Kelly Tripi Candidate Teaching Summit Presentation Spring website “If a child can’t learn the way we teach, maybe we should teach the way they learn.” 1

INTRODUCTION: 2

Kelly Tripi Bachelor of Science: Early Childhood Education Liberty Elementary Kindergarten Collaborating Teacher: Tessa Allen 3

Liberty Elementary Located in Canton, GA. Principal: Dr. Nicole Holmes Middle class subdivision and rural homes Parent involvement is high. 4

Demographics There are about 1,500 students at Liberty Elementary. 5

Class Breakdown 25 students 12 girls 13 boys 18 Caucasian 2 Hispanic American 5 African American 4 RTI’s 6

Schedule 7

My Thoughts and Feelings, Fears, Strengths and Weaknesses as I Began Candidate Teaching 8 I felt grateful to have been given the opportunity to work at such an amazing school! I was worried I would not meet the expectations of my collaborating teacher! My strengths would be my creativity with lesson planning, and my technology integration. My weaknesses could include time management and classroom management.

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

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Pre-assessments/Post 13

14 Insect lesson plan pre/post-assessment results.

Lesson Plans 15 Lesson 1: Sneaky E Lesson 2: Measure Your Name Lesson 3: What are insects?

Differentiation Sneaky E: sight word game was differentiated based on reading ability. Easy, medium, and hard difficulty. Measurement: Students were arranged around the rug according to learning level groups. Support group was given linking cubes that they could write on to help them spell their names. On-target simply spelled their names without writing on the cubes, and advanced students helped me spell the long names from “Chrysanthemum”. 16

Differentiation Con’t Insects: Differentiated with the technology center. Students could pick low, medium, hard difficulty setting for subtraction problems. The writing center was also differentiated based on writing ability. Support students were provided with word walls, sight words, and letters. On- target group was given a word wall. Advanced group was not provided with any additional help, aside from myself. 17

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? 18

Technology 19 Interactive PowerPoint

Technology 20 Promethean Board

Rubrics 21

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Classroom Management If a student earns 8 green points, and has less than 2 red points they may get a treasure. (teacher of the day, no shoes, hat, etc) I would like to make the classroom expectations with my students at the beginning of the year. I would also call the parents at the beginning of the year to get to know them. 23

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? 24

Analysis 25 Lesson 1: Analysis Lesson 2: Analysis Lesson 3: Analysis

Adjustments I was asked to do a framework lesson. The lesson was solving riddles. All of my advanced students were asking me what to do, and at that point I knew I needed to readjust the lesson. In the beginning I solved 3 riddles with the class together. Then the lesson asked the students to go to their seat and solve 3 on their own. They were all confused, so I brought them back to the rug and we solved them all together. 26

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? 27

Teaching Philosophy Now and Then: Initial PhilosophyCurrent Philosophy -You need to be strict with students. -Whole group teaching is easier than small group teaching. -It is easy to keep students under control if your lessons are engaging. -For classroom management I want to include a reward system. If I work with Kindergarten I want to reward daily. -You cannot let students walk all over you, but you also cannot be a drill sergeant. -Working in small groups is much more engaging, and fun for the students and the teachers. I think I felt the opposite, because I never got to experience centers when I was in school. -It is EASIER to keep students under control when lessons are engaging. However, it is by no means easy! -I do reward daily with a reward system, however, only students that earn a certain amount of points get to get the free reward. 28

Professional Development TrainingParent/Teacher Conferences Other Common core meeting January 23 rd STEM Night faculty meeting February 27 th STEM Night March 7 th CRCT Team Building meeting March 27th 5 grade level meetings 1 parent/teacher conference 1 RTI meeting I volunteered 2 weeks before student teaching to help out my collaborating teacher during centers for math/reading. I volunteered to present at STEM night. I also helped set up/organize STEM night. I volunteered with Kindergarten registration. 29

CONCLUSION: 30

What’s next? 31 Continue Education: Gifted Endorsement GACE Middle Grades Master’s in Early Childhood Education Doctorate Get a job!!

32 All students can succeed if given the right tools to be successful!