Jennifer Cowart MAT Candidate Teaching Summit Presentation Spring 2014 Website “Do not train children to learning by force and harshness, but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each.” Plato 1

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Jennifer Cowart Masters of arts in teaching: Early childhood education Avery First Grade Mrs. Catherine Stickler 3

Avery Elementary 1176 students 1176 students Canton, Georgia In the Union Hill Community Middle class demographics with some shifts to lower Love and Logic 4

My Class 24 students 16 girls 8 boys 22 Caucasian 2 African American 5 EIP 5 Gifted 5

Schedule 7:20 Students Arrive D. E. A. R. 7:45 News 7:55 – 8:30 Math Binders 8:30 – 9:20 Specials 9:20 – 10:00 Math Centers 10:00 – 11:15 Lit Centers 11:15 – 11:45 Science & Social Studies (integrating Reading Standards) 11:45 – 12:05 Recess 12:08 – 12:38 Lunch 12:45 – 1:15 Saxon Phonics 1:15 – 2:05 Writing Workshop 2:15 Car Rider & ASP Dismissal 2:23 Bus Dismissal 6

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Domain I:PLANNING FOR DIFFERENTIATED INSTRUCTION & ASSESSMENT 8

9 Co-Teaching Model 24/7 planning Working side by side Constant collaboration Learning from a veteran teacher Moving in and out of each of the co teaching model throughout a day without even realizing it

Lesson Planning 10 Planning with Mrs. Stickler 24/7 Review Assessments after consulting standards Preparing assignments that reflect standards

Pre - assessments 11

Domain II: Providing Differentiated Instruction and Assessments 12 Rigby Scores (grouped by level)

Tiered Tasks CVC 13

Tiered Tasks N,V, Adj 14

Compacted out task 15

16 TAPS, Tiered Tasks, Student Choice, and Centers

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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? 18

19 Domain III: Impacting Student Learning

Assessment 20

Post Test Science 21 Highest level students had to illustrate and label the parts of the plant.

Post Test Noun, Verb, Adj 22

Data Chart 23

Domain IV Presentations 24

Presentations 25

Professional Development Activities 26 GAE- Georgia Association of Educator

Teaching Philosophy PAST Didn’t change: Student centered classroom Rigid PRESENT Differentiation The perfect plan does not exist. Grab hold of “teachable” moments! Collaboration 27

Continuing Plan to Develop as a Professional Educator Subs Volunteer at the schools specialist degree in Early Childhood Teach 21 Gifted endorsement Eventually getting my specialist in leadership Possibly get my Doctorate in Education CONTINUE LEARNING! 28