Shanelle Philistin Ashford University

 My name is Shanelle Philistin. I have a Bachelors Degree in Interdisciplinary Studies from Norfolk State University. I currently work as a Family Advocate for TVCCA Head Start Program.  I am applying for Kindergarten teaching position at Winthrop Elementary school in New London.  QUALIFICATIONS: As set by the State certification requirements.  REPORTS TO: Principal or designee  SUPERVISES: Teacher aides and volunteers assigned  JOB GOAL: To help students learn subject matter and skills that will contribute to their development as mature, able, and responsible men and women.

 I believe that education is the foundation for the future. The field of education is a calling, not a just a job. I believe that being in the field of education requires one to have compassion, empathy, and understanding of others. It is my belief that by setting goals, being aware of different learning styles, and modeling cooperative and positive behavior, are attributes educators need to posses. Goal setting and having high expectations for each student’s ability to learn will help teachers gain a better understanding of the students needs. “In fact, having clear goals is one of the most important steps I can take to more effective teaching” (Taberski, 2000, p. 9).

BRIEF DESCRIPTION OF PLANVISUAL REPRESENTATION  My classroom management plan is based on my current experience as a Family Advocate in a private preschool. This is a very unique age group to teach and can often been seen as challenging because the children are so young and just learning the fundamentals, but I view that as an opportunity to make a positive lasting impression on the future. The goals for my plan are: to create a safe and fun positive learning environment, promote academic success with the use of technology, provide opportunities for children to collaborate and work together, and promote family engagement.

 I chose to visit a Multicultural Magnet elementary school and the local high school in our community. Magnet schools, however, have maintained their attraction and draw for a diverse group of students and parents because, like charter schools, they are seen as options for choice, school reform, and innovation (Newman, 2013). We chose this elementary school for the reasons listed above. I chose the high school because I wanted to compare what is being taught in elementary to what is being taught in high school. The high school is a traditional high school. I was able to visit both school. Both schools are in older buildings and could use some updating.

 The backward design approach requires teachers to think about the final destination first then plan accordingly to get there (Newman, 2013).  In this approached the desired results are the first step in the plan  This approach takes place in three stages : Stage one-identify the learning outcome, Stage two-develop a plan to assess when the outcome has been met, Stage three-planning learning experience and instruction (Newman, 2013)

Students Role STUDENT OBJECTIVES Understanding Students will: discuss and identify places, features, and landforms throughout the United States. use pictures to help them describe places and scenery located throughout the United States create multimodal vocabulary posters that describe, illustrate, and define targeted words from the song "America the Beautiful.“ Students will know: Historical landmarks in the United States New vocabulary words Essential Questions:  Ask students to tell about places they may have traveled and what kinds of things they have seen in their travels.  Ask students to name geographical features of the area Students will be able to:  Identify a variety of geographical locations  Enhanced vocabulary  Answer questions about key details in a text (Goularte, R. 2015)

 Assessment is a vital part of our education system. Teachers are required to measure student’s academic achievement by having students perform a series of task that demonstrates students understanding of material. There is much debate about the validity of this process and how to go about it in a way that will leave students with the highest level of understanding. Summative Indentify strengths and weaknesses Target Areas Teachers can address problems Students can demonstrate knowledge

Teacher Leadership Using Teacher Inquiry to Grow Professionally Engaging with Professional Organizations

( Newman, 2013, p. 14.3)

THE PLAN, TEACH, REFLECT, AND APPLY MODEL THREE TYPES OF KNOWLEDGE Step 1: Plan Step 2: Teach Step 3: Reflect Step 4: Apply  Knowledge –for-Practice : “This form of knowledge places the teacher as a consumer of knowledge, taking in all that is learned “(Newman, 2013, p. 14.2).  Knowledge-in-practice: “ They develop knowledge based on their first-hand experiences and their ability to reflect on what they are learning about the profession” (Newman, 2013, 14.2).  Knowledge-of-practice: Teachers connect their work to larger issues, delve deep into their work to make their classrooms sites of inquiry, see different vantage points, think critically about the research and practice of others in their field, improve their practice, and ultimately, expand the success of their students “(Cochran-Smith & Lytle, 1999).

Engaging with Professional Organizations “Connecting with organizations or groups provides teachers with an opportunity to gain a larger perspective on the educational landscape, connect with other educators, and network with people across the nation and the world” (Newman, 2013, p. 14.3).

 Teaching is something I’m passionate about  I would love to make a difference in a students life  Thank you for the opportunity to interview  I look forward to hearing from you

Goulart, R. (2015) Retrieved From music1147.html?tab=4#tabs Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San Diego, CA: Bridgepoint Education, Inc. Taberski, S. (2000). On solid ground: Strategies for teaching reading k-3. Portsmouth, N.H: Heinemann.