Sarah Richards Candidate Teaching Summit Presentation “Education is the most powerful weapon which you can use to change the world.” ― Nelson Mandela

Introduction

Sarah Richards Masters in Teaching- Early Childhood Education Conducted Candidate Teaching at Jasper Elementary Placed in the 1 st Grade Taught all Subjects

Jasper Elementary Home to 550 students in grades K-5 Located in Jasper, Georgia Zoned low to middle-class Principal: Nonnie Weeks Assistant Principal: Libby Newman Title 1 Distinguished School

My Class Composed of 14 Students Diversity: 7 Boys 7 Girls 12 Caucasian Students 2 Hispanic Students 2 Special Ed Student 9 EIP Students

My Daily Schedule 7:30 Student Arrival 7:45 Attendance/Lunch Count 8:00 Calendar 8:15 Reading 10:00 Math 11:00 Lunch 11:35 Spelling/Language/Writing 12:25 Recess 12:45 CAMP 1:35 Social Studies/Science 2:00 D.E.A.R 2:15 Dismissal Monday – Computer Lab Tuesday – Music Wednesday – Guidance Class Thursday – PE Friday – Art *Library (Week A) Monday – 10:00 A.M

My Thoughts, Feelings, Fears, Strengths, and Weaknesses As I began Candidate Teaching

Planning for Differentiated Instruction Math Social Studies Reading

My Lesson Plans Lesson One: Fractions Math Lesson Fractions Specify Essential Content/Objectives: Students will learn to divide shapes into equal parts Lesson Two: Landforms Social Studies Lesson Landforms Specify Essential Content/Objectives: Students will understand that the Earth is made up of different landforms. Identify various landforms on Earth Lesson Three: Fluency Reading Lesson Fluency Specify Essential Content/Objectives: Students will build their fluency by reading aloud

Fraction Lesson Strategies used to Differentiate Instruction GameBook with word problem Word problem with chocolate

Fraction Lesson Strategies used to Differentiate Assessment Pre-assessment Students in the 90 th percentile Students scoring under the 90 th percentile

Landforms Lesson Strategies used to Differentiate Instruction Brainpop Video Choice of activities Follow along in book

Fluency Strategies used to Differentiate Instruction Differentiation based on content and processing

Fluency Strategies used to Differentiate Assessment

Impact on Student Learning- Fractions Use of Assessment Results to Adjust Instruction Scoring 90 or above Scoring Scoring below 70 Number of Students 445 Pre-assessment Number of correct problems 321 or 0 Number of students 720 Post-assessment halves and fourths Number of correct problems 321 or 0 Number of students 310 Post-assessment thirds halves and fourths

Impact on Student Learning Rubrics, and Self Assessments OutstandingSatisfactoryNeeds ImprovementUnsatisfactory Students score words per minute on oral reading fluency Students score words per minute on oral reading fluency Students score words per minute on oral reading fluency Students score less than 24 words per minute on oral reading fluency Below average and average group OutstandingSatisfactory Needs Improvement Unsatisfactory Students score words per minute on oral reading fluency Students score words per minute on oral reading fluency Students score words per minute on oral reading fluency Students score less than 25 words per minute on oral reading fluency Above average group Students scoring needs improvement or unsatisfactory will have addition fluency work in both class and at home until student scores satisfactory.

Professional Development Activities Attended Scheduled Faculty Meetings School wide Webinars- CCR Grade Level Meetings PTO meetings

Professional Organization Memberships Professional Association of Georgia Educators

My Philosophy Before and After Constructivism/Behaviorism Differentiation Assessments Learning styles Subject Integration

Conclusion Plan to Develop as a Professional Educator Desire for a 1 st or 2 nd grade classroom to teach Already certified in Middle School Mathematics On substitute list Become familiar with the Common Core Standards