10:35-

11:05 6

Block Two• ELA 11:10-

11:40• Reading 11:40-

12:00• Lunch 12:00-

12:45• Reading 12:45-

1:15• Soc. Stud.1:15-

1:45• Planning 1:45-

2:30• Bus 2:30

My Thoughts and Feelings, Fears, Strengths and Weaknesses as I Began Candidate

Teaching

• At my age, what will people think about me being a student teacher?

• Will I be able to handle the instructional content, especially language arts?

• Will my collaborating teacher be supportive?

• Is teaching really what I want to do for the rest of my life?

• Can I handle the time management? 7

CANDIDATE PROFICIENCY EVIDENCE:

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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?

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DOMAIN I:  PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT 

Lesson One Lesson TwoLesson Three

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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?

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DOMAIN II:  PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT

PROFICIENCY EVIDENCE:

New Knowledge AcquisitionApplied Practice ActivityApplied Practice Activity

Assessment ActivityAssessment Activity

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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?

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DOMAIN III:  IMPACTING STUDENT LEARNING

PROFICIENCY EVIDENCE:

Adjusted InstructionTheme Lesson Impact

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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?

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DOMAIN IV:  PROFESSIONAL RESPONSIBILITIES IN SUPPORT OF DIFFERENTIATED INSTRUCTION & ASSESSMENT

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PROFICIENCY EVIDENCE:

Professional Development

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PROFICIENCY EVIDENCE:

Professional Development

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PROFICIENCY EVIDENCE:

Professional Membership

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TEACHING PHILOSOPHY

BEFORE• All students can

learn the same content.

• Instruction should be teacher focused.

• Learning environment is not important.

• Behavior influences learning.

AFTER• Students should be

differentiated.• Instruction should

be student focused.

• Learning environment is very important.

• Cognitive ability influences learning.20

CONCLUSION: 

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Continuing Plan to Develop as a Professional Educator

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My initial reading list…

Continuing Plan to Develop as a Professional Educator

To do list…1. Find a job.2. Certification for High School Social

Studies.3. Seek out professional training

opportunities (PLU, etc.).4. Eventually further my education.

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I may not know what the future holds, but I know who holds the future.

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