Naticia Dempsey Candidate Teaching Summit Presentation Website Website "Listen to the musn'ts child, listen to the don'ts. Listen to the shouldn'ts the impossibles, the won'ts. Listen to the never haves, then listen close to me... Anything can happen child, anything can be!" -Shel Silverstein

Naticia G. Dempsey Master of Arts in Teaching: Early Childhood Education Holly Springs Elementary School Fourth Grade Mrs. Alison Vidal Reading, Language Arts and Social Studies

Holly Springs Elementary School Located in Canton, Georgia within the Cherokee County School District Current Principal is Dr. Dianne Steinbeck Home to approximately 1251 students in grades K-6 and home to 81 certified teachers Currently at 86% capacity with 10 mobile units, 115% without the mobile units

Gender and Racial Diversity Gender: 53% Male 47% Female Race: -85% Caucasian -7% African-American, -3% American Indian/Alaskan -3% Multi-Racial -2% Asian -1% is Pacific Islander Ethnicity: - Approximately 12 % of all students are Hispanic/Latino From the HSES Profile and Improvement Plan Gender Race

Socioeconomic Diversity The majority of students are from “blue-collar” families that tend to sit within the lower-middle to middle class, but there is a substantial portion of the student population that fits into the lower class. Approximately 32% of the Students are eligible for Free or Reduced Lunches. From the HSES Profile and Improvement Plan

My Class 49 Students Overall 24 Homeroom Students Morning Block ______ 22 Students Afternoon Block _______ 27 Students

Classroom Diversity Morning Block Gender: 11 Girls 11 Boys Ethnicity: 1 ELL Hispanic Ability Levels: 4 Above-Target 13 On-Target 6 Below-Target Disabilities: -1 student with Cerebral Palsy -1 Student with Spina Bifida -2 students with ADD Afternoon Block Gender: 15 Girls 12 Boys Ethnicity: 2 African Americans Ability Levels: 5 Gifted - Aim 8 Above-Target 6 On-Target 8 Below-Target Disabilities: -1 student with Asperger Syndrome - 3 students with ADD - 4 students in EIP for Reading and Math

Schedule Morning Block 7:30 Homeroom and Spelling 8:00 SWITCH Classes 8:05-8:15 Agendas 8:15-9:00 Reading 9:00-9:30 Language Arts 9:30-10:10 Social Studies 10:15-11:00 Specials and Planning Period 11:05 SWITCH Classes Afternoon Block 11:05-11:15 Agendas 11:15-12:05 Reading 12:05-12:09 Restroom Break 12:09-12:39 LUNCH 12:45-1:00 RECESS 1:05-1:30 Language Arts 1:30-2:00 Social Studies 2:00 DISMISSAL

Fears: The Unknown Collaborating Teacher The Day to Day Rigor Classroom Management Inability to Reach a Student with Autism. Feelings: Nervous Shy with other teachers and administration Excited Hopeful Important Weaknesses: Thinking like an adult Giving directions before breaking into small groups Giving students too much independence too soon Rubrics Strengths: Empathizing and sympathizing with Students Having high expectations for every student Guiding students in deep discussions Social Studies Classroom Management

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.

Lesson Plans 4 th Grade Reading Lessons: – The Great Kapok Tree The Great Kapok Tree – The Houdini Box The Houdini Box 4 th Grade Language Arts Lesson: −Compound SentencesCompound Sentences 4 th Grade Social Studies Lesson: −The Three Branches of National GovernmentThe Three Branches of National Government

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

My Classroom

Social Studies: Colonization Boards Choice Integrated Technology with

Social Studies: The Three Branches of National Government Differentiated Summative Assessment An Example of Student Work Technology Integration

Language Arts: Compound Sentences Differentiated Summative Assessment Pre-Assessment Formative Assessments: -Applied Practice Activities -Side by Side Chats -Whole Group Discussions -Small Group Discussions -Observational ChecklistsObservational Checklists

Social Studies: Preamble to the Declaration of Independence and the Constitution Rubrics for Both Assessments Declaration of Independence Constitution

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.

Reading Centers: The Houdini Box The Plan -Centers = Leveled Readers, Computer Activities, Compare/Contrast, and Questioning/Predicting The Problem -5/22 students = very low fluency scores -3/22 students = unable to demonstrate vocabulary comprehension -2/22 students = unable to demonstrate story comprehension The Improvement -5/5 students = showed improvement in fluency scores on the Nuclear Fluency Checklist = all improved at least 23 points = the greatest improvement was 39 points -3/3 students = able to demonstrate vocabulary comprehension in a side by side chat -2/2 students = showed improvement in story comprehension in whole group discussion after listening to the story on cd

Reading: The Great Kapok Tree The Plan -Weekly Vocabulary Lesson The Pre-Assessment -14/22 students knew the definition of dangle and pollen -10/22 students knew the definition of slithered -9/22 students knew the definition of fragrant and pollinate -6/22 students knew the definition of dappled and wondrous -5/22 students knew the definition of canopy -Example of student workExample of student work The Improvement -20/22 students demonstrated vocabulary comprehension through their products -2/22 students needed additional practice -demonstrated comprehension after additional computer practicecomputer practice -Observational ChecklistObservational Checklist -Example of student workExample of student work -Completed RubricCompleted Rubric

Technology Makes Learning Engaging and Impactful! The Articles of Confederation Preamble to the Constitution The Constitution The Three Branches of National Government The Bill of Rights Western Expansion Compound Sentences Vocabulary

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.

In-Service GCRCT Workshop Professional Development Activities In-Service Quia Workshop In-Service SuccessMaker Vocabulary Workshop

Professional Organizations Pi Lambda Theta Kappa Delta Pi Alpha Chi

Educational Philosophy BeforeNow Very naïve, flowery and theoretical Research-based and intellectualized More about me than my students Humanist Constructivist Social Reconstructivist 5 Pages Long Mature, realistic and concrete Research and experience based More about educational goals for me and my students Humanist Constructivist Social Reconstructivist A Touch Behaviorist??? 3 Paragraphs Long

School Meetings Attended Family Fun Nights Parent Teacher Conferences Faculty Meetings Fourth Grade PTA Music Night

“Childhood is what you spend the rest of your life trying to overcome. That's what momma always says. She says that beginnings are scary, endings are usually sad, but it's the middle that counts the most. Try to remember that when you find yourself at a new beginning. Just give hope a chance to float up. And it will....” -Hope Floats