Candidate Teaching Summit Presentation Miriam Smith Fall Website “You are the spark that sets aflame a poet’s hand, or lights the flame in some great singer’s song.” –Clark Mollenhoff

Domain I: Planning for Differentiated Instruction and 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 the same essential content? Artifacts: Lesson Plan One: Lesson Plan One: Lesson Plan Two: Lesson Plan Three: Lesson Plan Four:

Whole, small, and individual group instruction Connect to students’ diverse learning profiles

Promethean Board ACTIVotes Powerpoints Family Reunion Pre-Test Results

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? To include in oral presentation: Present an example of one lesson, reflection, and use of assessment results to adjust instruction. Analysis of Impact on Student Learning Reflections Observation One, Observation Two, Observation Three, Observation Four Observation OneObservation TwoObservation ThreeObservation Four Completed Assessment Tools Anecdotal Record, Observation Report Anecdotal RecordObservation Report Assessment and Adjusted Instruction Original Lesson Plan, Adjusted Lesson Plan Original Lesson PlanAdjusted Lesson Plan

Domain IV: Professional Responsibilities in Support of Differentiated Instruction and 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 students’ diverse learning needs and to maximize learning? To include in oral presentation: How did your teaching philosophy change during candidate teaching? Artifacts: Evaluations from University Supervisor (Observations One, Two, Three, and Four) Domain One, Two, Three, and FourOneTwoThreeFour Evaluation from Collaborating Teacher Weekly Conferences Week Two Week Eight

Domain IV: Professional Responsibilities in Support of Differentiated Instruction and Assessment Professional Organization Memberships Music Teachers National Association Student Professional Association of Georgia Professional Development Activities Monthly faculty meetings (Sep 2, Oct 14) and Staff Development and Conference Day (Nov 2) Teaching Philosophy Beginning Philosophy (2010) Working Philosophy (Spring 2010) Teaching Philosophy (Fall 2010)

Second Grade PTA Program November 2010 Thank you, Veterans, for all you did and do!

Salute to Veterans PTA Second Grade Program

“Let’s Hear It For America!”

 Future Challenges as a Teacher: Motivating my students to see learning as an adventure that goes beyond the classroom. Finding creative ways to transform passive learners into enthusiastic explorers!  Continuing Plan to Develop as a Professional Educator: Pursue my master’s degree, develop my skills as a teacher through violin studio instruction, and continue to watch the education job market in Georgia.  Advice to Others: Do what you love. Every job will have its long days and late nights, but when you are truly passionate about what you do, it is all worth it!! Conclusion

Resources Mrs. Frady!!