By: Nicole Adamson

My name is Nicole Adamson and I am here today to interview for the lead Kindergarten teacher position. I am a mother of four beautiful children and have had over 7 years of experience working with children under the age of 12. I believe Kindergarten is one of the most important grade levels because it opens the door to a child’s lifelong learning path and sets the stage for that child’s understanding of what is expected of them in school including behavior, academic achievement, attendance and involvement in their learning. Kindergarten is where the teacher has the ability to shape the minds of children and turn them into students; and turn parents into active participants on their child’s educational journey. I look forward to presenting my ideas on classroom management, different school models, effective lesson planning, assessments and Professional Learning Communities (PLC) and to changing your school into a thriving educational place for your students, teachers and families to grow.

My classroom will be one that is student- centered, with an inquiry- based learning method, which “focuses on student investigation and hands on learning [where] students play an active role in their own learning process” (USC Rossier School of Education, 2014). I also believe that in order for our children to be successful members of society they must possess a number of 21st century skills including; “the ability to think critically, problem-solve multifaceted issues, be digitally literate, and collaborate with others” (Newman, 2013). Two of the most important values to me are support and understanding, which is why I vow to have an open mind, heart and door policy where my students, families, and fellow educators are not afraid to approach me about anything. My goal is to have a fun, safe, nurturing classroom where my students will have fun learning and leave my classroom with the knowledge of responsibility and respect for others as well as a love of lifelong learning. My Education Philosophy

Classroom Management Plan Classroom Goal: The goal of this classroom management plan is to create a fun, loving, safe environment where I can foster the kindergarten students with a lifelong love of learning as well as skills they will need to be successful in the following years. Rules: Listen & Follow directions, Keep your hands and feet to yourself, Raise your hand when you need my attention, Respect your classmates and your teacher. There will also be three consequences for inappropriate behavior; Warning, Redirected to individual time, Note sent home. I expect all students to abide by the rules every day of the school year in and out of the classroom (i.e. on the playground, lining up, at lunch, etc.) and to further always be a part of the learning environment of the classroom. Expectations: I believe in the “no opt out” approach which follows that “teachers should not accept students opting out of participating in class or achieving success, regardless of students excuses” (Newman, 2013). Therefore, I expect all students to actively participate in all lessons and activities with a kind, respectful way while always ready to learn and grow. Procedures: The daily procedures are something the children must master in order to succeed in the classroom which is why they too must be simple to understand and carry out and must be posted in the classroom as well as explained on the first day of school. The procedures include what to do upon arrival, dismissal, transition to somewhere other than the classroom, what to do when you need assistance and tasks that the students can carry out quietly and independently. Implementation Plan: The physical layout of the classroom must be in way where the teacher can visibly see all students at all times and students need to be able to have enough room to stretch out and not feel cramped in their chairs. The teacher must also model appropriate conduct and further engage in professional growth and leadership through continual learning.

Student Centered Classroom Teacher Role: In a student centered classroom the teacher acts as a guide and facilitator rather than directing all the lessons and students. In order for the students to gain individual responsibility and respect for one another using conflict resolution I must teach them the skills they would need to “effectively resolve differences and conflicts and to become effective problem solvers before issues become too difficult” (Newman, 2013). Using this method will help shape the children to obtain individual success and effective community members as well. It is also the teacher’s role to create lessons that will spark collaboration, critical thinking and problem solving into everyday learning. Even though the classroom is a student centered environment it is necessary for the teacher to be a visible, engaged presence in the classroom (not sitting at a desk). Lastly, it is vital for the teacher to encourage class participation and productive discussions during small and large group activities. Student Role: It is expected for the student to come to class and be actively engaged in all lessons and collaborative work. Active, student contribution can be done in a variety of ways including; “actively listening, asking thought-provoking questions, challenging what someone has said appropriately, inviting other into the discussion” (Diaz, 2012) collaborating with teams to solve critical thinking problems and resolving conflicts with each other through the conflict resolution skills they were taught. It is also the responsibility of the student to follow all daily procedures in an effective and timely manner so that learning is not delayed. With the teacher acting as a facilitator it is also expected for the student to make a contribution to their own learning and the learning of their fellow peers. The student should also communicate daily with the teacher about any concerns or feelings they are having that may affect their learning and the learning of others so that the teacher and the student can find a solution that will be best for everyone.

