Kathy Turner Part 1: The Big Interview EDU 650 Final Project February 20, 2015

Introduction & Summary  Kathy Turner  I have a Bachelor’s Degree in General Studies from Eastern Illinois University. I took additional classes at Millikin University to become teacher qualified.  I have my type 04 teacher certification in the state of Illinois. I am qualified to teach ages birth-third grade and have my special education endorsement.  I am currently working on my Masters in Education with a Early Childhood Specialization.  I have 20 years experience working with children birth- five years old.  I have been a teacher and a administrator of a KinderCare Learning Center and with Champaign County Head Start.  I am applying for Preschool Special Education teacher position with a local school district that has just started a state funded preschool program.

Philosophy of Education  “Classroom management is comprised of the necessary process to create and maintain a positive environment that is conductive to teaching and learning,” (Newman, 2013, p.85)  Focus on positive behaviors.  Describing what I want my students to do.  I believe that involving parents, individualizing learning for students and creating a positive, safe and healthy learning environment are all part of ensuring a well- managed classroom.  Building connections with every child in the classroom.  Build a classroom community to build unity. “Bailey (2000) states, “The power of unity specifically focuses on changing the physical environment of the school, as well as the school routines and rituals needed to create order and learning effectiveness,” (Bailey, 2000, p. 60)

Classroom Management Plan  Classroom rules should be limited in numbers and stated positively. They should also include limited words and pictures so that preschoolers can understand. My rules would include: eyes watching, Use quiet voices, ears listening, safe feet, hands to self, brains thinking and hearts caring.  Every child in the classroom will have a job assigned to them on a weekly basis. The jobs will include door holder, line leader, table setter and more. This will help children build a sense of classroom community and learn to care for their classroom.  I will ensure a well-managed classroom by reviewing and modeling classroom rules, routines and schedules on a daily basis during open large groups and at any time of the day when a review is needed

Different School Models  In the Champaign, IL area the most common school models are public, private and magnet schools.  I would fit in best with a public school setting.  Within the public school setting, I would like to work with a school that includes technology, focuses on the individual needs of students and implements music and art programs into the school curriculum.  Godin (2012) states, “Why wouldn’t we want to teach our kids to go do something interesting? Why wouldn’t we want to teach our kids to figure it out,” (Godin, 2012, TED). This quote appeals to me and I would like to have flexibility to create lesson plans and projects that met the interests of the students so that learning can be fun and engaging.

Effective Lesson Planning & Design Backwards design lesson planning is highly effective. Newman (2013) defines backward design as “It begins with defining what the teachers want students to learn. Once the end (the learning outcome) has been identified, the next stage focuses on developing a plan to assess when the outcome has been met. The final stage relates to planning the learning activities in which students will engage,” (Newman, 2013, p. 236). Good learning objectives: Describe what the students will learn. Are clear, complete and specific. Can be assessed Use state learning goals or Common Core standards when writing course objectives.

Assessment Matters  Wormeli (2010) states, “Teachers spend most of their time forming their summative assessments as if that was the most important aspect, but really it is formative assessments that are the most important aspect, it is the greatest impact on student achievement, (Wormeli, 2010, Stenhousepublishers).  Teachers have to use ongoing observations and student work samples to assess how students are progress. A checkpoint system has be put in place three-four times per year to assess how students are progressing in their learning. The ongoing observations and student work samples should drive the assessment results.  Wormeli (2010) states, “If there is not feedback it turns out the assessment task don’t have much value,” (Wormeli, 2010, Stenhousepublishers). Teachers have to give students descriptive feedback after assessments of learning so that students can learn from their mistakes and make the necessary corrections to help support their learning.  Hoover and Abrams (2013) stated, “A teacher who can effectively use assessment data to improve instruction, thus potential increasing student learning at all levels,” (Hoover and Abrams (2013), p. 230). Teachers have to know how to use the assessment feedback they receive to improve their curriculum and instruction.

Professional Learning Communities  Ongoing education is very important to me. It is necessary for me to stay informed of the newest strategies and tools that are available to me. I can do this by attending trainings and being a active participant in school improvement committees.  I can also consult with my co-workers and administrators within the building for new ideas and suggestions to improve my instruction.  Newman (2013) says, “There are a few key practices that teachers can engage in regularly to improve their practice. They include action research, study groups, and learning walks,” (Newman, 2013, p. 355). I would want the opportunity to engage in these strategies so that I can continue to improve my instruction.

References Newman, R. (2013). Teaching & Learning in the 21 st Century:Connecting the Dots. San Diego, CA: Bridgeport Education, Inc. Bailey, Dr. B. (2000). Conscious Discipline: 7 Basic Skills for Brain Smart Classroom Management. Oviedo, FL: Loving Guidance, Inc. TED. (2012, October). Stop Stealing Dreams: Seth Godin at [Video File]. Retrieved from Stenhousepublishers, (2010, November 30). Rick Wormeli: Formative and summative assessment [Video file]. Retrieved from Hoover, N. and Abrams, L. (2013). Teachers Instructional Use of Summative StudentAssessment Data. Applied Measurement in Education (Online) (26) 13. Retrieved from Ashford Library