Final Project – The Big Interview Milagro Benitez EDU 650 : Teaching Learning and Leading in the 21st Century Dr. Kenneth Powers June 28, 2015

Self-introduction Hello, name is Millie Benitez. Currently, I work as a Home Based teacher for Early Head Start. I completed my bachelor’s degree in criminal justice and I am currently working on my master’s degree in Education, with a concentration in family and community services. My Professional background and experience concentrates in providing educational and social services to low income populations. I am pursuing a position as a Kindergarten Lead Teacher. In this position I will do the Following: Help each student learn subject matter and skills that will contribute to his or her development as a mature, capable and responsible adult. Provide a positive, healthy and safe environment in which each student can achieve his or her maximum potential. Meet and instruct assigned classes in the locations and at the times designated. Plan a program of study that, as much as possible, meets the individual needs, inter­ests, and abilities of each student. Guide the learning process toward the achievement of curriculum goals. Create a classroom environment that is conducive to learning and appropriate to the maturity level and interest of the student. Encourage students to maintain standards of classroom behavior.

Philosophy of Education As an educator for infants, toddlers and preschoolers from minority and or welfare families, my goal is to ensure that I am proactive in promoting healthy child development and school readiness for all my early learner students. It is my goal that all of my students reach their developmental mile stones accordingly. I want to ensure that these children are exposed to adequate learning activities early in life, so that they can be fully prepare by the time they are ready to start school. My focus is to ensure that underprivileged children experience the same opportunities as any other children, and, that these experiences provide them with the abilities they need to succeed from childhood to adulthood. As students move on from my classes, they will be have the capacity to demonstrate and utilize social development skills, fine and gross motor skills, cognitive, language, literacy and mathematic skills. My educational philosophy is composed of my goals and practices as an educator; as well as my desire to ensure that I make positive contributions in the lives of young children. I believe that every child should be able to have the same experiences in order to achieve success, regardless of their race, sex, or financial status. I will continue to work with young children and their families so that together we can achieve a greater and brighter future for our children.

Classroom management plan As an educator, it is my duty to ensure that my classroom is set up so that it is engaging, effective and inviting to my students. My students will learn about the expectation for our classroom at the beginning of the school year. The purpose of the class management plan is to have expectations set so that the students know the classroom guidelines and are aware of the behaviors that are accepted while in the classroom on a daily basis Rules and expectations will be introduced during the first few weeks as students are getting to know the classroom, teacher, school and each other. Students have roles in their classroom and that is to keep it organized, put forth the effort to comprehend the lesson and do the work that will follow afterwards (reading, writing). It is also my responsibility to know each student’s learning ability throughout the school year and implement any learning sources as needed to ensure enrichment. Constructivism demonstrates that while knowledge is personal, students learn best when they interact with others and have the opportunity to exchange and challenge ideas to obtain a desired outcome. This means that it is essential for students to connect with others in the classroom, and that learning is not a stagnant process. It also shows that new knowledge is built from prior knowledge. (Newman, 2013).

Classroom management plan The constructivist classroom which I will be conducting will consist of students questions and interest valued, interactive learning, assessments that will include students’ work, observations and tests, curriculum begins as a whole and then expanding to smaller parts. (Newman, 2013). There are two learning skills that will address as a teacher during the school year. I will be implementing digital technology into the classroom to customize learning activities to address student’s learning styles. I also will engage in any professional growth and leadership. This will improve my teaching skills, model lifelong learning and exhibit professional leadership. (Newman, 2013). The physical layout of the room will be non-clutter and desks would be either in a circle or groups of four facing each other. The traditional layout of rows in a line just makes the room not so welcome. The room will be organized so that students will be able to get items on their own. Teacher items will also be available and ready for the school day so that the students are not sitting and waiting as this could lead to behavior issues. The layout of the students’ will allow them to be in peer groups and learn from each other.

Classroom management plan: classroom layout

Different school models Observations for the different school models were completed at the elementary school level; the observations were completed in two different school districts; Washington DC and Northern Virginia- City of Alexandria. The first school is an inner city public school, attended mainly by a low income population; the school is also located in an area with a high rate of gang activity, crime and delinquency. The second school is within 15 miles from Washington DC, located in City of Alexandria in a middle class community. This school has a very diverse population, income levels vary, there is a high percentage of English Learner students (ESL), this school services a population of more than 200 languages.   School A School B Differences/Similarities identified  between schools.  Points to consider. Type of School  Inner city public School  Public school Suburbs  School located in different social class communities. Total Population/Demographics  28 students Per classroom  22 per classroom  Difference in class size. Smaller class had 2 teachers in classroom consistently. Student to Teacher Ratio  1-14  1-11  3 student difference in Ratio. Key Issues Facing Subjects in need: Math and Science  Subjects in need: Literacy/reading. School A- School needs updated equipment/tools. School B -population composed largely by English as second language students. Role of Technology  Basic, 40% of day  Advance, 60% of day  Basic equipment available in school A. Technology resources available within the classroom for school B. 21st Century Skills  Yes  They both incorporate technology, team building. Parental involvement Minimal Yes Different economic classes Parental support No Teaching method Facilitator Expert Class size, support and resources available.

Effective Lesson Planning and Design Important Components of Effective lesson design: Critical Objectives for Effective Instruction Reliable data obtained from research Clear Objectives Assessments Assignments Activities Good learning objectives are critical to planning effective instruction because those objectives determine what students are expected to learn. Essentially, objectives set the structure for the course and the tasks to take place, both for the students and the instructor. Following objectives will also ensure that the class is instructed to aligned with the proper requirements as well as achieving the desired outcome.

Effective Lesson Planning and Design Student’s Role in the learning process: Students play an essential role in the learning process. Students and teachers are a team, together they collaborate with each other in identifying what are the best learning practices for the student, which in turn help the teacher in creating effective lesson plans.

Assessment for Learning – Assessment Matters Assessment for Learning – Key Strategies Assessments Types Formative Assessments: Assess skills by including five daily questions to assess student’s previous understanding of the lesson. End the lesson with an evaluative question, student will write their answer and turn in to teacher. Students must correctly answer the question to exit the classroom. Summative Assessments End of the unit Exams Final Exams State mandated End of the Year Exam. AYP scores to track students progress. Report Cards Clarifying, understanding and sharing learning intentions. Engineering effective classroom discussions, tasks and activities that elicit evidence of learning. Provide feedback that moves learners forward. Activating students as learning resources for one another by utilizing diverse technique. Activating students as owners of their own learning utilizing C3B4ME technique.

Professional Learning Communities Professional Learning Communities are collaborative teams (teachers) that engage in a continuous, ongoing process to ensure they make positive contributions on the structure and culture of their schools.

References: Common Core State Standards Initiative (http://www.corestandards.org/) Newman, R. (2013). Teaching and Learning in the 21st Century: Connecting the Dots. San Diego, CA: Bridgepoint Education, Inc. Rystad, M.  (2013, April 7).  Assessment for learning [Video file].  Retrieved from http://www.youtube.com/watch?v=HcLMlY6R7RM Stenhousepublishers.  (2010, November 30).  Rick Wormeli: Formative and summative assessment [Video file].  Retrieved from http://www.youtube.com/watch?v=rJxFXjfB_B4

Present-Me Presentation Recording https://present.me/view/298658-wk-6-assignment-the-big-interv