Different School Models There are many different school models that your school can adapt to including; public (current), private, charter, innovation, and magnet. However, I believe the best choice for your school is a Magnet School. The magnet school is the best option because it aligns with most of the public school rules and regulations such as: Held to a high level of State & Federal accountability Teachers are required to be credentialed (educational training and knowledge about what they’re teaching) Curriculum is guided by the Common Core State Standards But it offers more to the community, families, and students because its: Not bound by specific attendance zones making for a diverse group of students Seeks to offer unique learning experiences that public schools do not Seen as options for choice, school reform, & innovation On top of state funding they also receive additional subsidy to support specialized programs

Effective Lesson Design Includes two important elements Research & Developing clear learning objectives Clear Learning Objectives are important because they: “provide students with a clear purpose to focus their learning efforts, direct your choice of instructional activities and guide your assessment strategies” (University of Colorado, 2007) When planning remember: Activities should be “minds- on” not simply “hands- on” where students can test different hypotheses with the experiment, why a reaction is occurring, etc. and the Common Core State Standards are there to act as a guide/tool to creating your OWN lessons & activities The Backwards Design Model introduced in 1998 by Wiggins & McTighe consists of 3 stages: Identifying desired results, Determine acceptable evidence (create assessment), Plan learning experiences & instruction. This model is more effective than the traditional model because it “encourages the teacher to focus on students' abilities to apply the knowledge they learn to the real world” and “offers a structured way for teachers to develop a cohesive plan for learning” (Newman, 2013).

Assessment Matters “Assessment is not about you as a teacher; it is about your students” (Lopez, 2013); it is to benefit the students by allowing the teacher to redirect their lessons based on the results of the students comprehension of the content delivered. Assessments are used to “collect data, inform instruction, encourage learning” (Newman, 2013) and to act as a guide for the next steps in the learning process. The best assessments “involve descriptive feedback, help discover the objective/goal, point and describe where you are in relation to it, and what to do to close the gap” (Wormeli, 2010). Students need to be just as much a part of the assessment process as teachers (if not more) in order for them to be engaged in the learning process and take responsibility for their own learning; this will show them HOW to learn, not WHAT to learn.

Professional Learning Communities (PLC) A professional learning community is “a group of educators who collaborate in such processes as collective inquiry and action research in order to achieve better results for students” (Newman, 2013) The characteristics of a PLC include having; common goals, democratic leadership, collective learning, and supportive conditions. Supportive conditions are necessary to support the common goals of the PLC and provide a structure through providing; shared feedback and experiences, incentives for collaboration and trainings on effective collaboration practices The most important aspect of a PLC, essentially why it is created is “that multiple pathways and networks for connecting and improving learning for students and adults are established” (Newman, 2013).

References Diaz, N. (2012, November 29). Classroom management in the 21st century. Retrieved from classroom-management-in-the-21st-centurywww.brighthubeducation.com/classroom-management/ classroom-management-in-the-21st-century Lopez, D. (2013). No excuses university: How six exceptional systems are revolutionizing our schools (2nd ed.).Turnaround Schools Publications. Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San Diego, CA: Bridgepoint Education, Inc. University of Colorado. (2007). Learning Objectives: Assessment & Instructional Alignment. Retrieved from: development/Documents/Tutorials/Assessment/module3/index.htm USC Rossier School of Education. (2014). Teaching Methods. Retrieved April 13, 2015, from Stenhousepublishers. (2010, November 30). Rick Wormeli: Formative and summative assessment [Video file]. Retrieved from