1. THE BIG INTERVIEW Week six assignment Shannon O’Reilly EDU650: Teaching Learning Leading in the 21 st Century Dr. Stefanie Lassitter 4/6/2015

2. INTRODUCTION My name is Shannon M. O’Reilly I am seeking a position as a third grade ELAR (English, Language Arts, and Reading) teacher. I have a Bachelor’s degree in Speech and Language Pathology & Audiology, with a minor in Deaf Education, from the University of Southern Mississippi. I am currently pursuing a Master’s degree from Ashford University in Education, with a specialization in Children and Family Services. I am a single mother of a beautiful fourteen year old daughter. I have worked in the public school system for eleven years as a speech pathology service provider.

3. INTRODUCTION CONTINUED I am applying for the third grade ELAR position because third grade is the year that students begin taking the state mandated state assessment exam, and I want to be the teacher that exemplifies what it means to not only prepare students for the state exam, but also still be able to actually teach them basic skill sets, and give them the foundational knowledge they need to be able to succeed in life. I want to show that teaching an assessment grade level, does not mean that fostering student creativity has to only mean passing an assessment.

4. PHILOSOPHY OF EDUCATION Education encompasses a number of things. It is a predictive measure of what is to come in the future. Education is the key to cultivating young minds and creating competent and thriving members of society. The educational process is a collaborative effort from teachers, administrators, parents, and the students. An educational quote from Sydney J. Harris that I love says, “The whole purpose of education is to turn mirrors into windows.” I believe with a quality education, there are windows of opportunity awaiting. It is up to us as educators to show students how to open their windows. Referencing the text, (Newman, 2013 p. 9), students need to be able to apply knowledge in complex situations, think critically, problem-solve multifaceted issues, be digitally literate, collaborate with others, be able to create, evaluate, and analyze ideas. I agree with this statement because these are areas that are pertinent to academic success.

5. PHILOSOPHY OF EDUCATION CONTINUED I have a motto that I created and use that says, “Teach One, Reach One, Each One.” This just means that as an educator, I have an opportunity and responsibility to make a positive impact on a child’s life. It is up to me to figure out how to reach each individual child and meet their specific needs. It is our job as educators to make sure they have the tools to be able to compete with the growing demands and requirements of society.

6. CLASSROOM MANAGEMENT The first few weeks of the school year will always set the tone for how the classroom will be managed. During this time, it is the teacher’s responsibility to build rapport with students along with clearly setting the expectation. An effective classroom management plan requires patience, diligence, and flexibility. Effectively managing a classroom is a vital part of academic success for students. As teachers, we must provide an environment that is conducive for maximal learning and success. Setting standards and expectations is imperative for student growth, and they need to be held accountable for their actions and take responsibility for their educational success. Teaching students how to follow rules, and how to maintain order and organization, will only enhance their self-awareness, work ethic, and groom positive attitudes leading to great individuals within society.

7. DIFFERENT SCHOOL MODELS I interviewed educators from two different schools and school districts and what I learned from this experience is that, just as myself, those educators are dedicated and passionate about the field of education and the role that they play. I learned that there are challenges within every school, and there is no set method to address those individual challenges, but there needs to be dedicated teachers and administrators willing to go the extra mile to do what ever is best for student success. I learned that as an educator, I cannot limit myself to one set style of teaching. In Mr. Robinson’s video, he makes a very valid point in that, “we are educating children out of creativity.” (TED, 2006). I want to be that teacher that is well versed in the curriculum that it will become second nature to me to be able to make the content fun and enjoyable while they are learning.

8. EFFECTIVE LESSON PLANNING AND DESIGN One of the central elements of an effective teaching practice is the connection among planning, instruction, assessment, student experiences, and learning. (Newman, 2013 p. 228). There are several essential elements of a strong, effective lesson design that are needed for measurable student learning. * Objectives and Goals * Anticipatory Set * Direct Instruction * Guided Practice * Closure * Independent Practice * Required Material and Equipment * Assessment and Follow-Up

9. EFFECTIVE LESSON PLANNING AND DESIGN CONTINUED An effective lesson plan is a teacher’s guide to what students need to learn and how it will be done effectively during instruction time. Learning objectives need to be identified before a lesson can be appropriately planned. Once the learning objective is identified, teachers can then design appropriate activities and develop strategies to obtain feedback on student learning. An effective lesson plan should address and integrate three key components. (Milkova, 2014 p. 1). 1. Objectives for student learning 2. Teaching/learning activities 3. Strategies to check student understanding

10. ASSESSMENT MATTERS The force that drives the majority of all decision making in regards to students and their instruction is assessment. Assessment is used to determine if the educational standards and expectations from administrators and state officials are being met. Students are required and expected to have certain skills that are crucial to their development and progression throughout their educational process. Having 21 st century skills including analytical and critical thinking skills are vital for students to be able to function in, and compete with the ever-changing process of society. “Assessment refers to the process used to determine, in measurable terms, the knowledge, skills, attitudes, and beliefs of the learner” (Marsh, 2007 p. 2). Basically, assessment is used to determine if students are where they need to be, learning what they should be learning, and demonstrating a thorough knowledge and understanding of those set skills. Student achievement is the main goal and primary focus of education. The use of summative and formative assessments is a necessity in providing quality and appropriate instruction for students. Any assessment that is used to measure the ability of a child should be valid, reliable, and transparent.

11. PROFESSIONAL LEARNING COMMUNITIES Teacher leadership develops in a variety of ways and provides a means to earn about different methodologies of teaching while ensuring that teachers are connecting, supporting, and working with others. (Newman, 2013 p. 354) It also ensures that they do not become isolated from what is occurring in other classrooms and schools. (Newman, 2013 p. 354) It is important for teachers to be able to collaborate and learn from one another. This will help in building professional relationships and promoting teamwork. Teachers need to be able to share ideas and thoughts with one another. This will enhance their knowledge and skills where they may be weak. Teacher development is crucial to the success of students.

12. REFERENCES Newman, R. (2013). Teaching and Learning in the 21 st Century: Connecting the Dots. San Diego, CA: Bridgepoint Education, Inc. Milkova, S. (2014). Strategies for Effective Lesson Planning. Center for Research on Learning and Teaching. TED. (2006, June). Ken Robinson says schools kill creativity [Video file]. Retrieved from http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.htmlhttp://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html Marsh, C. J. (2007). A critical analysis of the use of formative assessment in schools. Educational Research and Policy Practice, 6, 25–29. Retrieved from: http://www.scholastic.com/teachers/article/what-are-formative-assessments-and-why- should-we-use-them http://www.scholastic.com/teachers/article/what-are-formative-assessments-and-why- should-we-use-them