1. No Excuse University—The Big Interview Week 6 Diane King EDU 650 Dr. Jackie Kyger February 15, 2016 FINAL PROJECT

2. Self Introduction Good morning sir/madam, My name is Diane King from Chicago. I am pursuing my Master’s Degree in Education with a specialization in Early Childhood Education. I am a dedicated, resourceful and goal-driven professional educator with a commitment to social and academic growth of every child. I am motivated, passionate and a devoted educator who wants all children to be successful learners.

3. Philosophy of Education  Early childhood education is geared towards children three-five. Children in this age group are very sensitive and sometimes need attention. It is my job as their educator to make each child feel safe in their new environment. Children have a right to an education in a secure warm environment. Each child has the right to be educated, blossom and grow. All students should feel confident in themselves and their instructor. A student who lacks confident may not be willing or able to learn. I as an instructor will prepare my students for life and the workplace. I plan to help my students become critical thinkers, respect themselves and others. I believe each student is different therefore, I plan to find their weak and strong areas and make them feel comfortable learning and thinking outside the box. I believe every child should be guided in the direction of their interest. I believe each child should be nurtured. I will nurture the children growth and development.

4. Classroom Management Plan  The goal of the Management plan is to create an environment for learning. “At its core, class management is a set of procedures and systems that are in place to create an environment that focuses on student learning” (Newton, 2013. P.1). Newton goes on to say “classroom management involves teacher decisions and actions to create an environment conducive to learning” (2013, p.1). The goal is to enhance students learning as opposed to student's behavior. Teachers say how they can't teach with disruptive students. However, fail to collaborate a detailed classroom management plan. Teachers believe to have an effectively managed classroom the following policy, rules and expectations will be required. Managing classroom begin before the first day of school. Class rules will have to be enforced. As an example how to set the room decor for preschooler’s comfortability. The goal of the preschool management plan is to have order in the class whereas student can learn. Preschooler can be uneasy when separated from their parents. Providing a warm and welcoming classroom will help to trust the teacher.

5. Different School Models  The two school models visited were a Charter school and a public school. Charter school are public schools but has some differences. Richard Newton (2013), says “charter schools have more flexibility as to how they operate and the programs they have in place” (Newton, 2013, pg. 1.8). Newton go on to say “charter schools operate under performance contracts, or a charter which frees them from rules and regulation” traditional schools are under (Newton, 2013, pg. 1.8). Charter schools are also run by local school districts, sponsoring agency, state, and county who agree on the charter. Charter schools unlike the public schools has to renew their charter upon taking certain factors into consideration. How is the students’ performance, and financial sustainability?

6. Effective Lesson Planning  Good lesson planning is an important process for teaching and learning.  Important Elements of Effective Lesson Design Brief Point 1: Writing good learning objectives Brief Point 2: Writing learning objective that coincide with states standards Brief Point 3: Learning objectives must be clear and specific Brief Point 4: No activities should “describe what the teacher is doing or saying” (Newman, 2013).  Learning Objectives are Critical to Planning Effective Instruction Brief Point 1: Research Brief Point 2: Clear learning objectives helps conceptual understanding of cognition. Brief Point 3: Writing good learning objectives using the state standards. Brief Point 4: Challenge student with higher learning objectives

7. Assessment Matters  Assessment plays a significant role in a student’s education. Teachers have to make decisions about students and their lives.” Assessments not only guide the development of individual students but also to monitor and continuously improve the quality of programs, inform prospective students and their parents, and provide evidence of accountability to those who pay our way” (Gardinar, n.d.). Assessments alone with teacher’s feedback is crucial to students learning.  Formative and summative assessments add value to the educational process of learning and teaching. Formative assessments is the gathering of data on teachers and students. Formative assessments when used in the instructional process provides the information needed to adjust teaching and learning. Monitoring formative assessment and providing feedback can improve students learning.  Formative assessment as the ability to show teachers their student’s weaknesses and strengths. Teachers can use the results to visualize where students are struggling and address the problem sooner than later. Summative assessment evaluates students’ progress at the end of an instructional unit. However, student are not allowed to repeat the assessment and may sometimes have moved on to the next grade.  Assessment together with the common core standard make expectations for all students clear to both teachers and parents. Encourage textbook development, digital media, and other teaching material aligned with the standards; develop a comprehensive assessment system to measure against the common core state standards and replace systems that are often inaccurate. Evaluate the changes to help students and educators meet the standards.

8. Professional Learning Communities  Newman states “the most important ways to stay connected to the current research, and innovation occurring in the field is through the wide range of existing professional organizations” (2012, para, 1). Teachers connecting with an organization provides an opportunity to gain a perspective on the educational landscape, connect with educators, and network with people across the world (Newman, R. 2012). Organization such as: Learning forward an organization whose mission is to advance education and student results by using standards-based professional learning. ASCD a “membership organization providing research and innovation in professional learning and educational matters” (Newman, 2012).

9. References  Gardiner; ASHE-ERIC Higher Education Report Volume 23, No. 7, p. 109  http://www.education.com/reference/article/types-classroom-assessment/ http://www.education.com/reference/article/types-classroom-assessment/  Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San Diego, CA: Bridgepoint Education, Inc.  Newman, R. (2012). Engaging with professional organizations. Retrieved from https://content.ashford.edu/books/AUEDU650.13.2https://content.ashford.edu/books/AUEDU650.13.2  P21 common core toolkit. (2011). Retrieved form Partnership for 21st century skills  Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots San Diego, CA: Bridgepoint Education, Inc.  Rynne, T. (2016). Interview. Backer college prep.  Robinson, M. (2016). Interview. Bowen Public school.