Mary Elizabeth Randall Candidate Teaching MAT Summit Presentation Website "Teachers open the door, but you must enter by yourself." Chinese Proverb

Canton Elementary “Building Character, Excellence, and Success” Current Principal: Gwen Lince Current Asst. Principals: Tammie Anderson/Kimberly Knight Approximately 860 Students Title I Demographics: – 86% Free or Reduced Lunch – 38% in ESOL Program

Ms. Randall’s Class Mrs. Heinsch’s Third Grade Class Composed of 18 Students Diversity: – ESOL (2) – AIM (2) – Male (9) – Female (9)

Class Schedule Actual Schedule 7:15-8:00Morning Work 8:00-8:40SPECIALS 8:45– 10:15MATH (Tiered Compact) 10:15-10:30Snack 10:30-11:10READING (Tiered Compact) 11:10-12:15 LANGUAGE ARTS 12:28-12:52Lunch 12:52-1:10Recess 1:15-2:00Science/Social Studies 2:00-2:15Pack up/Dismissal

Thoughts and Feelings, Fears, Strengths and Weaknesses as I began Candidate Teaching. Fears: Acceptance? Respect? Making an impact? Preparation? Strengths: Education Background Music/Fine Arts Technology

Candidate Proficiency Evidence Documentation of Competency

Proficiency 1.0 The teacher candidate uses knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content. DOMAIN I: PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT

Lessons Sequence It! Sequence It! (Reading) Essential Content/Objective: Students will sequence events in “Good-Bye 382 Shin Dang Dong” using visual representations, small group discussion, and graphic organizers. Decimal Problems Decimal Problems (Mathematics) Essential Content/Objective: Students will solve two-step decimal story problems using manipulatives, worksheets, drawings, and other representations. It’s About What?! It’s About What?! (Reading) Essential Content/Objective: Students will identify the main idea in “The Statue of Liberty” using visual representations, small group discussion, and graphic organizers.

DOMAIN II: PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT Proficiency 2.0 The teacher candidate utilizes a variety of strategies to differentiate instruction and assessment.

Assess for Success Ticket Out the Door Pre-Assessment

Sequence This! Add finished work here Low TierHigh Tier

Technology is Key

Classroom Management System

DOMAIN III: IMPACTING STUDENT LEARNING Proficiency 3.0 The teacher candidate uses systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction.

Observation Report Pre- Test Sequence Activity FluencyExpression Ticket Door Post- Test Growth High Tier:Web Weavers L100 N/A T91AbsentN/A AbsentN/A M82100N/A K82100N/A Average : Pre- Test Sequence Activity FluencyExpression Ticket Door Post-TestGrowth Low Tier: Snake Whistlers F H A N A19Absent++N/A8364 N Average :

Anecdotal Record

Sequence Fan High Tier Low Tier

Sequence Fan Rubric Sequence Fan Teacher Name: Ms. Randall Student Name: ________________________________________ CATEGORY4321 Required Elements The fan includes all required elements as well as additional information. All required elements are included on the fan. All but 1 of the required elements are included on the fan. Several required elements were missing. Mechanics Capitalization and punctuation are correct in the directions. There is 1 error in capitalization or punctuation in the directions. There are 2 errors in capitalization or punctuation in the directions. There are more than 2 errors in capitalization or punctuation directions. OrganizationThe sequence of events matches the story from beginning to end. Most elements of events of the story are included on the fan. Some elements of events of the story are included on the fan. No elements of the story are included on the fan.

Reflective Educator… Enrichment Activities Used: Reading Street Picture Cards Spelling City – Vocabulary Writing Prompts Future Guided Reading: Webs & Bugs – Details/Discussions Snakes & Frogs – Vocabulary/Visual Cues

DOMAIN IV: PROFESSIONAL RESPONSIBILITIES IN SUPPORT OF DIFFERENTIATED INSTRUCTION & ASSESSMENT Proficiency 4.0 The teacher candidate displays a professional commitment to the teaching philosophy of differentiated instruction to support students’ diverse learning needs and to maximize learning.

Professionalism

Then and Now… Then: Prior Knowledge Multiple Intelligences Constructivism Perennialism Gardner Piaget Now: Maslow/Higherarchy of Needs Constructivism Gardner Piaget

Future Plans ESOL, Reading, and Gifted Endorsement Specialist Degree (Reading or Special Education) On-going Professional Development Music Education or Early Childhood Education teaching position