Website “In learning you will teach, and in teaching you will learn.” ― Phil Collins 1 JULIE STANFIELD CANDIDATE TEACHING SUMMIT PRESENTATION FALL 2013

2 INTRODUCTION:

3 Bachelor of Science in Education: Early Childhood Education Matt Elementary School in Forsyth County 3 rd Grade Collaborating Teacher: Mrs. Dianne Collins Taught all subjects including: Reading, Language Arts, Science, Social Studies, and Math Julie Stanfield

4 Matt Elementary School Home to 1,026 students in grades K-5 Located in Forsyth County Rural community with low, middle, and upper-class homes High parent involvement Current Principal: Charley Stalder Current Assistant Principals: Carla Gravitt, Renee Westray

5 My Class 23 Students Diversity: 12 boys 11 girls 4 ELL 5 Gifted 4 RTI: Tier 3/SST – 2 Tier 2/IST – 1 SPED – 1

6 Schedule 7:10-7:40 Arrival & Morning Routine 7:40 Sea-NN Announcements 7:50-9:20 Math 9:20-9:30 Snack & Restroom Break 9:30-10:05 Science/Social Studies 10:05-10:50 Specials (Planning/Meeting) 10:50-11:15 Lunch 11:15-11:25 Restroom Break 11:25-1:00 Reading/Language Arts 1:00-1:20 Recess 1:20-1:30 Restroom Break 1:30-2:05 Prime Time/Writing 2:05-2:15 Pack up for Dismissal

7 My Thoughts and Feelings, Fears, Strengths and Weaknesses as I Began Candidate Teaching I have been a paraprofessional for seven years, so I was comfortable being in front of students I was most nervous about the amount of lesson planning and how that time commitment would affect my family One strength I have is my ability to connect with people, whether they are 8 or 80 years old. Another would be classroom management. My weakness is time management. I am a procrastinator, and often plan too much.

8 CANDIDATE PROFICIENCY EVIDENCE:

9 DOMAIN I: PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT PSOE 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. Reflective Analysis: How did I use knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content?

10 DOMAIN I: PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT Proficiency Evidence: Planning for Differentiation Differentiation can occur within content, process, or product—I try to vary all of these based on what the lesson warrants. My teaching style utilizes lots of hands-on activities so that I can meet the needs of each student at his/her readiness level. I teach in a manner that will interest multiple learning styles, involving music, movement, brain breaks, arts and crafts, visual aids, written tasks, and logical patterns in my lessons.

11 DOMAIN I: PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT Proficiency Evidence: Observations Lesson Plan #1: Once Upon a Fairy Tale Lesson Plan #2: Double-Stuff Oreos Lesson Plan #3: Break it Down! Lesson Plan #4: Feeling Froggy Planning is: determined by Georgia standards to be covered prior to CRCT guided by the school district’s matrix for 3 rd grade adapted based upon the collaborating teacher’s recommendations.

12 DOMAIN II: PROVIDING DIFFERENTIATED INSTRUCTION & ASSESSMENT PSOE Proficiency 2.0: The teacher candidate utilizes a variety of strategies to differentiate instruction and assessment. Reflective Analysis: How did I utilize a variety of strategies to differentiate instruction and assessment?

13 DOMAIN II: PROVIDING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT Proficiency Evidence: Differentiation: Learning Styles (variation of process) Students are provided teacher-guided instruction in small groups in both math and reading. In addition, students work with partners at stations (“Buildling” in Math, and “Word Work” in Reading). Students work individually while at computer stations and at seats during “skill practice”. A mini-lesson is taught whole-group and reviewed as needed with individual students.

14 DOMAIN II: PROVIDING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT Proficiency Evidence: Differentiation: Learning Styles (variation of content) Group 2: Used graph paper -- draw a line in the array to break down a factor “Break it Down” Decomposing Factors in Multiplication Group 1: Used unifix cubes – draw a “line” with a ruler to break down the factor Group 3: Completed practice problems without manipulatives or visual aids

15 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. Reflective Analysis: How did I use systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction?

16 Forsyth County School System provides common assessments for all schools within the district. Students are given the same pre- and post-assessment at the beginning/conclusion of units. Assessments have been formed based on the Common Core Georgia Performance Standards. Students are grouped and taught accordingly, based on assessment scores. Math -- Unit 2 Pre-Test Analysis Math – Unit 2 Post-Test Analysis DOMAIN III: IMPACTING STUDENT LEARNING Proficiency Evidence: From Assessments to Instruction

17 Student Products: Compare and Contrast Chart Venn Diagram OREO Graphic Organizer Opinion Writing Fairytale Pre-Writing Planner Bar Graph Examples of Rubrics Used: Poster rubric Opinion Writing rubric Domain III Proficiency Evidence: Impact on Student Learning

18 Domain III Proficiency Evidence: Use of assessments for instruction Student work is assessed using rubrics and county assessments. Formal assessments (pre- and post-tests written by the county) are given at the beginning and completion of a unit. The results are used to form groups for math or reading blocks so that students can most benefit from small group instruction among peers of similar skill level. Informal assessments may be used during the unit if groups need to be adjusted. The county prohibits sharing of any testing data that is used. Lesson Analyses: Once Upon a Fairy Tale Double-Stuff Oreos Break it Down Feeling Froggy

19 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. Reflective Analysis: How did I display a professional commitment to the teaching philosophy of differentiated instruction to support student’ diverse learning needs and to maximize learning? How has my teaching philosophy changed during Candidate Teaching?

20 DOMAIN IV: PROFESSIONAL RESPONSIBILITIES IN SUPPORT OF DIFFERENTIATED INSTRUCTION & ASSESSMENT Proficiency Evidence: Professional Associations In-Services and Training Parent/Teacher Conferences  Gizmos Training  RTI Training  TKES/LKES training  Faculty meetings  Zondle training  its learning training  Grade-level half day planning  Curriculum Night  6 grade-level meetings  5 parent-teacher conferences  1 RTI-Tier 3 meeting  1 RTI-Tier 2 meeting

21 Philosophy of Education…then and now My philosophy of education has not changed as much as I thought it would. I still believe students are at their best when they are engaged and excited. I am even more convinced that teachers have the most important job in the world, because ultimately we shape the individuals who will control the future. One school year can make a huge difference in a child’s learning, having lasting effects on intellectual growth and development, self-esteem, confidence and competence. I always want to hold that responsibility delicately in my hands and in my heart, so that I bring my best to the classroom each and every day. I am confident in my abilities and I feel very well-rounded. I will begin the process of putting myself out there and trying to gain a classroom. I know from this experience that what my students will gain is a teacher deeply and insanely devoted to their care and learning for ten joyful months. I am ready. Philosophy of Education, 2013

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23 CONTINUING PLAN TO DEVELOP AS A PROFESSIONAL EDUCATOR Continuing Education: Gifted Endorsement GACE Middle & High School Math Masters Degree Teaching Certification: Full-time employment in public school Presently: Continue working as Special Education Paraprofessional during application and interview process