Kristine Kimbrell Candidate Teaching MAT Summit Presentation "Do not go where a path may lead, go instead where there is no path and leave a trail” - Ralph Waldo Emerson

PART I. INTRODUCTION:

My Placement 2 nd Grade Collaborating teacher: Anna Adler All subjects including: – Guided Math – Guided Reading – Unit of Study – Writing

Located in Acworth, GA Title I school Around 800 students Principal: Dr. Jennifer Scrivner Assistant Principal: Claire Dravis A diverse range of socioeconomic statuses represented in this community Oak Grove Elementary

My Class 22 students 10 boys and 12 girls 4 African American, 1 Korean, 3 Hispanic, 14 Caucasian 1 EIP 2 ESOL 2 tested for AIM 2 RTI’s

My Daily Schedule 8:25-9:10 Morning Work/AR Reading 9:10-9:20 Calendar Math 9:20-10:40 Guided Math 10:40-11:05 Unit of Study 11:05-11:35 Lunch 11:35-12:15 Recess 12:15-12:20 Water/Restroom 12:20-1:40 Guided Reading 1:40-2:00 Unit of Study 2:00-2:50 Specials 2:50-3:30 Pack-up, dismissal, & AR reading

Thoughts, Feelings, Fears Nervous Apprehensive Anxious Wondering what my collaborating teacher would be like How much work was it going to be? Will I be able to make it without having any income? Eager to meet my class Ready to get started Excited

PART II. CANDIDATE PROFICIENCY EVIDENCE: Documentation of Competency

DOMAIN I: PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT 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 you use knowledge of curriculum, learner differences, and ongoing assessment data to plan for student access to same essential content?

How Did I Plan? I used the following resources: 1.Ms. Adler 2.The curriculum books/resources 3.The Internet 4.The 2 nd grade team 5.Knowledge from MAT classes

Lesson Plans Mental Math Money Sentence Types

Pre-Assessments-Mental Math

Pre-Assessments-Money

Pre-Assessments-Sentence Types Group #1Group #2

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

Mental Math Lesson Low GroupAverage GroupsHigh Group

Money Lesson Used a coins flipchart whole group

Money Lesson Low Group High Group

Sentence Types Lesson Had students practice labeling different sentences written on sentence strips Did a worksheet based on the sentence types as a group.

Sentence Types Lesson Dump, Lump, Clump on the carpet

Sentence Type Lesson At the student’s seats, they had a story where they were labeling the different types of sentences contained in it.

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 you use systematic formal/informal assessment as an ongoing diagnostic activity to measure student growth and to guide, differentiate, and adjust instruction?

Mental Math Lesson The plan: For the students to learn strategies to start doing addition and subtraction problems in their heads. The pre-assessment showed most students did not have this skill. Each group did a separate activity starting at the level they were working at. Score Range 80% or above 70% to 80% 60% to 70% 50% to 60% Below 50% # of students 15295

Mental Math Results After teaching the lesson, the post-assessment results are as follows: Next step was to go to back with the students in the lowest group who scored below a 70% and look at basic subtraction with re-grouping because these are the problems that they missed the most in the post- assessment. Score Range 90% or above 80% to 90% 70% to 80% 60% to 70% Below 60% # of Students 67522

Sentence Type Lesson The plan: For the students to understand and be able to recognize the sentence types: declarative, interrogative, imperative, and exclamatory or statement, question, command, and exclamation. The students had almost no knowledge of this. The pre-assessment results are shown below. The students were grouped to start the differentiated activities. Range of scores 60% to 70% 50% to 60% 40% to 50% 30% to 40% 20% to 30% Below 20% # of students

Sentence Type Results After teaching this lesson, the post-assessment results are shown below. Next step is to move on to the next language arts skill, suffixes. I re- taught this concept to the student who scored the lowest. Score100%93%86%36% # of Students12511

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 you display a professional commitment to the teaching philosophy of differentiated instruction to support student’ diverse learning needs and to maximize learning? How has your teaching philosophy changed during Candidate Teaching?

Professional Activities Faculty Meetings Grade Level Meetings Stem Night Parent-teacher conference ILT Meetings IEP Meetings Rainbows

Professional Organization Memberships SPAGE Alpha Chi National Honor Society NAEYC

Philosophy Change Before Strictly behaviorist Skeptical of how to differentiate Teacher taught the class in a whole group setting- very traditional Now Still believe in behaviorism with positive reinforcement aspects More humanistic Love guided reading and guided math way of teaching Believe in differentiation See how pre-assessments and ongoing assessments guide teaching

PART III. CONCLUSION: Mat Candidate Teaching Experience

What’s Next? Back to work on May 14 th to the Goddard School in Hickory Flat Will work in the Toddler classroom! Continue to search for a teaching position for next year!